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You searched for subject:(cultural pedagogy). Showing records 1 – 30 of 290 total matches.

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1. Naqvi, Saira Z. Around the world in 15 bites| Applied perspectives on learning about food.

Degree: 2017, California State University, Long Beach

  The war on obesity is a compelling topic in the United States—especially when as of 2012 17 percent, approximately 12.7 million, of children between… (more)

Subjects/Keywords: Cultural anthropology; Pedagogy; Health education

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APA (6th Edition):

Naqvi, S. Z. (2017). Around the world in 15 bites| Applied perspectives on learning about food. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10254007

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):

Naqvi, Saira Z. “Around the world in 15 bites| Applied perspectives on learning about food.” 2017. Thesis, California State University, Long Beach. Accessed November 12, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10254007.

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

MLA Handbook (7th Edition):

Naqvi, Saira Z. “Around the world in 15 bites| Applied perspectives on learning about food.” 2017. Web. 12 Nov 2019.

Vancouver:

Naqvi SZ. Around the world in 15 bites| Applied perspectives on learning about food. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2019 Nov 12]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254007.

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

Council of Science Editors:

Naqvi SZ. Around the world in 15 bites| Applied perspectives on learning about food. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254007

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


Colorado State University

2. Whalen, John Matthew. The Hofstede model and national cultures of learning| A comparison of undergraduate survey data.

Degree: 2016, Colorado State University

  Researchers in cross-cultural pedagogy often invoke the work of Hofstede (1980; 1986) and Hofstede, Hofstede, and Minkov (2010) to explain variation in classroom behavioral… (more)

Subjects/Keywords: Cultural anthropology; Educational sociology; Pedagogy

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APA (6th Edition):

Whalen, J. M. (2016). The Hofstede model and national cultures of learning| A comparison of undergraduate survey data. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10149811

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):

Whalen, John Matthew. “The Hofstede model and national cultures of learning| A comparison of undergraduate survey data.” 2016. Thesis, Colorado State University. Accessed November 12, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10149811.

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

MLA Handbook (7th Edition):

Whalen, John Matthew. “The Hofstede model and national cultures of learning| A comparison of undergraduate survey data.” 2016. Web. 12 Nov 2019.

Vancouver:

Whalen JM. The Hofstede model and national cultures of learning| A comparison of undergraduate survey data. [Internet] [Thesis]. Colorado State University; 2016. [cited 2019 Nov 12]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10149811.

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

Council of Science Editors:

Whalen JM. The Hofstede model and national cultures of learning| A comparison of undergraduate survey data. [Thesis]. Colorado State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10149811

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

3. Conn, Justin. Ex Marx the Spot: Intersections of Cultural Studies and Pedagogical Practices .

Degree: 2012, California State University – San Marcos

 The field of Cultural Studies draws from a base originating in Marxist thought; however, dependence upon Marxism limits the scope of aesthetic exploration that Cultural(more)

Subjects/Keywords: Marxism; Cultural Studies; Pedagogy

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APA (6th Edition):

Conn, J. (2012). Ex Marx the Spot: Intersections of Cultural Studies and Pedagogical Practices . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/128

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):

Conn, Justin. “Ex Marx the Spot: Intersections of Cultural Studies and Pedagogical Practices .” 2012. Thesis, California State University – San Marcos. Accessed November 12, 2019. http://hdl.handle.net/10211.8/128.

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

MLA Handbook (7th Edition):

Conn, Justin. “Ex Marx the Spot: Intersections of Cultural Studies and Pedagogical Practices .” 2012. Web. 12 Nov 2019.

Vancouver:

Conn J. Ex Marx the Spot: Intersections of Cultural Studies and Pedagogical Practices . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10211.8/128.

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

Council of Science Editors:

Conn J. Ex Marx the Spot: Intersections of Cultural Studies and Pedagogical Practices . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/128

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


McMaster University

4. Deschenes, Janine. Toward a Recognition of National Histories: Rethinking Canadian Memory, History and Subjectivity through Memoir.

