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You searched for subject:(authentic voice). Showing records 1 – 9 of 9 total matches.

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1. Behr, Dana. Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2019, University of San Francisco

The purpose of this project is to provide an ESL curriculum design, for intermediate to advanced learners, that will facilitate the development of the students’ voice and encourage a sense of community through the medium of storytelling. Advisors/Committee Members: Dr. Sedique Popal.

Subjects/Keywords: Student Centered Learning; Storytelling; Student Voice; Communicative Learning; Authentic Materials; Language and Literacy Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Behr, D. (2019). Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/954

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Behr, Dana. “Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling.” 2019. Thesis, University of San Francisco. Accessed September 28, 2020. https://repository.usfca.edu/capstone/954.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Behr, Dana. “Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling.” 2019. Web. 28 Sep 2020.

Vancouver:

Behr D. Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling. [Internet] [Thesis]. University of San Francisco; 2019. [cited 2020 Sep 28]. Available from: https://repository.usfca.edu/capstone/954.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Behr D. Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling. [Thesis]. University of San Francisco; 2019. Available from: https://repository.usfca.edu/capstone/954

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Louisville

2. Buerger, Marsha R. Former students discuss middle school science journalism : a qualitative study of personally meaningful disciplinary writing.

Degree: PhD, 2017, University of Louisville

  This qualitative research study explores the experiences of six middle school students with science news writing (SciJourn) after they have transitioned to high school.… (more)

Subjects/Keywords: disciplinary literacy; student voice; authentic writing; middle school writing; writing to learn; SciJourn; Curriculum and Instruction

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APA (6th Edition):

Buerger, M. R. (2017). Former students discuss middle school science journalism : a qualitative study of personally meaningful disciplinary writing. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2765 ; https://ir.library.louisville.edu/etd/2765

Chicago Manual of Style (16th Edition):

Buerger, Marsha R. “Former students discuss middle school science journalism : a qualitative study of personally meaningful disciplinary writing.” 2017. Doctoral Dissertation, University of Louisville. Accessed September 28, 2020. 10.18297/etd/2765 ; https://ir.library.louisville.edu/etd/2765.

MLA Handbook (7th Edition):

Buerger, Marsha R. “Former students discuss middle school science journalism : a qualitative study of personally meaningful disciplinary writing.” 2017. Web. 28 Sep 2020.

Vancouver:

Buerger MR. Former students discuss middle school science journalism : a qualitative study of personally meaningful disciplinary writing. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2020 Sep 28]. Available from: 10.18297/etd/2765 ; https://ir.library.louisville.edu/etd/2765.

Council of Science Editors:

Buerger MR. Former students discuss middle school science journalism : a qualitative study of personally meaningful disciplinary writing. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2765 ; https://ir.library.louisville.edu/etd/2765

3. Thorns, Adam J. Fostering Authentic Community: A Change Leadership Plan.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  LaPorte School is an Early Childhood through 8th grade building located in Illinois. The Change Leadership Plan examines the level of community involvement at… (more)

Subjects/Keywords: authentic community; student voice; community involvement; Education; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration; Urban Education

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APA (6th Edition):

Thorns, A. J. (2016). Fostering Authentic Community: A Change Leadership Plan. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/191

Chicago Manual of Style (16th Edition):

Thorns, Adam J. “Fostering Authentic Community: A Change Leadership Plan.” 2016. Doctoral Dissertation, National-Louis University. Accessed September 28, 2020. http://digitalcommons.nl.edu/diss/191.

MLA Handbook (7th Edition):

Thorns, Adam J. “Fostering Authentic Community: A Change Leadership Plan.” 2016. Web. 28 Sep 2020.

Vancouver:

Thorns AJ. Fostering Authentic Community: A Change Leadership Plan. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Sep 28]. Available from: http://digitalcommons.nl.edu/diss/191.

Council of Science Editors:

Thorns AJ. Fostering Authentic Community: A Change Leadership Plan. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/191


University of South Florida

4. Cihonski, Deborah A. The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study.

Degree: 2003, University of South Florida

 The purpose of this study was to examine the meaning of the Loss of Voice experience in adolescent girls using an existential-phenomenological interview approach. An… (more)

Subjects/Keywords: phenomenology; authentic voice; silencing; silenced; depression; school; American Studies; Arts and Humanities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cihonski, D. A. (2003). The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1342

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cihonski, Deborah A. “The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study.” 2003. Thesis, University of South Florida. Accessed September 28, 2020. https://scholarcommons.usf.edu/etd/1342.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cihonski, Deborah A. “The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study.” 2003. Web. 28 Sep 2020.

