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You searched for subject:(critical reflection). Showing records 1 – 30 of 162 total matches.

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Deakin University

1. Lucas, Patricia Rose. Exploring critical reflection in cooperative education: a case study.

Degree: 2015, Deakin University

  This research identifies the challenges facing students who are learning how to critically reflect while learning through reflection. Factors enabling one students’ development of critical(more)

Subjects/Keywords: learning through reflection; critical reflection

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APA (6th Edition):

Lucas, P. R. (2015). Exploring critical reflection in cooperative education: a case study. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30084875

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):

Lucas, Patricia Rose. “Exploring critical reflection in cooperative education: a case study.” 2015. Thesis, Deakin University. Accessed February 21, 2020. http://hdl.handle.net/10536/DRO/DU:30084875.

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

MLA Handbook (7th Edition):

Lucas, Patricia Rose. “Exploring critical reflection in cooperative education: a case study.” 2015. Web. 21 Feb 2020.

Vancouver:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Internet] [Thesis]. Deakin University; 2015. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10536/DRO/DU:30084875.

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

Council of Science Editors:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30084875

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


University of Southern California

2. Reed, Alaisen. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Students (N = 33) enrolled in master’s degree programs in counseling at three universities were asked to complete measures of need for cognition, openness to… (more)

Subjects/Keywords: critical reflection; cognitive complexity

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APA (6th Edition):

Reed, A. (2010). Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707

Chicago Manual of Style (16th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 21, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707.

MLA Handbook (7th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Web. 21 Feb 2020.

Vancouver:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707.

Council of Science Editors:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707

3. Boogren, Tina Humphrey. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.

Degree: PhD, Educational Administration and Policy Studies, 2012, U of Denver

  The literature leads us to believe that an educator must be reflective in order to improve one's practice, and in terms of reflection, Van… (more)

Subjects/Keywords: Critical-level reflection; Dialectical-level reflection; Reflection; Reflective practices; Reflective teachers; Reflective teaching

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APA (6th Edition):

Boogren, T. H. (2012). The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/765

Chicago Manual of Style (16th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Doctoral Dissertation, U of Denver. Accessed February 21, 2020. https://digitalcommons.du.edu/etd/765.

MLA Handbook (7th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Web. 21 Feb 2020.

Vancouver:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2020 Feb 21]. Available from: https://digitalcommons.du.edu/etd/765.

Council of Science Editors:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/765


University of Houston

4. Kelley, Michaelann. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 In the state of Texas, mandated testing has often led to mandated professional training for teachers and administrators. This has been particularly true for teachers… (more)

Subjects/Keywords: Critical Friends; teacher knowledge; teacher collaboration; reflection

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APA (6th Edition):

Kelley, M. (2012). Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/620

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):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Thesis, University of Houston. Accessed February 21, 2020. http://hdl.handle.net/10657/620.

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

MLA Handbook (7th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Web. 21 Feb 2020.

Vancouver:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Internet] [Thesis]. University of Houston; 2012. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10657/620.

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

Council of Science Editors:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/620

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


Texas A&M University

5. Stenner, Jack Eric. Critical reflection in a digital media artwork - Playas: homeland mirage.

Degree: 2009, Texas A&M University

 The introduction of digital media into the working practice of artists has produced challenges previously unknown to the field of art. This inquiry follows an… (more)

Subjects/Keywords: critical reflection; digital media; art; immersion; virtual reality; critical theory

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APA (6th Edition):

Stenner, J. E. (2009). Critical reflection in a digital media artwork - Playas: homeland mirage. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1893

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):

Stenner, Jack Eric. “Critical reflection in a digital media artwork - Playas: homeland mirage.” 2009. Thesis, Texas A&M University. Accessed February 21, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1893.

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

MLA Handbook (7th Edition):

Stenner, Jack Eric. “Critical reflection in a digital media artwork - Playas: homeland mirage.” 2009. Web. 21 Feb 2020.