Degree: MA, 2015, McMaster University

This project considers the memoir as a space that offers multiple memories and histories, allowing the rethinking of a perceived meta-narrative of Canadian history. By… (more)

Subjects/Keywords: cultural memory; Canada; pedagogy; history

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APA (6th Edition):

Deschenes, J. (2015). Toward a Recognition of National Histories: Rethinking Canadian Memory, History and Subjectivity through Memoir. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/18212

Chicago Manual of Style (16th Edition):

Deschenes, Janine. “Toward a Recognition of National Histories: Rethinking Canadian Memory, History and Subjectivity through Memoir.” 2015. Masters Thesis, McMaster University. Accessed November 12, 2019. http://hdl.handle.net/11375/18212.

MLA Handbook (7th Edition):

Deschenes, Janine. “Toward a Recognition of National Histories: Rethinking Canadian Memory, History and Subjectivity through Memoir.” 2015. Web. 12 Nov 2019.

Vancouver:

Deschenes J. Toward a Recognition of National Histories: Rethinking Canadian Memory, History and Subjectivity through Memoir. [Internet] [Masters thesis]. McMaster University; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/11375/18212.

Council of Science Editors:

Deschenes J. Toward a Recognition of National Histories: Rethinking Canadian Memory, History and Subjectivity through Memoir. [Masters Thesis]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/18212

5. Martinelli, Ann. Teacher Candidates' Awareness of Their Intentions, Attitudes, and Perceptions Regarding Teaching Children of Color in Urban Communities.

Degree: 2017, Widener University

  This mixed-method study identified undergraduate students enrolled in a teacher education program that embedded an urban field placement into their teacher education program as… (more)

Subjects/Keywords: Cultural anthropology; Pedagogy; Education

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APA (6th Edition):

Martinelli, A. (2017). Teacher Candidates' Awareness of Their Intentions, Attitudes, and Perceptions Regarding Teaching Children of Color in Urban Communities. (Thesis). Widener University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10638830

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):

Martinelli, Ann. “Teacher Candidates' Awareness of Their Intentions, Attitudes, and Perceptions Regarding Teaching Children of Color in Urban Communities.” 2017. Thesis, Widener University. Accessed November 12, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10638830.

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

MLA Handbook (7th Edition):

Martinelli, Ann. “Teacher Candidates' Awareness of Their Intentions, Attitudes, and Perceptions Regarding Teaching Children of Color in Urban Communities.” 2017. Web. 12 Nov 2019.

Vancouver:

Martinelli A. Teacher Candidates' Awareness of Their Intentions, Attitudes, and Perceptions Regarding Teaching Children of Color in Urban Communities. [Internet] [Thesis]. Widener University; 2017. [cited 2019 Nov 12]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10638830.

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

Council of Science Editors:

Martinelli A. Teacher Candidates' Awareness of Their Intentions, Attitudes, and Perceptions Regarding Teaching Children of Color in Urban Communities. [Thesis]. Widener University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10638830

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


University of Edinburgh

6. McGregor, Callum Kenneth. Cultural politics of climate change activism in the UK as public pedagogy (2005-2011) : direct action, relocalisation, and professional activism.

Degree: PhD, 2014, University of Edinburgh

 This thesis is a study of the cultural politics of environmentalism in an era of climate change and the public curriculum that it generates. Scientists… (more)

Subjects/Keywords: 333.7; climate change; public pedagogy; cultural politics

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APA (6th Edition):

McGregor, C. K. (2014). Cultural politics of climate change activism in the UK as public pedagogy (2005-2011) : direct action, relocalisation, and professional activism. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9832

Chicago Manual of Style (16th Edition):

McGregor, Callum Kenneth. “Cultural politics of climate change activism in the UK as public pedagogy (2005-2011) : direct action, relocalisation, and professional activism.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed November 12, 2019. http://hdl.handle.net/1842/9832.

MLA Handbook (7th Edition):

McGregor, Callum Kenneth. “Cultural politics of climate change activism in the UK as public pedagogy (2005-2011) : direct action, relocalisation, and professional activism.” 2014. Web. 12 Nov 2019.

Vancouver:

McGregor CK. Cultural politics of climate change activism in the UK as public pedagogy (2005-2011) : direct action, relocalisation, and professional activism. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1842/9832.

