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You searched for subject:(critical pedagogy). Showing records 1 – 30 of 904 total matches.

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University of Georgia

1. Tucker, Erika Yvette. Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community.

Degree: PhD, English Education, 2015, University of Georgia

 Rarely are students allowed opportunities to conduct research on issues or topics of relevance to their school and community lives. The purpose of this critical(more)

Subjects/Keywords: critical pedagogy

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APA (6th Edition):

Tucker, E. Y. (2015). Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd

Chicago Manual of Style (16th Edition):

Tucker, Erika Yvette. “Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community.” 2015. Doctoral Dissertation, University of Georgia. Accessed May 29, 2020. http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd.

MLA Handbook (7th Edition):

Tucker, Erika Yvette. “Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community.” 2015. Web. 29 May 2020.

Vancouver:

Tucker EY. Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 May 29]. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd.

Council of Science Editors:

Tucker EY. Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd


Texas A&M University

2. Thomas, Brad 1974-. Teaching Against Tradition: Historical Preludes to Critical Pedagogy.

Degree: 2012, Texas A&M University

 This dissertation revises the historical narrative of critical pedagogy in college writing classrooms. It argues that the key principles of critical pedagogy, first articulated by… (more)

Subjects/Keywords: Composition; Critical Pedagogy

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APA (6th Edition):

Thomas, B. 1. (2012). Teaching Against Tradition: Historical Preludes to Critical Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150941

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):

Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Thesis, Texas A&M University. Accessed May 29, 2020. http://hdl.handle.net/1969.1/150941.

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

MLA Handbook (7th Edition):

Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Web. 29 May 2020.

Vancouver:

Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 May 29]. Available from: http://hdl.handle.net/1969.1/150941.

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

Council of Science Editors:

Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/150941

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


Washington State University

3. [No author]. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .

Degree: 2017, Washington State University

 Success in college is topic that is continually debated and contested, specifically, with respect to identifying how it is defined, operationalized, and fostered. The first-year… (more)

Subjects/Keywords: Higher education; Pedagogy; Curriculum development; Critical Pedagogy

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APA (6th Edition):

author], [. (2017). The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/13066

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):

author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .” 2017. Thesis, Washington State University. Accessed May 29, 2020. http://hdl.handle.net/2376/13066.

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

MLA Handbook (7th Edition):

author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .” 2017. Web. 29 May 2020.

Vancouver:

author] [. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . [Internet] [Thesis]. Washington State University; 2017. [cited 2020 May 29]. Available from: http://hdl.handle.net/2376/13066.

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

Council of Science Editors:

author] [. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . [Thesis]. Washington State University; 2017. Available from: http://hdl.handle.net/2376/13066

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


University of Utah

4. Ostenson, Jonathan William. Navigating the digital narrows: teaching students to read critically on the internet.

Degree: PhD, Teaching & Learning;, 2010, University of Utah

 The use of the Internet as a source of information is growing, especially among young people. Reading on the Internet poses unique challenges as texts… (more)

Subjects/Keywords: Critical evaluation; Critical reading; Internet; Pedagogy

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APA (6th Edition):

Ostenson, J. W. (2010). Navigating the digital narrows: teaching students to read critically on the internet. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805

Chicago Manual of Style (16th Edition):

Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Doctoral Dissertation, University of Utah. Accessed May 29, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.

MLA Handbook (7th Edition):

Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Web. 29 May 2020.

Vancouver:

Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2020 May 29]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.

Council of Science Editors:

Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805

5. Giguere, Dominick S. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.

Degree: English, 2016, Eastern Washington University

 "This article reviews scholarly literature about problems in critical pedagogy, pragmatic examples of implementing critical pedagogy, professional learning communities, and critical pedagogy-based curricula in new… (more)

Subjects/Keywords: Critical pedagogy; Critical theory; Curriculum evaluation

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APA (6th Edition):

Giguere, D. S. (2016). Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/379

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):

Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Thesis, Eastern Washington University. Accessed May 29, 2020. https://dc.ewu.edu/theses/379.

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

MLA Handbook (7th Edition):

Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Web. 29 May 2020.