Vancouver:

Stenner JE. Critical reflection in a digital media artwork - Playas: homeland mirage. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1893.

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

Council of Science Editors:

Stenner JE. Critical reflection in a digital media artwork - Playas: homeland mirage. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1893

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

6. Samson, Patricia Louise. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding.

Degree: PhD, Social Work, 2018, University of Windsor

Critical thinking is a topic that is important to both teaching and learning in higher education, yet the effectiveness of universities in producing graduates who… (more)

Subjects/Keywords: critical reflection; critical thinking; education; epistemology; pedagogy; social work

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APA (6th Edition):

Samson, P. L. (2018). Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7395

Chicago Manual of Style (16th Edition):

Samson, Patricia Louise. “Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding.” 2018. Doctoral Dissertation, University of Windsor. Accessed February 21, 2020. https://scholar.uwindsor.ca/etd/7395.

MLA Handbook (7th Edition):

Samson, Patricia Louise. “Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding.” 2018. Web. 21 Feb 2020.

Vancouver:

Samson PL. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. [Internet] [Doctoral dissertation]. University of Windsor; 2018. [cited 2020 Feb 21]. Available from: https://scholar.uwindsor.ca/etd/7395.

Council of Science Editors:

Samson PL. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. [Doctoral Dissertation]. University of Windsor; 2018. Available from: https://scholar.uwindsor.ca/etd/7395


Victoria University of Wellington

7. Liebenberg, Brett. Spending Time: An investigation of the relationship between emotions, time and spending.

Degree: 2017, Victoria University of Wellington

 The significance of exchange within our daily lives encompasses not only the economic exchange of physical commodities but more abstract entities such as knowledge, skills… (more)

Subjects/Keywords: Consumer spending; Emotive reflection; Personal spending habits; Consumption; Data visualisation; Critical reflection

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APA (6th Edition):

Liebenberg, B. (2017). Spending Time: An investigation of the relationship between emotions, time and spending. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6186

Chicago Manual of Style (16th Edition):

Liebenberg, Brett. “Spending Time: An investigation of the relationship between emotions, time and spending.” 2017. Masters Thesis, Victoria University of Wellington. Accessed February 21, 2020. http://hdl.handle.net/10063/6186.

MLA Handbook (7th Edition):

Liebenberg, Brett. “Spending Time: An investigation of the relationship between emotions, time and spending.” 2017. Web. 21 Feb 2020.

Vancouver:

Liebenberg B. Spending Time: An investigation of the relationship between emotions, time and spending. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10063/6186.

Council of Science Editors:

Liebenberg B. Spending Time: An investigation of the relationship between emotions, time and spending. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6186


University of Ottawa

8. Woronchak, Meganne. The Value of Reflective Journaling with Advanced Piano Students .

Degree: 2016, University of Ottawa

 Benefits to using a reflective journal include developing critical awareness and new perspective, problem-solving skills, and independent learning skills. The training of advanced piano students… (more)

Subjects/Keywords: Reflection; Critical Reflection; Reflective Learning; Reflective Journal Models; Journals; Piano; Advanced Piano Students

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APA (6th Edition):

Woronchak, M. (2016). The Value of Reflective Journaling with Advanced Piano Students . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34461

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):

Woronchak, Meganne. “The Value of Reflective Journaling with Advanced Piano Students .” 2016. Thesis, University of Ottawa. Accessed February 21, 2020. http://hdl.handle.net/10393/34461.

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

MLA Handbook (7th Edition):

Woronchak, Meganne. “The Value of Reflective Journaling with Advanced Piano Students .” 2016. Web. 21 Feb 2020.

Vancouver:

Woronchak M. The Value of Reflective Journaling with Advanced Piano Students . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10393/34461.