Council of Science Editors:

McGregor CK. Cultural politics of climate change activism in the UK as public pedagogy (2005-2011) : direct action, relocalisation, and professional activism. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9832


University of Tennessee – Knoxville

7. Arce-Trigatti, Andrea Lucia. UNDERSTANDING THE ROLE OF POWER IN INTERDISCIPLINARY, UNDERGRADUATE, STUDENT TEAMS: A CRITICAL DISCOURSE ANALYSIS.

Degree: 2018, University of Tennessee – Knoxville

 This dissertation is a cultural studies project that aims to understand how power manifests and influences knowledge construction between students working in an undergraduate, interdisciplinary,… (more)

Subjects/Keywords: Collaboration; Interdisciplinary; Pedagogy; Innovation; Cultural Studies; Power

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APA (6th Edition):

Arce-Trigatti, A. L. (2018). UNDERSTANDING THE ROLE OF POWER IN INTERDISCIPLINARY, UNDERGRADUATE, STUDENT TEAMS: A CRITICAL DISCOURSE ANALYSIS. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4866

Chicago Manual of Style (16th Edition):

Arce-Trigatti, Andrea Lucia. “UNDERSTANDING THE ROLE OF POWER IN INTERDISCIPLINARY, UNDERGRADUATE, STUDENT TEAMS: A CRITICAL DISCOURSE ANALYSIS.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 12, 2019. https://trace.tennessee.edu/utk_graddiss/4866.

MLA Handbook (7th Edition):

Arce-Trigatti, Andrea Lucia. “UNDERSTANDING THE ROLE OF POWER IN INTERDISCIPLINARY, UNDERGRADUATE, STUDENT TEAMS: A CRITICAL DISCOURSE ANALYSIS.” 2018. Web. 12 Nov 2019.

Vancouver:

Arce-Trigatti AL. UNDERSTANDING THE ROLE OF POWER IN INTERDISCIPLINARY, UNDERGRADUATE, STUDENT TEAMS: A CRITICAL DISCOURSE ANALYSIS. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 Nov 12]. Available from: https://trace.tennessee.edu/utk_graddiss/4866.

Council of Science Editors:

Arce-Trigatti AL. UNDERSTANDING THE ROLE OF POWER IN INTERDISCIPLINARY, UNDERGRADUATE, STUDENT TEAMS: A CRITICAL DISCOURSE ANALYSIS. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/4866


University of Manitoba

8. Chhin, Sopear. Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds.

Degree: Kinesiology and Recreation Management, 2015, University of Manitoba

 This purpose of this interpretive research study was to deepen our understanding of the meaning of culturally relevant physical education and health pedagogy (Ladson Billings,… (more)

Subjects/Keywords: Cultural relevancy; physical education; Culturally relevant pedagogy; Critical pedagogy; Intersectionality

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APA (6th Edition):

Chhin, S. (2015). Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30643

Chicago Manual of Style (16th Edition):

Chhin, Sopear. “Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds.” 2015. Masters Thesis, University of Manitoba. Accessed November 12, 2019. http://hdl.handle.net/1993/30643.

MLA Handbook (7th Edition):

Chhin, Sopear. “Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds.” 2015. Web. 12 Nov 2019.

Vancouver:

Chhin S. Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1993/30643.

Council of Science Editors:

Chhin S. Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgrounds. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30643


Colorado State University

9. Whalen, John Matthew. Hofstede model and national cultures of learning : a comparison of undergraduate survey data, The.

Degree: MA, English, 2016, Colorado State University

 Researchers in cross-cultural pedagogy often invoke the work of Hofstede (1980; 1986) and Hofstede, Hofstede, and Minkov (2010) to explain variation in classroom behavioral norms… (more)

Subjects/Keywords: cross-cultural communication; Hofstede; Pedagogy; cross-cultural pedagogy; Applied Linguistics; intercultural communication

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APA (6th Edition):

Whalen, J. M. (2016). Hofstede model and national cultures of learning : a comparison of undergraduate survey data, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176662

Chicago Manual of Style (16th Edition):

Whalen, John Matthew. “Hofstede model and national cultures of learning : a comparison of undergraduate survey data, The.” 2016. Masters Thesis, Colorado State University. Accessed November 12, 2019. http://hdl.handle.net/10217/176662.