Vancouver:

Cihonski DA. The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study. [Internet] [Thesis]. University of South Florida; 2003. [cited 2020 Sep 28]. Available from: https://scholarcommons.usf.edu/etd/1342.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cihonski DA. The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study. [Thesis]. University of South Florida; 2003. Available from: https://scholarcommons.usf.edu/etd/1342

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana Tech

5. Kapalka, Kimberly Ann. Unearthing the Inner Compass.

Degree: MA, 2011, Montana Tech

 The process of composing a body of artwork was to prove my artistic ability and prepare work for submission to artist-in-residence programs. To achieve this… (more)

Subjects/Keywords: artist-in-residence program; authentic voice; balance; Creative Pulse; discipline; facilitate spontaneity; inspiration; intuition; kinesthetic intelligence; natural environment; nature; non-traditional educational setting

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kapalka, K. A. (2011). Unearthing the Inner Compass. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1327

Chicago Manual of Style (16th Edition):

Kapalka, Kimberly Ann. “Unearthing the Inner Compass.” 2011. Masters Thesis, Montana Tech. Accessed September 28, 2020. https://scholarworks.umt.edu/etd/1327.

MLA Handbook (7th Edition):

Kapalka, Kimberly Ann. “Unearthing the Inner Compass.” 2011. Web. 28 Sep 2020.

Vancouver:

Kapalka KA. Unearthing the Inner Compass. [Internet] [Masters thesis]. Montana Tech; 2011. [cited 2020 Sep 28]. Available from: https://scholarworks.umt.edu/etd/1327.

Council of Science Editors:

Kapalka KA. Unearthing the Inner Compass. [Masters Thesis]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1327


University of Saskatchewan

6. Lalonde, Gisand#232. Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity.

Degree: 2009, University of Saskatchewan

 This study investigated three francophone adolescent girls� experiences with singing. A qualitative, narrative research approach (Bogdan & Biklen, 2003; Murray, 2003) was used to increase… (more)

Subjects/Keywords: self-expression; resilience; unique voice; self-esteem; coping and healing; connecting; self; singer identity; authentic voice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lalonde, G. (2009). Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-11112009-213526

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lalonde, Gisand#232. “Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity.” 2009. Thesis, University of Saskatchewan. Accessed September 28, 2020. http://hdl.handle.net/10388/etd-11112009-213526.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lalonde, Gisand#232. “Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity.” 2009. Web. 28 Sep 2020.

Vancouver:

Lalonde G. Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10388/etd-11112009-213526.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lalonde G. Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-11112009-213526

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Queens University

7. Holtermann-Delong, Ena. Listening To The Voices of Four At-Risk Learners in One Alternative Environment .

Degree: Education, 2009, Queens University

 For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead… (more)

Subjects/Keywords: Technological Education ; At-Risk Learners ; Pedagogy ; Curriculum ; Student Voice ; Authentic Learning ; Care ; Community ; Alternative Educational Setting

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Holtermann-Delong, E. (2009). Listening To The Voices of Four At-Risk Learners in One Alternative Environment . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1816

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holtermann-Delong, Ena. “Listening To The Voices of Four At-Risk Learners in One Alternative Environment .” 2009. Thesis, Queens University. Accessed September 28, 2020. http://hdl.handle.net/1974/1816.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holtermann-Delong, Ena. “Listening To The Voices of Four At-Risk Learners in One Alternative Environment .” 2009. Web. 28 Sep 2020.

Vancouver:

Holtermann-Delong E. Listening To The Voices of Four At-Risk Learners in One Alternative Environment . [Internet] [Thesis]. Queens University; 2009. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1974/1816.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holtermann-Delong E. Listening To The Voices of Four At-Risk Learners in One Alternative Environment . [Thesis]. Queens University; 2009. Available from: http://hdl.handle.net/1974/1816

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Doolan, Martina A. Using technology to support collaborative learning through assessment design.

Degree: PhD, 2011, University of Hertfordshire

 This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the… (more)

Subjects/Keywords: 302.23; Wiki; Blog; Social Networking; Web 2.0; Technology; Collaborative Learning; Community Learning; Online Learning; Blended Learning; Assessment; Assessment For Learning; Assessment Design; Formative Assessment; Learning Design; Learning Activities; Social Constructivism; Socio-Cultural; Zone of Proximal Development; Sense of Belonging; Community of Practice; Dialogic; Conversational; Knowledge; Social Learning; Flexible Learning; Self-Regulated learner; Learner control; Ownership; Authentic Learning; Group Learning; Situated Learning; Tutor Role; Online Tutor; Moderator; Facilitator; Learners; Learner Experience; Learner voice; Reflective; Reflections

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Doolan, M. A. (2011). Using technology to support collaborative learning through assessment design. (Doctoral Dissertation). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/6055

Chicago Manual of Style (16th Edition):

Doolan, Martina A. “Using technology to support collaborative learning through assessment design.” 2011. Doctoral Dissertation, University of Hertfordshire. Accessed September 28, 2020. http://hdl.handle.net/2299/6055.

MLA Handbook (7th Edition):

Doolan, Martina A. “Using technology to support collaborative learning through assessment design.” 2011. Web. 28 Sep 2020.

Vancouver:

Doolan MA. Using technology to support collaborative learning through assessment design. [Internet] [Doctoral dissertation]. University of Hertfordshire; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2299/6055.

Council of Science Editors:

Doolan MA. Using technology to support collaborative learning through assessment design. [Doctoral Dissertation]. University of Hertfordshire; 2011. Available from: http://hdl.handle.net/2299/6055


North Carolina State University

9. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed September 28, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 28 Sep 2020.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Sep 28]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.