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You searched for subject:(critical reflection). Showing records 1 – 30 of 184 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Internet] [Thesis]. Deakin University; 2015. [cited 2021 Mar 01]. 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 Toronto

2. Dellatolla, Jason. The Effects of High- vs Low-volume Resistance Training Combined with Critical Reflection on Muscular Hypertrophy and Strength.

Degree: 2020, University of Toronto

Purpose: Investigate the effects of low- and high-volume RT combined with critical reflection on muscular size and strength. Methods: This study randomized trained men into… (more)

Subjects/Keywords: critical reflection; hypertrophy; reflection; resistance training; strength; volume; 0575

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APA (6th Edition):

Dellatolla, J. (2020). The Effects of High- vs Low-volume Resistance Training Combined with Critical Reflection on Muscular Hypertrophy and Strength. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/103703

Chicago Manual of Style (16th Edition):

Dellatolla, Jason. “The Effects of High- vs Low-volume Resistance Training Combined with Critical Reflection on Muscular Hypertrophy and Strength.” 2020. Masters Thesis, University of Toronto. Accessed March 01, 2021. http://hdl.handle.net/1807/103703.

MLA Handbook (7th Edition):

Dellatolla, Jason. “The Effects of High- vs Low-volume Resistance Training Combined with Critical Reflection on Muscular Hypertrophy and Strength.” 2020. Web. 01 Mar 2021.

Vancouver:

Dellatolla J. The Effects of High- vs Low-volume Resistance Training Combined with Critical Reflection on Muscular Hypertrophy and Strength. [Internet] [Masters thesis]. University of Toronto; 2020. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1807/103703.

Council of Science Editors:

Dellatolla J. The Effects of High- vs Low-volume Resistance Training Combined with Critical Reflection on Muscular Hypertrophy and Strength. [Masters Thesis]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/103703

3. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Samson PL. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. [Internet] [Doctoral dissertation]. University of Windsor; 2018. [cited 2021 Mar 01]. 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


University of South Carolina

4. Hart, Mackenzie Jaclyn. Promoting Critical Consciousness: The Role of Positive Youth Development Programming.

Degree: MAin School Psychology, Psychology, 2020, University of South Carolina

  This study examined the role of positive youth development programming and individual-level characteristics in promoting critical reflection (CR) in youth and adolescent participants. CR… (more)

Subjects/Keywords: School Psychology; youth development programming; critical reflection; youth; development; critical consciousness

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APA (6th Edition):

Hart, M. J. (2020). Promoting Critical Consciousness: The Role of Positive Youth Development Programming. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/6002

Chicago Manual of Style (16th Edition):

Hart, Mackenzie Jaclyn. “Promoting Critical Consciousness: The Role of Positive Youth Development Programming.” 2020. Masters Thesis, University of South Carolina. Accessed March 01, 2021. https://scholarcommons.sc.edu/etd/6002.

MLA Handbook (7th Edition):

Hart, Mackenzie Jaclyn. “Promoting Critical Consciousness: The Role of Positive Youth Development Programming.” 2020. Web. 01 Mar 2021.

Vancouver:

Hart MJ. Promoting Critical Consciousness: The Role of Positive Youth Development Programming. [Internet] [Masters thesis]. University of South Carolina; 2020. [cited 2021 Mar 01]. Available from: https://scholarcommons.sc.edu/etd/6002.

Council of Science Editors:

Hart MJ. Promoting Critical Consciousness: The Role of Positive Youth Development Programming. [Masters Thesis]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/6002


Harvard University

5. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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


University of Wollongong

6. 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: Doctor of Philosophy, 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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


University of Ottawa

7. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Woronchak M. The Value of Reflective Journaling with Advanced Piano Students . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2021 Mar 01]. 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


Victoria University of Wellington

8. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Liebenberg B. Spending Time: An investigation of the relationship between emotions, time and spending. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2021 Mar 01]. 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

9. Dimitrova, Raya. Making it personal in critical games to affect reflection and have a two-way dialogue.

Degree: Faculty of Culture and Society (KS), 2018, Malmö University

  This thesis project explores the capacity of digital critical games when it comes to conveying socially relevant messages and making the player reflect on… (more)

Subjects/Keywords: critical games; personal; social reflection; self reflection; self expression; Engineering and Technology; Teknik och teknologier

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APA (6th Edition):

Dimitrova, R. (2018). Making it personal in critical games to affect reflection and have a two-way dialogue. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23645

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):

Dimitrova, Raya. “Making it personal in critical games to affect reflection and have a two-way dialogue.” 2018. Thesis, Malmö University. Accessed March 01, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23645.