MLA Handbook (7th Edition):

Whalen, John Matthew. “Hofstede model and national cultures of learning : a comparison of undergraduate survey data, The.” 2016. Web. 12 Nov 2019.

Vancouver:

Whalen JM. Hofstede model and national cultures of learning : a comparison of undergraduate survey data, The. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10217/176662.

Council of Science Editors:

Whalen JM. Hofstede model and national cultures of learning : a comparison of undergraduate survey data, The. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176662


Penn State University

10. King, Donna Ruth. A Study of Student Teachers' Perceived Resistance to Teaching Multicultural Education: Will the Pedagogy Be "Colored That I Teach?".

Degree: PhD, Curriculum and Instruction, 2009, Penn State University

 ABSTRACT Why teach? This inquiry into the underlying values for teaching through specific “praxis” writings and curricula preparation can engage pre-service teachers in the examination… (more)

Subjects/Keywords: cultural pedagogy; cultural workers; liberation; multicultural education; liberatory praxis; historical dissonance

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APA (6th Edition):

King, D. R. (2009). A Study of Student Teachers' Perceived Resistance to Teaching Multicultural Education: Will the Pedagogy Be "Colored That I Teach?". (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10931

Chicago Manual of Style (16th Edition):

King, Donna Ruth. “A Study of Student Teachers' Perceived Resistance to Teaching Multicultural Education: Will the Pedagogy Be "Colored That I Teach?".” 2009. Doctoral Dissertation, Penn State University. Accessed November 12, 2019. https://etda.libraries.psu.edu/catalog/10931.

MLA Handbook (7th Edition):

King, Donna Ruth. “A Study of Student Teachers' Perceived Resistance to Teaching Multicultural Education: Will the Pedagogy Be "Colored That I Teach?".” 2009. Web. 12 Nov 2019.

Vancouver:

King DR. A Study of Student Teachers' Perceived Resistance to Teaching Multicultural Education: Will the Pedagogy Be "Colored That I Teach?". [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Nov 12]. Available from: https://etda.libraries.psu.edu/catalog/10931.

Council of Science Editors:

King DR. A Study of Student Teachers' Perceived Resistance to Teaching Multicultural Education: Will the Pedagogy Be "Colored That I Teach?". [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10931


Universidade do Rio Grande do Sul

11. Andrade, Paula Deporte de. Pedagogias culturais : uma cartografia das (re)invenções do conceito.

Degree: 2016, Universidade do Rio Grande do Sul

A tese apresenta, analisa e discute as condições vinculadas a emergência, disseminação e usos do conceito de pedagogias culturais no campo dos Estudos Culturais em… (more)

Subjects/Keywords: Cultural pedagogies; Pedagogia cultural; Education and culture; Cultural studies; Education; Culture; Pedagogy

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APA (6th Edition):

Andrade, P. D. d. (2016). Pedagogias culturais : uma cartografia das (re)invenções do conceito. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/143723

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):

Andrade, Paula Deporte de. “Pedagogias culturais : uma cartografia das (re)invenções do conceito.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed November 12, 2019. http://hdl.handle.net/10183/143723.

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

MLA Handbook (7th Edition):

Andrade, Paula Deporte de. “Pedagogias culturais : uma cartografia das (re)invenções do conceito.” 2016. Web. 12 Nov 2019.

Vancouver:

Andrade PDd. Pedagogias culturais : uma cartografia das (re)invenções do conceito. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10183/143723.

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

Council of Science Editors:

Andrade PDd. Pedagogias culturais : uma cartografia das (re)invenções do conceito. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/143723

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


California State University – Sacramento

12. Fonte, Sarah. Student funds of knowledge in a Northern California migrant community.

Degree: MA, Education (Bilingual/Multicultural Education, 2010, California State University – Sacramento

 Students from culturally diverse backgrounds possess knowledge (funds of knowledge or cultural capital) which is often not recognized by their teachers and schools. When a… (more)

Subjects/Keywords: Funds of knowledge; Cultural capital; Culturally relevant pedagogy; Centered pedagogy; Transformative education; Migrant students

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APA (6th Edition):

Fonte, S. (2010). Student funds of knowledge in a Northern California migrant community. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/265

Chicago Manual of Style (16th Edition):

Fonte, Sarah. “Student funds of knowledge in a Northern California migrant community.” 2010. Masters Thesis, California State University – Sacramento. Accessed November 12, 2019. http://hdl.handle.net/10211.9/265.