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

Council of Science Editors:

Woronchak M. The Value of Reflective Journaling with Advanced Piano Students . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34461

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


University of Wollongong

9. Ellmers, Grant Nathan. Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice.

Degree: PhD, 2014, University of Wollongong

  Graphic design education has traditionally adopted project-­‐ and studio-­‐based learning approaches in which students are introduced to the principles of design through a series… (more)

Subjects/Keywords: transfer; design education; reflective practice; structured reflection; critical reflection; project-based learning

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APA (6th Edition):

Ellmers, G. N. (2014). Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice. (Doctoral Dissertation). University of Wollongong. Retrieved from 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189

Chicago Manual of Style (16th Edition):

Ellmers, Grant Nathan. “Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice.” 2014. Doctoral Dissertation, University of Wollongong. Accessed February 21, 2020. 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189.

MLA Handbook (7th Edition):

Ellmers, Grant Nathan. “Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice.” 2014. Web. 21 Feb 2020.

Vancouver:

Ellmers GN. Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2020 Feb 21]. Available from: 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189.

Council of Science Editors:

Ellmers GN. Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189


Harvard University

10. Rigolizzo, Michele. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.

Degree: DBA, 2017, Harvard University

Individual self-directed learning is learning that is in the hands of the learner and requires sustained active engagement. Although self-directed learning has proven to be… (more)

Subjects/Keywords: Self-directed learning; individual learning, learning orientation; workplace learning; critical reflection, individual reflection; learning behavior

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APA (6th Edition):

Rigolizzo, M. (2017). Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141

Chicago Manual of Style (16th Edition):

Rigolizzo, Michele. “Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.” 2017. Doctoral Dissertation, Harvard University. Accessed February 21, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141.

MLA Handbook (7th Edition):

Rigolizzo, Michele. “Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.” 2017. Web. 21 Feb 2020.

Vancouver:

Rigolizzo M. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2020 Feb 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141.

Council of Science Editors:

Rigolizzo M. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141


Queens University

11. Wilson, John, Tyler. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .

Degree: Education, 2011, Queens University

 The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness… (more)

Subjects/Keywords: Critical Pedagogy; Autoethnography; Cultural Myths about Teaching; Deborah Brtizman; Critical Self-Reflection

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APA (6th Edition):

Wilson, John, T. (2011). To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6459

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):

Wilson, John, Tyler. “To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .” 2011. Thesis, Queens University. Accessed February 21, 2020. http://hdl.handle.net/1974/6459.

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

MLA Handbook (7th Edition):

Wilson, John, Tyler. “To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .” 2011. Web. 21 Feb 2020.

Vancouver:

Wilson, John T. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1974/6459.

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

Council of Science Editors:

Wilson, John T. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6459

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

12. Martin, Tania Josephine. Protest music, society and social change .

Degree: 2018, University of Alicante

 Desde los años 1990 (Curtis, Ward, Sharp, & Hankin, 2013), con el desarrollo de un mundo cada vez más globalizado e individualista, diferentes estudios (Andreotti,… (more)

Subjects/Keywords: Music; Education; Global Citizenship Education (GCED); Intercultural learning; Critical reflection; Critical literacy; Transformative learning

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APA (6th Edition):

Martin, T. J. (2018). Protest music, society and social change . (Thesis). University of Alicante. Retrieved from http://hdl.handle.net/10045/98012

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):

Martin, Tania Josephine. “Protest music, society and social change .” 2018. Thesis, University of Alicante. Accessed February 21, 2020. http://hdl.handle.net/10045/98012.

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

MLA Handbook (7th Edition):

Martin, Tania Josephine. “Protest music, society and social change .” 2018. Web. 21 Feb 2020.

Vancouver:

Martin TJ. Protest music, society and social change . [Internet] [Thesis]. University of Alicante; 2018. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10045/98012.