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

MLA Handbook (7th Edition):

Dimitrova, Raya. “Making it personal in critical games to affect reflection and have a two-way dialogue.” 2018. Web. 01 Mar 2021.

Vancouver:

Dimitrova R. Making it personal in critical games to affect reflection and have a two-way dialogue. [Internet] [Thesis]. Malmö University; 2018. [cited 2021 Mar 01]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23645.

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

Council of Science Editors:

Dimitrova R. Making it personal in critical games to affect reflection and have a two-way dialogue. [Thesis]. Malmö University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23645

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


University of Georgia

10. Jung, Jinhong. A multiple case study.

Degree: 2014, University of Georgia

 The purpose of this study was to explore the nature of reflection as it was revealed in the activities and thinking processes of three exceptional… (more)

Subjects/Keywords: Reflective teaching; Reflection-in-action; Reflection-on-action; Content of reflection; Role of reflection; Factors promoting reflection; Exceptional PE teachers; Critical incidents; National Board Certification

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APA (6th Edition):

Jung, J. (2014). A multiple case study. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22936

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):

Jung, Jinhong. “A multiple case study.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/22936.

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

MLA Handbook (7th Edition):

Jung, Jinhong. “A multiple case study.” 2014. Web. 01 Mar 2021.

Vancouver:

Jung J. A multiple case study. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/22936.

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

Council of Science Editors:

Jung J. A multiple case study. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22936

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

11. 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; Teacher Education and Professional Development

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

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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2021 Mar 01]. 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

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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Martin TJ. Protest music, society and social change . [Internet] [Thesis]. University of Alicante; 2018. [cited 2021 Mar 01]. 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


Queens University

13. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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


Texas A&M University

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

Degree: PhD, Agricultural Leadership, Education, and Communications, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152695

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. Doctoral Dissertation, Texas A&M University. Accessed March 01, 2021. http://hdl.handle.net/1969.1/152695.

MLA Handbook (7th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Web. 01 Mar 2021.

Vancouver:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969.1/152695.

Council of Science Editors:

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


Penn State University

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

Degree: 2014, 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. (2014). Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21127

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):

Arends, Jessica Hope. “Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity .” 2014. Thesis, Penn State University. Accessed March 01, 2021. https://submit-etda.libraries.psu.edu/catalog/21127.

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

MLA Handbook (7th Edition):

Arends, Jessica Hope. “Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity .” 2014. Web. 01 Mar 2021.

Vancouver:

Arends JH. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity . [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Mar 01]. Available from: https://submit-etda.libraries.psu.edu/catalog/21127.

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

Council of Science Editors:

Arends JH. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity . [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21127

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


University of KwaZulu-Natal

17. Mitchell, Carol Jean. 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. J. (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 Jean. “Critical reflection in service learning: the construction of the 'good citizen'.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 01, 2021. 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 Jean. “Critical reflection in service learning: the construction of the 'good citizen'.” 2017. Web. 01 Mar 2021.

Vancouver:

Mitchell CJ. Critical reflection in service learning: the construction of the 'good citizen'. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Mar 01]. 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 CJ. 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


AUT University

18. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Barter S. Tailoring technology to the urban cyclist . [Internet] [Thesis]. AUT University; 2012. [cited 2021 Mar 01]. 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 Houston

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

Degree: EdD, Curriculum and Instruction, 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 Group; Teacher knowledge; Teacher collaboration; Reflection

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Doctoral Dissertation, University of Houston. Accessed March 01, 2021. http://hdl.handle.net/10657/620.