MLA Handbook (7th Edition):

Fonte, Sarah. “Student funds of knowledge in a Northern California migrant community.” 2010. Web. 12 Nov 2019.

Vancouver:

Fonte S. Student funds of knowledge in a Northern California migrant community. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10211.9/265.

Council of Science Editors:

Fonte S. Student funds of knowledge in a Northern California migrant community. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/265


University of California – Berkeley

13. Dunford, Jr., Willie Charles. Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs).

Degree: Educational Leadership, 2018, University of California – Berkeley

 This study surveys the knowledge base of culturally responsive instruction (i.e., culturally relevant, responsive, sustaining, revitalizing, and reality pedagogies) and consolidates them under the term… (more)

Subjects/Keywords: Educational leadership; Cultural Agility; Culturally Agile Pedagogy; Culturally Relevant; Culturally Responsive; Culturally Revitalizing; Reality Pedagogy

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APA (6th Edition):

Dunford, Jr., W. C. (2018). Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs). (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6hn0p5vr

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):

Dunford, Jr., Willie Charles. “Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs).” 2018. Thesis, University of California – Berkeley. Accessed November 12, 2019. http://www.escholarship.org/uc/item/6hn0p5vr.

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

MLA Handbook (7th Edition):

Dunford, Jr., Willie Charles. “Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs).” 2018. Web. 12 Nov 2019.

Vancouver:

Dunford, Jr. WC. Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs). [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2019 Nov 12]. Available from: http://www.escholarship.org/uc/item/6hn0p5vr.

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

Council of Science Editors:

Dunford, Jr. WC. Understanding and Assessing Expertise in Culturally Agile Pedagogies (CAPs). [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/6hn0p5vr

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


Bowling Green State University

14. Donelson, Danielle E. Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment.

Degree: PhD, English (Rhetoric and Writing) PhD, 2018, Bowling Green State University

 In this dissertation entitled, “Theorizing A Settlers’ Approach To Decolonial Pedagogy: Storying As Methodologies, Humbled, Rhetorical Listening And Awareness Of Embodiment,” I outline a set… (more)

Subjects/Keywords: Rhetoric; Composition; Epistemology; Pedagogy; Decolonial Theory; Decoloniality; Decolonial Pedagogy; Cultural Rhetorics; Indigenous Epistemologies

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APA (6th Edition):

Donelson, D. E. (2018). Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932

Chicago Manual of Style (16th Edition):

Donelson, Danielle E. “Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed November 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932.

MLA Handbook (7th Edition):

Donelson, Danielle E. “Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment.” 2018. Web. 12 Nov 2019.

Vancouver:

Donelson DE. Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Nov 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932.

Council of Science Editors:

Donelson DE. Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932


University of Minnesota

15. Kennedy, Douglas. Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice.

Degree: PhD, Organizational Leadership, Policy, and Development, 2016, University of Minnesota

 This study utilized mixed methods to investigate the beliefs and practices of 18 classroom teachers within a single school site and explored the applicability of… (more)

Subjects/Keywords: critical evaluation; cultural intelligence; culturally relevant pedagogy; pedagogy; social justice; teacher education

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APA (6th Edition):

Kennedy, D. (2016). Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/183357

Chicago Manual of Style (16th Edition):

Kennedy, Douglas. “Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice.” 2016. Doctoral Dissertation, University of Minnesota. Accessed November 12, 2019. http://hdl.handle.net/11299/183357.

MLA Handbook (7th Edition):

Kennedy, Douglas. “Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice.” 2016. Web. 12 Nov 2019.

Vancouver:

Kennedy D. Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/11299/183357.