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

Council of Science Editors:

Martin TJ. Protest music, society and social change . [Thesis]. University of Alicante; 2018. Available from: http://hdl.handle.net/10045/98012

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


Texas A&M University

13. Shehane, Melissa Renee'. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.

Degree: 2014, Texas A&M University

 This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in… (more)

Subjects/Keywords: internships; service-learning; critical reflection; experiential learning; high-impact practices

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APA (6th Edition):

Shehane, M. R. (2014). A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152695

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):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Thesis, Texas A&M University. Accessed February 21, 2020. http://hdl.handle.net/1969.1/152695.

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

MLA Handbook (7th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Web. 21 Feb 2020.

Vancouver:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1969.1/152695.

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

Council of Science Editors:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152695

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

14. Hiller, SJ. Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law.

Degree: 2016, University of Tasmania

 This thesis examines the importance of law students developing an understanding of ethics, professionalism and critical reflection from the beginning of tertiary legal education. The… (more)

Subjects/Keywords: legal pedagogy; ethics; professionalism; critical reflection; foundation year

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APA (6th Edition):

Hiller, S. (2016). Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf

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):

Hiller, SJ. “Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law.” 2016. Thesis, University of Tasmania. Accessed February 21, 2020. https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Hiller, SJ. “Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law.” 2016. Web. 21 Feb 2020.

Vancouver:

Hiller S. Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2020 Feb 21]. Available from: https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf.

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

Council of Science Editors:

Hiller S. Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf

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


University of Bridgeport

15. Ferguson, Monette Monique. Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory .

Degree: 2017, University of Bridgeport

 The pursuit of improved literacy in early childhood education is a way to close the nation’s achievement gap between young children learning in poverty and… (more)

Subjects/Keywords: Educational leadership; Critical reflection; Shared book reading; Transformative learning theory

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APA (6th Edition):

Ferguson, M. M. (2017). Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001

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):

Ferguson, Monette Monique. “Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory .” 2017. Thesis, University of Bridgeport. Accessed February 21, 2020. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001.

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

MLA Handbook (7th Edition):

Ferguson, Monette Monique. “Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory .” 2017. Web. 21 Feb 2020.

Vancouver:

Ferguson MM. Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory . [Internet] [Thesis]. University of Bridgeport; 2017. [cited 2020 Feb 21]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001.

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

Council of Science Editors:

Ferguson MM. Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory . [Thesis]. University of Bridgeport; 2017. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001

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


Penn State University

16. Arends, Jessica Hope. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity.

Degree: PhD, Curriculum and Instruction, 2013, Penn State University

 In higher education, the number of service-based courses and student experiences has increased considerably over the past few years, especially those with the purpose of… (more)

Subjects/Keywords: global service-learning; faculty; motivations; critical reflection; community impacts; identity

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APA (6th Edition):

Arends, J. H. (2013). Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21127

Chicago Manual of Style (16th Edition):

Arends, Jessica Hope. “Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity.” 2013. Doctoral Dissertation, Penn State University. Accessed February 21, 2020. https://etda.libraries.psu.edu/catalog/21127.

MLA Handbook (7th Edition):

Arends, Jessica Hope. “Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity.” 2013. Web. 21 Feb 2020.

Vancouver:

Arends JH. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2020 Feb 21]. Available from: https://etda.libraries.psu.edu/catalog/21127.

Council of Science Editors:

Arends JH. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/21127


University of Arizona

17. Chien, Ting Fang Claire. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies .

Degree: 2018, University of Arizona

 In this multi-case study of transformative art learning, I discussed the way in which I led discussion sections in a university general education art course… (more)

Subjects/Keywords: arts-based research; critical reflection; deconstruction; informal learning; transformative learning

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APA (6th Edition):

Chien, T. F. C. (2018). Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627700

Chicago Manual of Style (16th Edition):

Chien, Ting Fang Claire. “Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies .” 2018. Doctoral Dissertation, University of Arizona. Accessed February 21, 2020. http://hdl.handle.net/10150/627700.

MLA Handbook (7th Edition):

Chien, Ting Fang Claire. “Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies .” 2018. Web. 21 Feb 2020.