Vancouver:

Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2020 May 29]. Available from: https://dc.ewu.edu/theses/379.

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

Council of Science Editors:

Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Thesis]. Eastern Washington University; 2016. Available from: https://dc.ewu.edu/theses/379

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


Georgia State University

6. Anderson, Morgan. Humanization in the Digital Age: A Critique of Technophilia in Education.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about… (more)

Subjects/Keywords: technology; critical pedagogy; critical technology studies; humanization

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APA (6th Edition):

Anderson, M. (2018). Humanization in the Digital Age: A Critique of Technophilia in Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/183

Chicago Manual of Style (16th Edition):

Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Doctoral Dissertation, Georgia State University. Accessed May 29, 2020. https://scholarworks.gsu.edu/eps_diss/183.

MLA Handbook (7th Edition):

Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Web. 29 May 2020.

Vancouver:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 May 29]. Available from: https://scholarworks.gsu.edu/eps_diss/183.

Council of Science Editors:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/183


University of Exeter

7. Chandella, Nayyer Iqbal Ali. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.

Degree: Thesis (EdD), 2011, University of Exeter

 Dialogic pedagogy involves students as critical inquirers, who can analyze their perspectives and attitudes. Dialogic creates liminal space (Buber, 1965) where conversation generates knowledge and… (more)

Subjects/Keywords: 371.3; TESOL : critical pedagogy : dialogic

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APA (6th Edition):

Chandella, N. I. A. (2011). The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3318

Chicago Manual of Style (16th Edition):

Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Doctoral Dissertation, University of Exeter. Accessed May 29, 2020. http://hdl.handle.net/10036/3318.

MLA Handbook (7th Edition):

Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Web. 29 May 2020.

Vancouver:

Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2020 May 29]. Available from: http://hdl.handle.net/10036/3318.

Council of Science Editors:

Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3318


University of Cincinnati

8. Titsworth, Karen Cozetta. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.

Degree: EdD, Education : Literacy, 2008, University of Cincinnati

  Using elements of participatory action inquiry, this dissertation research project seeks to explore the impact of mothering practices as a way to influence, contribute… (more)

Subjects/Keywords: Literacy; mothering; critical literacy pedagogy

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APA (6th Edition):

Titsworth, K. C. (2008). Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433

Chicago Manual of Style (16th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed May 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

MLA Handbook (7th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Web. 29 May 2020.

Vancouver:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2020 May 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

Council of Science Editors:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433


University of Wisconsin – La Cross

9. Swedeen, Scott T. First Steps in Critical Literacy.

Degree: 2011, University of Wisconsin – La Cross

 This thesis study examines the experience of a class of teacher education students learning about and working with critical literacy. The study specifically focuses on… (more)

Subjects/Keywords: Literacy – social aspects; Critical pedagogy

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APA (6th Edition):

Swedeen, S. T. (2011). First Steps in Critical Literacy. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/54425

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):

Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Thesis, University of Wisconsin – La Cross. Accessed May 29, 2020. http://digital.library.wisc.edu/1793/54425.

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

MLA Handbook (7th Edition):

Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Web. 29 May 2020.

Vancouver:

Swedeen ST. First Steps in Critical Literacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2020 May 29]. Available from: http://digital.library.wisc.edu/1793/54425.

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

Council of Science Editors:

Swedeen ST. First Steps in Critical Literacy. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/54425

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


Vanderbilt University

10. Mang, Maggie. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.

Degree: MA, Medicine, Health, and Society, 2019, Vanderbilt University

 Open in Emergency (OiE) is the 2016 fall/winter special issue of the Asian American Literary Review (AALR), a small, arts non-profit based out of Washington… (more)

Subjects/Keywords: pedagogy; design; critical psychiatry; unwellness

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APA (6th Edition):

Mang, M. (2019). Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;

Chicago Manual of Style (16th Edition):

Mang, Maggie. “Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Masters Thesis, Vanderbilt University. Accessed May 29, 2020. http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;.

MLA Handbook (7th Edition):

Mang, Maggie. “Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Web. 29 May 2020.