Council of Science Editors:

Kennedy D. Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/183357


The Ohio State University

16. Mayer, Anzia Rae. Conventionalized Expressions and Audience Perception in Chinese Discourse.

Degree: MA, East Asian Languages and Literatures, 2019, The Ohio State University

 The present study explores whether the use of conventionalized expressions—proverbs, idioms, and other fixed sayings—makes a message more persuasive in Chinese discourse. Two surveys were… (more)

Subjects/Keywords: Asian Studies; Foreign Language; Pedagogy; Chinese proverbs; Chinese idioms; foreign language pedagogy; cross-cultural dialogue

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APA (6th Edition):

Mayer, A. R. (2019). Conventionalized Expressions and Audience Perception in Chinese Discourse. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1555574961326469

Chicago Manual of Style (16th Edition):

Mayer, Anzia Rae. “Conventionalized Expressions and Audience Perception in Chinese Discourse.” 2019. Masters Thesis, The Ohio State University. Accessed November 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555574961326469.

MLA Handbook (7th Edition):

Mayer, Anzia Rae. “Conventionalized Expressions and Audience Perception in Chinese Discourse.” 2019. Web. 12 Nov 2019.

Vancouver:

Mayer AR. Conventionalized Expressions and Audience Perception in Chinese Discourse. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2019 Nov 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555574961326469.

Council of Science Editors:

Mayer AR. Conventionalized Expressions and Audience Perception in Chinese Discourse. [Masters Thesis]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555574961326469


Linköping University

17. Dahlström, Emil. Normkritisk pedagogik på normativ grund : En analys av arbetsmaterialet Möte med människor från andra kulturer.

Degree: Social and Welfare Studies, 2008, Linköping University

  The aim of this study has been to analyze how society is constructed in the workbook <em>Möte med människor från andra kulturer, a popular material… (more)

Subjects/Keywords: Anti-oppressive pedagogy; multiculturalism; queer; pedagogy; culturalization; cultural competency; cultural sensitivity; Mångkultur; normkritik; queerpedagogik; pedagogik; kulturalisering; kulturkompetens

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APA (6th Edition):

Dahlström, E. (2008). Normkritisk pedagogik på normativ grund : En analys av arbetsmaterialet Möte med människor från andra kulturer. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14748

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):

Dahlström, Emil. “Normkritisk pedagogik på normativ grund : En analys av arbetsmaterialet Möte med människor från andra kulturer.” 2008. Thesis, Linköping University. Accessed November 12, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14748.

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

MLA Handbook (7th Edition):

Dahlström, Emil. “Normkritisk pedagogik på normativ grund : En analys av arbetsmaterialet Möte med människor från andra kulturer.” 2008. Web. 12 Nov 2019.

Vancouver:

Dahlström E. Normkritisk pedagogik på normativ grund : En analys av arbetsmaterialet Möte med människor från andra kulturer. [Internet] [Thesis]. Linköping University; 2008. [cited 2019 Nov 12]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14748.

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

Council of Science Editors:

Dahlström E. Normkritisk pedagogik på normativ grund : En analys av arbetsmaterialet Möte med människor från andra kulturer. [Thesis]. Linköping University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14748

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


Arizona State University

18. Hayashi, Akiko. Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development.

Degree: PhD, Curriculum and Instruction, 2011, Arizona State University

 This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is… (more)

Subjects/Keywords: Early childhood education; Cultural anthropology; Pedagogy; Cultural practices and beliefs; Japan; Pedagogy; Preschool teachers; Social-emotional development

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APA (6th Edition):

Hayashi, A. (2011). Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14327

Chicago Manual of Style (16th Edition):

Hayashi, Akiko. “Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development.” 2011. Doctoral Dissertation, Arizona State University. Accessed November 12, 2019. http://repository.asu.edu/items/14327.

MLA Handbook (7th Edition):

Hayashi, Akiko. “Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development.” 2011. Web. 12 Nov 2019.

Vancouver:

Hayashi A. Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Nov 12]. Available from: http://repository.asu.edu/items/14327.

Council of Science Editors:

Hayashi A. Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14327

19. Leonete Cassol. Arte ou vadalismo? Você decide...o que nos ensinam os grafismos urbanos sobre paz e violência.

Degree: 2006, Universidade do Vale do Rio do Sinos

Through this dissertation-...Art or vandalism? You decide...what the urban grafisms on peace and violence teaches us-, i intend to show how the cultural practices of… (more)

Subjects/Keywords: grafismos urbanos; paz; pedagogia cultural; peace; violence; EDUCACAO; discurso; violência; urban grafisms; speech; cultural pedagogy

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APA (6th Edition):

Cassol, L. (2006). Arte ou vadalismo? Você decide...o que nos ensinam os grafismos urbanos sobre paz e violência. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=279

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):

Cassol, Leonete. “Arte ou vadalismo? Você decide...o que nos ensinam os grafismos urbanos sobre paz e violência.” 2006. Thesis, Universidade do Vale do Rio do Sinos. Accessed November 12, 2019. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=279.