Vancouver:

Chien TFC. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10150/627700.

Council of Science Editors:

Chien TFC. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627700


University of Melbourne

18. Mitchell, James I. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.

Degree: 2014, University of Melbourne

 My thesis examines the discussion of myth in Max Horkheimer and Theodor Adorno’s Dialectic Of Enlightenment: Philosophical Fragments. Contesting Habermas’ influential reading of Dialectic Of… (more)

Subjects/Keywords: myth; enlightenment; aesthetics; anthropology; Odyssey; Odysseus; Sirens; critical theory; self-reflection

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APA (6th Edition):

Mitchell, J. I. (2014). The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/43097

Chicago Manual of Style (16th Edition):

Mitchell, James I. “The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.” 2014. Masters Thesis, University of Melbourne. Accessed February 21, 2020. http://hdl.handle.net/11343/43097.

MLA Handbook (7th Edition):

Mitchell, James I. “The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.” 2014. Web. 21 Feb 2020.

Vancouver:

Mitchell JI. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. [Internet] [Masters thesis]. University of Melbourne; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/11343/43097.

Council of Science Editors:

Mitchell JI. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. [Masters Thesis]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/43097


University of Victoria

19. Rooke, Susan. How do child welfare supervisors approach ethical dilemmas in their practice?.

Degree: School of Child and Youth Care, 2019, University of Victoria

 Although there is extensive literature on supervision in the human services, there is limited research specific to the stories from supervisors in child welfare, in… (more)

Subjects/Keywords: ethical decision making; critical reflection; ethical dilemmas; child welfare supervisors

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APA (6th Edition):

Rooke, S. (2019). How do child welfare supervisors approach ethical dilemmas in their practice?. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/10791

Chicago Manual of Style (16th Edition):

Rooke, Susan. “How do child welfare supervisors approach ethical dilemmas in their practice?.” 2019. Masters Thesis, University of Victoria. Accessed February 21, 2020. http://hdl.handle.net/1828/10791.

MLA Handbook (7th Edition):

Rooke, Susan. “How do child welfare supervisors approach ethical dilemmas in their practice?.” 2019. Web. 21 Feb 2020.

Vancouver:

Rooke S. How do child welfare supervisors approach ethical dilemmas in their practice?. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1828/10791.

Council of Science Editors:

Rooke S. How do child welfare supervisors approach ethical dilemmas in their practice?. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/10791


University of Manitoba

20. Smith, Cathryn Anne. Developing teacher leaders for social justice: building agency through community, critical reflection and action research.

Degree: Education, 2014, University of Manitoba

 This study responds to the critical question: How could I as an educational leader in Manitoba improve educational outcomes for students who are the least… (more)

Subjects/Keywords: teacher leaders; social justice; agency; critical reflection; action research; community

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APA (6th Edition):

Smith, C. A. (2014). Developing teacher leaders for social justice: building agency through community, critical reflection and action research. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23995

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):

Smith, Cathryn Anne. “Developing teacher leaders for social justice: building agency through community, critical reflection and action research.” 2014. Thesis, University of Manitoba. Accessed February 21, 2020. http://hdl.handle.net/1993/23995.

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

MLA Handbook (7th Edition):

Smith, Cathryn Anne. “Developing teacher leaders for social justice: building agency through community, critical reflection and action research.” 2014. Web. 21 Feb 2020.

Vancouver:

Smith CA. Developing teacher leaders for social justice: building agency through community, critical reflection and action research. [Internet] [Thesis]. University of Manitoba; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1993/23995.