Vancouver:

Mang M. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Internet] [Masters thesis]. Vanderbilt University; 2019. [cited 2020 May 29]. Available from: http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;.

Council of Science Editors:

Mang M. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Masters Thesis]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;


University of Manitoba

11. Woodard, Rosemary. Literacy for liberation: a Haitian case study.

Degree: Curriculum, Teaching and Learning, 2011, University of Manitoba

 This qualitative study of an adult literacy program, Literacy for Liberation, operated by a non-governmental organization and serving a marginalized demographic in Haiti, considered the… (more)

Subjects/Keywords: Freire; critical pedagogy; transformation; marginalized

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APA (6th Edition):

Woodard, R. (2011). Literacy for liberation: a Haitian case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4898

Chicago Manual of Style (16th Edition):

Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Masters Thesis, University of Manitoba. Accessed May 29, 2020. http://hdl.handle.net/1993/4898.

MLA Handbook (7th Edition):

Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Web. 29 May 2020.

Vancouver:

Woodard R. Literacy for liberation: a Haitian case study. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2020 May 29]. Available from: http://hdl.handle.net/1993/4898.

Council of Science Editors:

Woodard R. Literacy for liberation: a Haitian case study. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4898


University of Exeter

12. Chandella, Nayyer Iqbal Ali. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.

Degree: Thesis (EdD), 2011, University of Exeter

 Dialogic pedagogy involves students as critical inquirers, who can analyze their perspectives and attitudes. Dialogic creates liminal space (Buber, 1965) where conversation generates knowledge and… (more)

Subjects/Keywords: 371.3; TESOL; critical pedagogy; dialogic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chandella, N. I. A. (2011). The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008

Chicago Manual of Style (16th Edition):

Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Doctoral Dissertation, University of Exeter. Accessed May 29, 2020. https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008.

MLA Handbook (7th Edition):

Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Web. 29 May 2020.

Vancouver:

Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2020 May 29]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008.

Council of Science Editors:

Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Doctoral Dissertation]. University of Exeter; 2011. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008


Ohio University

13. Snyder, Todd D. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region.

Degree: PhD, English (Arts and Sciences), 2011, Ohio University

 "The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and Appalachian Identity," is an exploration of the various ways that social, economic, and cultural factors… (more)

Subjects/Keywords: Rhetoric; critical theory; critical pedagogy; Appalachia; composition pedagogy

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APA (6th Edition):

Snyder, T. D. (2011). The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012

Chicago Manual of Style (16th Edition):

Snyder, Todd D. “The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region.” 2011. Doctoral Dissertation, Ohio University. Accessed May 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012.

MLA Handbook (7th Edition):

Snyder, Todd D. “The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region.” 2011. Web. 29 May 2020.

Vancouver:

Snyder TD. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2020 May 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012.

Council of Science Editors:

Snyder TD. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. [Doctoral Dissertation]. Ohio University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012

14. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this study was to understand how social studies teachers interested in critical theory understood it and how it actually emerged in ideology,… (more)

Subjects/Keywords: Social studies; Critical theory; Critical pedagogy; Pedagogy; Education; Teaching

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APA (6th Edition):

-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62991

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed May 29, 2020. http://hdl.handle.net/2152/62991.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 29 May 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 May 29]. Available from: http://hdl.handle.net/2152/62991.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62991

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

15. Herrera-Dulcet, Andrea. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners .

Degree: 2019, University of Arizona

 In the last two decades the field of Spanish heritage language education has been concerned with the reproduction of Standard Language Ideologies (henceforth: SLI) within… (more)

Subjects/Keywords: critical pedagogy; critical translingual competence; Heritage language pedagogy; Spanish heritage language

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APA (6th Edition):

Herrera-Dulcet, A. (2019). Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634426

Chicago Manual of Style (16th Edition):

Herrera-Dulcet, Andrea. “Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners .” 2019. Doctoral Dissertation, University of Arizona. Accessed May 29, 2020. http://hdl.handle.net/10150/634426.

MLA Handbook (7th Edition):

Herrera-Dulcet, Andrea. “Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners .” 2019. Web. 29 May 2020.

Vancouver:

Herrera-Dulcet A. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2020 May 29]. Available from: http://hdl.handle.net/10150/634426.

Council of Science Editors:

Herrera-Dulcet A. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634426


University of Toronto

16. Grinberg-Panchuk, Tania. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.

Degree: 2015, University of Toronto

Eating disorders have the highest mortality rate of any mental illness. Currently schools address eating disorders through prevention programs and health education courses that have… (more)

Subjects/Keywords: Critical Feminist Pedagogy; Critical Literacy; Critical pedagogy; Curriculum; Developmental Theory of Embodiment; Eating Disorders; 0515

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APA (6th Edition):

Grinberg-Panchuk, T. (2015). Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69742

Chicago Manual of Style (16th Edition):

Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Masters Thesis, University of Toronto. Accessed May 29, 2020. http://hdl.handle.net/1807/69742.

MLA Handbook (7th Edition):

Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Web. 29 May 2020.

Vancouver:

Grinberg-Panchuk T. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 May 29]. Available from: http://hdl.handle.net/1807/69742.

Council of Science Editors:

Grinberg-Panchuk T. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69742


University of Illinois – Chicago

17. Buenrostro, Patricia M. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.

Degree: 2016, University of Illinois – Chicago

 This study centered around the experience of thirteen 12th grade students who participated in a mathematics class designed to engage them in the study of… (more)

Subjects/Keywords: mathematics; social justice; critical mathematics; critical pedagogy; critical care; students' perspectives

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APA (6th Edition):

Buenrostro, P. M. (2016). Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21536

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):

Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Thesis, University of Illinois – Chicago. Accessed May 29, 2020. http://hdl.handle.net/10027/21536.

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

MLA Handbook (7th Edition):

Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Web. 29 May 2020.

Vancouver:

Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 May 29]. Available from: http://hdl.handle.net/10027/21536.

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

Council of Science Editors:

Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21536

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


University of Manitoba

18. Hunter, Todd. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.

Degree: Educational Administration, Foundations and Psychology, 2016, University of Manitoba

 The purpose of this action research study was to improve the education of Indigenous students enrolled at an inner-city urban alternative high school for adolescent… (more)

Subjects/Keywords: critical pedagogy; critical mathematics; critical literacy; critical media literacy; Indigenous; Aboriginal; Action research; Education

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

APA (6th Edition):

Hunter, T. (2016). Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32040

Chicago Manual of Style (16th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Masters Thesis, University of Manitoba. Accessed May 29, 2020. http://hdl.handle.net/1993/32040.

MLA Handbook (7th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Web. 29 May 2020.

Vancouver:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2020 May 29]. Available from: http://hdl.handle.net/1993/32040.

Council of Science Editors:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32040


Montana State University

19. Modic, Amiee L. Student misconceptions : identifying and reformulating what they bring to the chemistry table.

Degree: Graduate School, 2011, Montana State University

 The primary goal of this project was to investigate methods of identifying student misconceptions as they related to the particulate nature of matter, and then… (more)

Subjects/Keywords: Chemistry.; Critical pedagogy.; High school students.

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APA (6th Edition):

Modic, A. L. (2011). Student misconceptions : identifying and reformulating what they bring to the chemistry table. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1886

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):

Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Thesis, Montana State University. Accessed May 29, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1886.

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

MLA Handbook (7th Edition):

Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Web. 29 May 2020.

Vancouver:

Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 May 29]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886.

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

Council of Science Editors:

Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886

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

20. Piña, Manuel Agustin. A (Re)Vision of Critical Pedagogy for Inclusion.

Degree: 2013

Subjects/Keywords: critical pedagogy; inclusion

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APA (6th Edition):

Piña, M. A. (2013). A (Re)Vision of Critical Pedagogy for Inclusion. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16th Edition):

Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Thesis, [No school]. Accessed May 29, 2020. http://hdl.handle.net/2249.1/62767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7th Edition):

Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Web. 29 May 2020.

Vancouver:

Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Internet] [Thesis]. [No school]; 2013. [cited 2020 May 29]. Available from: http://hdl.handle.net/2249.1/62767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.


University of North Carolina – Greensboro

21. Lovett, Stephanie Jane. World religions: seeing with, not looking at.

Degree: 2016, University of North Carolina – Greensboro

 The traditional World Religions construct instantiates a nineteenth-century, Christian, male, Western worldview. Despite its apparent objectivity, it catalogues the peoples of the world according to… (more)

Subjects/Keywords: Religions – Study and teaching; Critical pedagogy

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APA (6th Edition):

Lovett, S. J. (2016). World religions: seeing with, not looking at. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000

Chicago Manual of Style (16th Edition):

Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed May 29, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.

MLA Handbook (7th Edition):

Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Web. 29 May 2020.

Vancouver:

Lovett SJ. World religions: seeing with, not looking at. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 May 29]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.

Council of Science Editors:

Lovett SJ. World religions: seeing with, not looking at. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000

22. Hamad, Karmand Abdulla. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.

Degree: Thesis (EdD), 2018, University of Exeter

 Learner autonomy has been recognised as a desirable educational goal, especially within the domains of adult and higher education. Whereas this has led to a… (more)

Subjects/Keywords: learner autonomy; higher education; critical pedagogy

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APA (6th Edition):

Hamad, K. A. (2018). Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/33927

Chicago Manual of Style (16th Edition):

Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Doctoral Dissertation, University of Exeter. Accessed May 29, 2020. http://hdl.handle.net/10871/33927.

MLA Handbook (7th Edition):

Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Web. 29 May 2020.

Vancouver:

Hamad KA. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2020 May 29]. Available from: http://hdl.handle.net/10871/33927.

Council of Science Editors:

Hamad KA. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/33927

23. McDermott, Kevin. Reading practice : essays in dialogue and pedagogical conversation.

Degree: PhD, 2002, University of South Wales

 How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued… (more)

Subjects/Keywords: 371.3; Critical pedagogy

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APA (6th Edition):

McDermott, K. (2002). Reading practice : essays in dialogue and pedagogical conversation. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046

Chicago Manual of Style (16th Edition):

McDermott, Kevin. “Reading practice : essays in dialogue and pedagogical conversation.” 2002. Doctoral Dissertation, University of South Wales. Accessed May 29, 2020. https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046.

MLA Handbook (7th Edition):

McDermott, Kevin. “Reading practice : essays in dialogue and pedagogical conversation.” 2002. Web. 29 May 2020.

Vancouver:

McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Internet] [Doctoral dissertation]. University of South Wales; 2002. [cited 2020 May 29]. Available from: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046.

Council of Science Editors:

McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Doctoral Dissertation]. University of South Wales; 2002. Available from: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046


University of Wollongong

24. Andersen, Peter John. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.

Degree: EdD, 2016, University of Wollongong

  Calls have been made from the highest echelons to give children a greater voice in decision-making on global issues relevant to them. Environmental education… (more)

Subjects/Keywords: environmental education; critical pedagogy; change agents

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APA (6th Edition):

Andersen, P. J. (2016). Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. (Doctoral Dissertation). University of Wollongong. Retrieved from 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945

Chicago Manual of Style (16th Edition):

Andersen, Peter John. “Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.” 2016. Doctoral Dissertation, University of Wollongong. Accessed May 29, 2020. 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945.

MLA Handbook (7th Edition):

Andersen, Peter John. “Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.” 2016. Web. 29 May 2020.

Vancouver:

Andersen PJ. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2020 May 29]. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945.

Council of Science Editors:

Andersen PJ. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945


University of Texas – Austin

25. -7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 This nine-month critical ethnography documented a TWI (two-way immersion) school and community in a rapidly gentrifying urban context in the southwest US in 2015-2016. This… (more)

Subjects/Keywords: Two-way immersion; Critical pedagogy; Neoliberalism

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APA (6th Edition):

-7472-9548. (2017). Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61911

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed May 29, 2020. http://hdl.handle.net/2152/61911.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Web. 29 May 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 May 29]. Available from: http://hdl.handle.net/2152/61911.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61911

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Rutgers University

26. Marlor, Chantelle, 1969. Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers.

Degree: PhD, Sociology, 2009, Rutgers University

This dissertation is an exploration of the various ways in which knowledge practitioners come to know about a subject. Using four case studies of marine… (more)

Subjects/Keywords: Critical pedagogy; Ethnology

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APA (6th Edition):

Marlor, Chantelle, 1. (2009). Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377

Chicago Manual of Style (16th Edition):

Marlor, Chantelle, 1969. “Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers.” 2009. Doctoral Dissertation, Rutgers University. Accessed May 29, 2020. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377.

MLA Handbook (7th Edition):

Marlor, Chantelle, 1969. “Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers.” 2009. Web. 29 May 2020.

Vancouver:

Marlor, Chantelle 1. Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2020 May 29]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377.

Council of Science Editors:

Marlor, Chantelle 1. Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377


Georgia State University

27. Byrom, Brittny M. Critical Compassion in the Composition Classroom.

Degree: MA, English, 2018, Georgia State University

  The following research thesis redefines critical compassion as a thematic framework that composition instructors can use to create civic and harmonious classrooms. After establishing… (more)

Subjects/Keywords: Composition; Composition pedagogy; Compassion; Critical compassion; Writing

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APA (6th Edition):

Byrom, B. M. (2018). Critical Compassion in the Composition Classroom. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_theses/237

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):

Byrom, Brittny M. “Critical Compassion in the Composition Classroom.” 2018. Thesis, Georgia State University. Accessed May 29, 2020. https://scholarworks.gsu.edu/english_theses/237.

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

MLA Handbook (7th Edition):

Byrom, Brittny M. “Critical Compassion in the Composition Classroom.” 2018. Web. 29 May 2020.

Vancouver:

Byrom BM. Critical Compassion in the Composition Classroom. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 May 29]. Available from: https://scholarworks.gsu.edu/english_theses/237.

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

Council of Science Editors:

Byrom BM. Critical Compassion in the Composition Classroom. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/english_theses/237

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


University College Cork

28. Butler, Sheila. Practising critical pedagogy through the lens of constructive-developmental theory.

Degree: 2018, University College Cork

 The research question addressed here is ‘How to identify and effectively implement a developmental pedagogy that contributes solutions to, rather than causes of, inequality’. The… (more)

Subjects/Keywords: Education; Critical pedagogy; Constructive-developmental theory

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APA (6th Edition):

Butler, S. (2018). Practising critical pedagogy through the lens of constructive-developmental theory. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/7624

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):

Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Thesis, University College Cork. Accessed May 29, 2020. http://hdl.handle.net/10468/7624.

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

MLA Handbook (7th Edition):

Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Web. 29 May 2020.

Vancouver:

Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Internet] [Thesis]. University College Cork; 2018. [cited 2020 May 29]. Available from: http://hdl.handle.net/10468/7624.

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

Council of Science Editors:

Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Thesis]. University College Cork; 2018. Available from: http://hdl.handle.net/10468/7624

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


University of Illinois – Urbana-Champaign

29. Radhakrishnan, Ritu. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more critical theoretical approaches to… (more)

Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school

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APA (6th Edition):

Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648

Chicago Manual of Style (16th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed May 29, 2020. http://hdl.handle.net/2142/49648.

MLA Handbook (7th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 29 May 2020.

Vancouver:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 May 29]. Available from: http://hdl.handle.net/2142/49648.

Council of Science Editors:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648


University of Minnesota

30. Mason, Ann Mogush. Schooling culturally relevant pedagogy: one story about tension and transformation.

Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota

 The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative… (more)

Subjects/Keywords: Critical ethnography; Culturally relevant pedagogy; Race

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

APA (6th Edition):

Mason, A. M. (2013). Schooling culturally relevant pedagogy: one story about tension and transformation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/153909

Chicago Manual of Style (16th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Doctoral Dissertation, University of Minnesota. Accessed May 29, 2020. http://purl.umn.edu/153909.

MLA Handbook (7th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Web. 29 May 2020.

Vancouver:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 May 29]. Available from: http://purl.umn.edu/153909.

Council of Science Editors:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/153909

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