MLA Handbook (7th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Web. 01 Mar 2021.

Vancouver:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10657/620.

Council of Science Editors:

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


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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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


University of Bridgeport

21. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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


University of Technology, Sydney

22. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Fernandez E. DOORS to action and reflection. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2021 Mar 01]. 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


Rice University

23. Kao, Ya-Yun. Living Reflectively: Authenticity and Justifiability.

Degree: PhD, Humanities, 2019, Rice University

 “What makes your life go well for you?” Subjective and objective theories of well-being answer with a certain appeal—the subjective theories pay attention to what… (more)

Subjects/Keywords: Well-being; Authenticity; Justifiability; Critical Reflection; Value Fulfillment Theory

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APA (6th Edition):

Kao, Y. (2019). Living Reflectively: Authenticity and Justifiability. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/105969

Chicago Manual of Style (16th Edition):

Kao, Ya-Yun. “Living Reflectively: Authenticity and Justifiability.” 2019. Doctoral Dissertation, Rice University. Accessed March 01, 2021. http://hdl.handle.net/1911/105969.

MLA Handbook (7th Edition):

Kao, Ya-Yun. “Living Reflectively: Authenticity and Justifiability.” 2019. Web. 01 Mar 2021.

Vancouver:

Kao Y. Living Reflectively: Authenticity and Justifiability. [Internet] [Doctoral dissertation]. Rice University; 2019. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1911/105969.

Council of Science Editors:

Kao Y. Living Reflectively: Authenticity and Justifiability. [Doctoral Dissertation]. Rice University; 2019. Available from: http://hdl.handle.net/1911/105969


University of Victoria

24. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Rooke S. How do child welfare supervisors approach ethical dilemmas in their practice?. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2021 Mar 01]. 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 Melbourne

25. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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 Southern California

26. 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/1710

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 March 01, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710.

MLA Handbook (7th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Web. 01 Mar 2021.

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 2021 Mar 01]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710.

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/1710


University of Arizona

27. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Chien TFC. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Mar 01]. 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


Boston College

28. Slaney, Jaime D. Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection.

Degree: EdD, Educational Leadership and Higher Education, 2020, Boston College

 This qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders… (more)

Subjects/Keywords: Critical Self-Reflection; Cultural Awarneness; Marginalized Students; School Leadership; Student Voice

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APA (6th Edition):

Slaney, J. D. (2020). Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108821

Chicago Manual of Style (16th Edition):

Slaney, Jaime D. “Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection.” 2020. Doctoral Dissertation, Boston College. Accessed March 01, 2021. http://dlib.bc.edu/islandora/object/bc-ir:108821.

MLA Handbook (7th Edition):

Slaney, Jaime D. “Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection.” 2020. Web. 01 Mar 2021.

Vancouver:

Slaney JD. Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2021 Mar 01]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108821.

Council of Science Editors:

Slaney JD. Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108821

29. McFlynn, Paul. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.

Degree: PhD, 2020, Ulster University

 Reflective practice is a common feature of initial teacher education, yet there is a lack of clarity surrounding the concept and how it should be… (more)

Subjects/Keywords: Initial teacher education; Critical reflection; Action research; PE Reflective Wheel

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APA (6th Edition):

McFlynn, P. (2020). Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. (Doctoral Dissertation). Ulster University. Retrieved from https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059

Chicago Manual of Style (16th Edition):

McFlynn, Paul. “Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.” 2020. Doctoral Dissertation, Ulster University. Accessed March 01, 2021. https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059.

MLA Handbook (7th Edition):

McFlynn, Paul. “Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.” 2020. Web. 01 Mar 2021.

Vancouver:

McFlynn P. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. [Internet] [Doctoral dissertation]. Ulster University; 2020. [cited 2021 Mar 01]. Available from: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059.

Council of Science Editors:

McFlynn P. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. [Doctoral Dissertation]. Ulster University; 2020. Available from: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059


Queensland University of Technology

30. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2021 Mar 01]. 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

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