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

Council of Science Editors:

Smith CA. Developing teacher leaders for social justice: building agency through community, critical reflection and action research. [Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23995

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


AUT University

21. Barter, Susan. Tailoring technology to the urban cyclist .

Degree: 2012, AUT University

 This practice-based research investigates the design of jackets for the purpose of urban cycling. The objective of this research is to promote a discussion on… (more)

Subjects/Keywords: Bias-construction; Critical-reflection; Design; Laser-cutting; Tailored body; Urban cycling

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APA (6th Edition):

Barter, S. (2012). Tailoring technology to the urban cyclist . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4720

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):

Barter, Susan. “Tailoring technology to the urban cyclist .” 2012. Thesis, AUT University. Accessed February 21, 2020. http://hdl.handle.net/10292/4720.

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

MLA Handbook (7th Edition):

Barter, Susan. “Tailoring technology to the urban cyclist .” 2012. Web. 21 Feb 2020.

Vancouver:

Barter S. Tailoring technology to the urban cyclist . [Internet] [Thesis]. AUT University; 2012. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10292/4720.

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

Council of Science Editors:

Barter S. Tailoring technology to the urban cyclist . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4720

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


University of KwaZulu-Natal

22. Mitchell, Carol. Critical reflection in service learning: the construction of the 'good citizen'.

Degree: 2017, University of KwaZulu-Natal

 Service-learning, and its iterations, has gained popularity across many countries in the last few decades. It offers students the opportunity to have real world, often… (more)

Subjects/Keywords: Theses - Psychology.; Service - learning.; Foucault.; Critical reflection.; South Africa.

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APA (6th Edition):

Mitchell, C. (2017). Critical reflection in service learning: the construction of the 'good citizen'. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15511

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):

Mitchell, Carol. “Critical reflection in service learning: the construction of the 'good citizen'.” 2017. Thesis, University of KwaZulu-Natal. Accessed February 21, 2020. http://hdl.handle.net/10413/15511.

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

MLA Handbook (7th Edition):

Mitchell, Carol. “Critical reflection in service learning: the construction of the 'good citizen'.” 2017. Web. 21 Feb 2020.

Vancouver:

Mitchell C. Critical reflection in service learning: the construction of the 'good citizen'. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10413/15511.

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

Council of Science Editors:

Mitchell C. Critical reflection in service learning: the construction of the 'good citizen'. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15511

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


University of Technology, Sydney

23. Fernandez, EC. DOORS to action and reflection.

Degree: 2014, University of Technology, Sydney

 In today’s busy and complex world, leaders can become mired in action and activity driven by a strong desire to achieve. Increasingly this drive for… (more)

Subjects/Keywords: Leadership.; Auto-ethnography.; Critical theory.; Action research.; Reflection.; Organizational change.

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APA (6th Edition):

Fernandez, E. (2014). DOORS to action and reflection. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29230

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):

Fernandez, EC. “DOORS to action and reflection.” 2014. Thesis, University of Technology, Sydney. Accessed February 21, 2020. http://hdl.handle.net/10453/29230.

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

MLA Handbook (7th Edition):

Fernandez, EC. “DOORS to action and reflection.” 2014. Web. 21 Feb 2020.

Vancouver:

Fernandez E. DOORS to action and reflection. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10453/29230.

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

Council of Science Editors:

Fernandez E. DOORS to action and reflection. [Thesis]. University of Technology, Sydney; 2014. Available from: http://hdl.handle.net/10453/29230

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


University of New Mexico

24. Padilla Vigil, Virginia. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

 Teacher perceptions about diversity and the achievement gap were examined. Participants were alternative teacher licensure candidates at the student teaching phase of their preparation program.… (more)

Subjects/Keywords: Teacher ideology; achievement gap; hegemony; hegemonic ideology; critical multiculturalism; whiteness-at-work; critical reflection; critical multicultural teacher education

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APA (6th Edition):

Padilla Vigil, V. (2013). Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23148

Chicago Manual of Style (16th Edition):

Padilla Vigil, Virginia. “Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.” 2013. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2020. http://hdl.handle.net/1928/23148.

MLA Handbook (7th Edition):

Padilla Vigil, Virginia. “Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.” 2013. Web. 21 Feb 2020.