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

MLA Handbook (7th Edition):

Cassol, Leonete. “Arte ou vadalismo? Você decide...o que nos ensinam os grafismos urbanos sobre paz e violência.” 2006. Web. 12 Nov 2019.

Vancouver:

Cassol L. Arte ou vadalismo? Você decide...o que nos ensinam os grafismos urbanos sobre paz e violência. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2006. [cited 2019 Nov 12]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=279.

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

Council of Science Editors:

Cassol L. Arte ou vadalismo? Você decide...o que nos ensinam os grafismos urbanos sobre paz e violência. [Thesis]. Universidade do Vale do Rio do Sinos; 2006. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=279

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


Universidade do Rio Grande do Sul

20. Bueno, Paulo Fernando Zanardini. Vida eterna para os casamentos : a pedagogia evangelizadora da escola do amor da Igreja Universal do Reino de Deus.

Degree: 2017, Universidade do Rio Grande do Sul

Esta dissertação, de abordagem qualitativa, e situada no campo dos Estudos Culturais em Educação, analisou nas falas dos apresentadores de um artefato cultural da televisão,… (more)

Subjects/Keywords: Backlash; Casamento; Pedagogia cultural; Marriage; Universal Church of the Kingdom of God; Cultural pedagogy; Religion

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APA (6th Edition):

Bueno, P. F. Z. (2017). Vida eterna para os casamentos : a pedagogia evangelizadora da escola do amor da Igreja Universal do Reino de Deus. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/157603

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):

Bueno, Paulo Fernando Zanardini. “Vida eterna para os casamentos : a pedagogia evangelizadora da escola do amor da Igreja Universal do Reino de Deus.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed November 12, 2019. http://hdl.handle.net/10183/157603.

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

MLA Handbook (7th Edition):

Bueno, Paulo Fernando Zanardini. “Vida eterna para os casamentos : a pedagogia evangelizadora da escola do amor da Igreja Universal do Reino de Deus.” 2017. Web. 12 Nov 2019.

Vancouver:

Bueno PFZ. Vida eterna para os casamentos : a pedagogia evangelizadora da escola do amor da Igreja Universal do Reino de Deus. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10183/157603.

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

Council of Science Editors:

Bueno PFZ. Vida eterna para os casamentos : a pedagogia evangelizadora da escola do amor da Igreja Universal do Reino de Deus. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/157603

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


Universidade do Rio Grande do Sul

21. Camozzato, Viviane Castro. Da pedagogia às pedagogias : formas, ênfases e transformações.

Degree: 2012, Universidade do Rio Grande do Sul

 A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo… (more)

Subjects/Keywords: Pedagogy; Pedagogia cultural; Pós-modernidade; Pedagogies and cultural pedagogies; Postmodern condition; Pedagogical will

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APA (6th Edition):

Camozzato, V. C. (2012). Da pedagogia às pedagogias : formas, ênfases e transformações. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/49809

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):

Camozzato, Viviane Castro. “Da pedagogia às pedagogias : formas, ênfases e transformações.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed November 12, 2019. http://hdl.handle.net/10183/49809.

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

MLA Handbook (7th Edition):

Camozzato, Viviane Castro. “Da pedagogia às pedagogias : formas, ênfases e transformações.” 2012. Web. 12 Nov 2019.

Vancouver:

Camozzato VC. Da pedagogia às pedagogias : formas, ênfases e transformações. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10183/49809.

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

Council of Science Editors:

Camozzato VC. Da pedagogia às pedagogias : formas, ênfases e transformações. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/49809

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

22. Domingues, Josiane Vian. A pedagogização de corpos a partir do body modification: produzindo feminilidades.

Degree: 2010, Universidade Federal do Rio Grande

Dissertação(mestrado)- Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2010.

Com essa dissertação… (more)

Subjects/Keywords: Body Modification; Feminilidades; Pedagogia Cultural; Normas; Condutas; Verdade; Feminity; Cultural Pedagogy; Standards; Conduct; Truth

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APA (6th Edition):

Domingues, J. V. (2010). A pedagogização de corpos a partir do body modification: produzindo feminilidades. (Masters Thesis). Universidade Federal do Rio Grande. Retrieved from http://repositorio.furg.br/handle/1/2921

Chicago Manual of Style (16th Edition):

Domingues, Josiane Vian. “A pedagogização de corpos a partir do body modification: produzindo feminilidades.” 2010. Masters Thesis, Universidade Federal do Rio Grande. Accessed November 12, 2019. http://repositorio.furg.br/handle/1/2921.

MLA Handbook (7th Edition):

Domingues, Josiane Vian. “A pedagogização de corpos a partir do body modification: produzindo feminilidades.” 2010. Web. 12 Nov 2019.

Vancouver:

Domingues JV. A pedagogização de corpos a partir do body modification: produzindo feminilidades. [Internet] [Masters thesis]. Universidade Federal do Rio Grande; 2010. [cited 2019 Nov 12]. Available from: http://repositorio.furg.br/handle/1/2921.

Council of Science Editors:

Domingues JV. A pedagogização de corpos a partir do body modification: produzindo feminilidades. [Masters Thesis]. Universidade Federal do Rio Grande; 2010. Available from: http://repositorio.furg.br/handle/1/2921


University of Arizona

23. Robinson, Lynda Marie Cesare. Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms .

Degree: 2010, University of Arizona

 This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In… (more)

Subjects/Keywords: cultural awareness; cultural competence; culturally responsive curriculum; culturally responsive pedagogy; educational leadership

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APA (6th Edition):

Robinson, L. M. C. (2010). Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194476

Chicago Manual of Style (16th Edition):

Robinson, Lynda Marie Cesare. “Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms .” 2010. Doctoral Dissertation, University of Arizona. Accessed November 12, 2019. http://hdl.handle.net/10150/194476.

MLA Handbook (7th Edition):

Robinson, Lynda Marie Cesare. “Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms .” 2010. Web. 12 Nov 2019.

Vancouver:

Robinson LMC. Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10150/194476.

Council of Science Editors:

Robinson LMC. Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/194476


University of Georgia

24. Chia, Ju-Yi. Cross-cultural understanding through art appreciation: the use of constructivist pedagogy.

Degree: EdD, Art Education, 2011, University of Georgia

 This study endeavors to facilitate students’ cross-cultural understanding through a constructivist art appreciation curriculum. My curriculum research combines philosophical and practical inquiries, in which the… (more)

Subjects/Keywords: Cross-cultural understanding; Art Appreciation; Constructivist pedagogy; Curriculum development

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APA (6th Edition):

Chia, J. (2011). Cross-cultural understanding through art appreciation: the use of constructivist pedagogy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd

Chicago Manual of Style (16th Edition):

Chia, Ju-Yi. “Cross-cultural understanding through art appreciation: the use of constructivist pedagogy.” 2011. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd.

MLA Handbook (7th Edition):

Chia, Ju-Yi. “Cross-cultural understanding through art appreciation: the use of constructivist pedagogy.” 2011. Web. 12 Nov 2019.

Vancouver:

Chia J. Cross-cultural understanding through art appreciation: the use of constructivist pedagogy. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd.

Council of Science Editors:

Chia J. Cross-cultural understanding through art appreciation: the use of constructivist pedagogy. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd


Leiden University

25. Rubingh, Mick. Japanese communicative English and English as a Lingua Franca.

Degree: 2017, Leiden University

Subjects/Keywords: Japanese; ELF; Pedagogy; Cultural capital

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APA (6th Edition):

Rubingh, M. (2017). Japanese communicative English and English as a Lingua Franca. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/52262

Chicago Manual of Style (16th Edition):

Rubingh, Mick. “Japanese communicative English and English as a Lingua Franca.” 2017. Masters Thesis, Leiden University. Accessed November 12, 2019. http://hdl.handle.net/1887/52262.

MLA Handbook (7th Edition):

Rubingh, Mick. “Japanese communicative English and English as a Lingua Franca.” 2017. