Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(critical pedagogy). Showing records 1 – 30 of 743 total matches.

[1] [2] [3] [4] [5] … [25]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jan 23]. 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


Rutgers University

3. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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


University of Kansas

4. Simmons, Dion LaMont. Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy.

Degree: MA, English, 2017, University of Kansas

Critical pedagogues across a multitude of disciplines continually search for effective pedagogical tools and practices that can efficiently create a student-centered empowering critical classroom. In… (more)

Subjects/Keywords: Pedagogy; Critical pedagogy; HBCU; HBCU pedagogy; mentorship

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Simmons, D. L. (2017). Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/25978

Chicago Manual of Style (16th Edition):

Simmons, Dion LaMont. “Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy.” 2017. Masters Thesis, University of Kansas. Accessed January 23, 2019. http://hdl.handle.net/1808/25978.

MLA Handbook (7th Edition):

Simmons, Dion LaMont. “Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy.” 2017. Web. 23 Jan 2019.

Vancouver:

Simmons DL. Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy. [Internet] [Masters thesis]. University of Kansas; 2017. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/1808/25978.

Council of Science Editors:

Simmons DL. Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy. [Masters Thesis]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25978


Washington State University

5. [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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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 Cincinnati

6. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Jan 23]. 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 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

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 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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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 Manitoba

8. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. http://hdl.handle.net/1993/4898.

MLA Handbook (7th Edition):

Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Web. 23 Jan 2019.

Vancouver:

Woodard R. Literacy for liberation: a Haitian case study. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Jan 23]. 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 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Swedeen ST. First Steps in Critical Literacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2019 Jan 23]. 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


Georgia State University

10. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jan 23]. 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 Utah

11. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Jan 23]. 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

12. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Giguere, D. S. (2016). Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. (Thesis). Eastern Washington University. Retrieved from http://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 January 23, 2019. http://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. 23 Jan 2019.

Vancouver:

Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Jan 23]. Available from: http://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: http://dc.ewu.edu/theses/379

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


University of Texas – Austin

13. -9800-1412. Theory and practice : preservice teachers negotiating critical literacy.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 In this qualitative research study, I examined how preservice teachers learned to implement critical literacy. I looked at four preservice teachers’ critical literacy teaching and… (more)

Subjects/Keywords: Critical pedagogy; Critical literacy; Preservice; Teacher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-9800-1412. (2016). Theory and practice : preservice teachers negotiating critical literacy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46376

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

Chicago Manual of Style (16th Edition):

-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Thesis, University of Texas – Austin. Accessed January 23, 2019. http://hdl.handle.net/2152/46376.

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

MLA Handbook (7th Edition):

-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Web. 23 Jan 2019.

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

Vancouver:

-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/2152/46376.

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

Council of Science Editors:

-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/46376

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


California State University – Sacramento

14. Gast, Bryan. A science curriculum design using critical problem solving.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 The classic European model of education sees students as containers waiting to be filled. The problem with this model is that it promotes a Eurocentric… (more)

Subjects/Keywords: Problem solving; Critical pedagogy; Afrocentric pedagogy; Critical thinking

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gast, B. (2010). A science curriculum design using critical problem solving. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/244

Chicago Manual of Style (16th Edition):

Gast, Bryan. “A science curriculum design using critical problem solving.” 2010. Masters Thesis, California State University – Sacramento. Accessed January 23, 2019. http://hdl.handle.net/10211.9/244.

MLA Handbook (7th Edition):

Gast, Bryan. “A science curriculum design using critical problem solving.” 2010. Web. 23 Jan 2019.

Vancouver:

Gast B. A science curriculum design using critical problem solving. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10211.9/244.

Council of Science Editors:

Gast B. A science curriculum design using critical problem solving. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/244


Ohio University

15. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Snyder TD. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Jan 23]. 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

16. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.

Degree: 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Thesis, University of Texas – Austin. Accessed January 23, 2019. http://hdl.handle.net/2152/62991.

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

MLA Handbook (7th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 23 Jan 2019.

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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jan 23]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Sacramento

17. Godina-Mart??nez, Gema Tonantz??n. The sustainability of critical Xicana/Xicano educators.

Degree: 2010, California State University – Sacramento

 There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by… (more)

Subjects/Keywords: Chicano; Latino; Xicano; Critical ethnography; Critical Chicana/Chicano pedagogy; Xicano pedagogy; Critical race theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Godina-Mart??nez, G. T. (2010). The sustainability of critical Xicana/Xicano educators. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/728

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):

Godina-Mart??nez, Gema Tonantz??n. “The sustainability of critical Xicana/Xicano educators.” 2010. Thesis, California State University – Sacramento. Accessed January 23, 2019. http://hdl.handle.net/10211.9/728.

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

MLA Handbook (7th Edition):

Godina-Mart??nez, Gema Tonantz??n. “The sustainability of critical Xicana/Xicano educators.” 2010. Web. 23 Jan 2019.

Vancouver:

Godina-Mart??nez GT. The sustainability of critical Xicana/Xicano educators. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10211.9/728.

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

Council of Science Editors:

Godina-Mart??nez GT. The sustainability of critical Xicana/Xicano educators. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/728

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


University of Toronto

18. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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

19. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jan 23]. 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

20. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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


California State University – Northridge

21. Scott, Lindsay Desiree. Teaching transformative justice for social change.

Degree: MA, Department of Communication Studies, 2012, California State University – Northridge

 This research project investigates how transformative justice can transform individuals and communities who struggle with everyday issues related to injustice and inequity. The transformative justice… (more)

Subjects/Keywords: critical pedagogy; Dissertations, Academic  – CSUN  – Communication Studies.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scott, L. D. (2012). Teaching transformative justice for social change. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/1552

Chicago Manual of Style (16th Edition):

Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Masters Thesis, California State University – Northridge. Accessed January 23, 2019. http://hdl.handle.net/10211.2/1552.

MLA Handbook (7th Edition):

Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Web. 23 Jan 2019.

Vancouver:

Scott LD. Teaching transformative justice for social change. [Internet] [Masters thesis]. California State University – Northridge; 2012. [cited 2019 Jan 23]. Available from: http://hdl.handle.net/10211.2/1552.

Council of Science Editors:

Scott LD. Teaching transformative justice for social change. [Masters Thesis]. California State University – Northridge; 2012. Available from: http://hdl.handle.net/10211.2/1552

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

Degree: 2013

Subjects/Keywords: critical pedagogy; inclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Internet] [Thesis]. [No school]; 2013. [cited 2019 Jan 23]. 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

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Lovett SJ. World religions: seeing with, not looking at. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Jan 23]. 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


Montana State University

24. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jan 23]. 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


Montana State University

25. Lenart, Joshua Bela. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.

Degree: College of Letters & Science, 2005, Montana State University

 Rhetoric has been a cornerstone of Western thought for at least the last 2500 years, whether disdained as manipulative techniques exercised by immoral lawyers and… (more)

Subjects/Keywords: Rhetoric.; Critical pedagogy.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lenart, J. B. (2005). Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1719

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):

Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Thesis, Montana State University. Accessed January 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1719.

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

MLA Handbook (7th Edition):

Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Web. 23 Jan 2019.

Vancouver:

Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Internet] [Thesis]. Montana State University; 2005. [cited 2019 Jan 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719.

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

Council of Science Editors:

Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Thesis]. Montana State University; 2005. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719

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


Georgia State University

26. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

Byrom BM. Critical Compassion in the Composition Classroom. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Jan 23]. 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

27. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

Vancouver:

McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Internet] [Doctoral dissertation]. University of South Wales; 2002. [cited 2019 Jan 23]. 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 Texas – Austin

28. -7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.

Degree: 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-7472-9548. (2017). Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Thesis, University of Texas – Austin. Accessed January 23, 2019. http://hdl.handle.net/2152/61911.

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

MLA Handbook (7th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Web. 23 Jan 2019.

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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jan 23]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

29. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 23, 2019. 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. 23 Jan 2019.

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 2019 Jan 23]. 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


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 January 23, 2019. http://purl.umn.edu/153909.

MLA Handbook (7th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Web. 23 Jan 2019.

Vancouver:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Jan 23]. 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

[1] [2] [3] [4] [5] … [25]

.