Vancouver:

Padilla Vigil V. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1928/23148.

Council of Science Editors:

Padilla Vigil V. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23148


Queensland University of Technology

25. McKay, Loraine McLellan. Transforming perceptions and responses to student difference : the journey of seven beginning teachers.

Degree: 2013, Queensland University of Technology

 Drawing on critical social theory and transformative learning, this study investigates the sociocultural factors that enable a move away from the deficit model of learning.… (more)

Subjects/Keywords: inclusive education; critical reflection; preservice teacher; beginning teacher; rhizomatic transformational learning; critical pedagogy; learning difficulties; critical social theory

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APA (6th Edition):

McKay, L. M. (2013). Transforming perceptions and responses to student difference : the journey of seven beginning teachers. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/62442/

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):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Thesis, Queensland University of Technology. Accessed February 21, 2020. https://eprints.qut.edu.au/62442/.

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

MLA Handbook (7th Edition):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Web. 21 Feb 2020.

Vancouver:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2020 Feb 21]. Available from: https://eprints.qut.edu.au/62442/.

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

Council of Science Editors:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/62442/

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

26. Ternan, Shirley A. Exploring the Process ePortfolio for Graduate Students in an Online Environment.

Degree: 2018, Athabasca University

This concurrent mixed methods study explored some of the factors that characterize student perceptions of the ePortfolio process as a capstone project in an online… (more)

Subjects/Keywords: ePortfolio; capstone; knowledge; critical thinking; critical reflection; reflection; knowledge; process ePortfolio; online environment; distance education; pragmatic paradigm; pragmatism; mixed methods research; experiential learning; knowledge sharing; knowledge gain

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APA (6th Edition):

Ternan, S. A. (2018). Exploring the Process ePortfolio for Graduate Students in an Online Environment. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/260

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):

Ternan, Shirley A. “Exploring the Process ePortfolio for Graduate Students in an Online Environment.” 2018. Thesis, Athabasca University. Accessed February 21, 2020. http://hdl.handle.net/10791/260.

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

MLA Handbook (7th Edition):

Ternan, Shirley A. “Exploring the Process ePortfolio for Graduate Students in an Online Environment.” 2018. Web. 21 Feb 2020.

Vancouver:

Ternan SA. Exploring the Process ePortfolio for Graduate Students in an Online Environment. [Internet] [Thesis]. Athabasca University; 2018. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10791/260.

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

Council of Science Editors:

Ternan SA. Exploring the Process ePortfolio for Graduate Students in an Online Environment. [Thesis]. Athabasca University; 2018. Available from: http://hdl.handle.net/10791/260

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

27. Cláudia Regina Ponciano Fernandes. Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo.

Degree: 2009, Universidade Federal da Paraíba

Situado no campo da Lingüística Aplicada, o presente estudo focaliza representações, construções de significados e processos reflexivos de uma professora de inglês da rede pública… (more)

Subjects/Keywords: diário reflexivo; reflexão crítica; narrativas; identidade; transitividade; LINGUISTICA; reflective journal; critical reflection; narratives; identity; transitivity

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APA (6th Edition):

Fernandes, C. R. P. (2009). Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=287

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):

Fernandes, Cláudia Regina Ponciano. “Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo.” 2009. Thesis, Universidade Federal da Paraíba. Accessed February 21, 2020. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=287.

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

MLA Handbook (7th Edition):

Fernandes, Cláudia Regina Ponciano. “Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo.” 2009. Web. 21 Feb 2020.

Vancouver:

Fernandes CRP. Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo. [Internet] [Thesis]. Universidade Federal da Paraíba; 2009. [cited 2020 Feb 21]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=287.

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

Council of Science Editors:

Fernandes CRP. Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo. [Thesis]. Universidade Federal da Paraíba; 2009. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=287

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

28. Maria del Pilar Troncoso Unwin. Linguagem autobiográfica na construção da identidade: de falante nativa a educadora.

Degree: 2008, Universidade de Taubaté

Ao escrever, consigo adquirir consciência da minha constituição como professora de espanhol, tomando distância de mim mesma. Isto ocorre, pois, analiso a escrita apoiada em… (more)

Subjects/Keywords: autobiografia; reflexão crítica; linguagem; educação; autobiography; critical reflection; language; education; LINGUISTICA APLICADA

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APA (6th Edition):

Unwin, M. d. P. T. (2008). Linguagem autobiográfica na construção da identidade: de falante nativa a educadora. (Thesis). Universidade de Taubaté. Retrieved from http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=387

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):

Unwin, Maria del Pilar Troncoso. “Linguagem autobiográfica na construção da identidade: de falante nativa a educadora.” 2008. Thesis, Universidade de Taubaté. Accessed February 21, 2020. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=387.

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

MLA Handbook (7th Edition):

Unwin, Maria del Pilar Troncoso. “Linguagem autobiográfica na construção da identidade: de falante nativa a educadora.” 2008. Web. 21 Feb 2020.

Vancouver:

Unwin MdPT. Linguagem autobiográfica na construção da identidade: de falante nativa a educadora. [Internet] [Thesis]. Universidade de Taubaté; 2008. [cited 2020 Feb 21]. Available from: http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=387.

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

Council of Science Editors:

Unwin MdPT. Linguagem autobiográfica na construção da identidade: de falante nativa a educadora. [Thesis]. Universidade de Taubaté; 2008. Available from: http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=387

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


Universidade do Rio Grande do Norte

29. Medeiros, Maria de Fátima Gomes. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental .

Degree: 2008, Universidade do Rio Grande do Norte

 This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area… (more)

Subjects/Keywords: Práticas escolares; Ensino de História; Pensamento; Reflexão crítica; School practice; History teaching; Thought; Critical reflection

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

APA (6th Edition):

Medeiros, M. d. F. G. (2008). O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14293

Chicago Manual of Style (16th Edition):

Medeiros, Maria de Fátima Gomes. “O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental .” 2008. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 21, 2020. http://repositorio.ufrn.br/handle/123456789/14293.

MLA Handbook (7th Edition):

Medeiros, Maria de Fátima Gomes. “O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental .” 2008. Web. 21 Feb 2020.

Vancouver:

Medeiros MdFG. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2008. [cited 2020 Feb 21]. Available from: http://repositorio.ufrn.br/handle/123456789/14293.

Council of Science Editors:

Medeiros MdFG. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental . [Masters Thesis]. Universidade do Rio Grande do Norte; 2008. Available from: http://repositorio.ufrn.br/handle/123456789/14293


Universidade do Rio Grande do Norte

30. Medeiros, Maria de Fátima Gomes. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental .

Degree: 2008, Universidade do Rio Grande do Norte

 This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area… (more)

Subjects/Keywords: Práticas escolares; Ensino de História; Pensamento; Reflexão crítica; School practice; History teaching; Thought; Critical reflection

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Medeiros, M. d. F. G. (2008). O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14293

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):

Medeiros, Maria de Fátima Gomes. “O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental .” 2008. Thesis, Universidade do Rio Grande do Norte. Accessed February 21, 2020. http://repositorio.ufrn.br/handle/123456789/14293.

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

MLA Handbook (7th Edition):

Medeiros, Maria de Fátima Gomes. “O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental .” 2008. Web. 21 Feb 2020.

Vancouver:

Medeiros MdFG. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2008. [cited 2020 Feb 21]. Available from: http://repositorio.ufrn.br/handle/123456789/14293.

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

Council of Science Editors:

Medeiros MdFG. O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental . [Thesis]. Universidade do Rio Grande do Norte; 2008. Available from: http://repositorio.ufrn.br/handle/123456789/14293

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

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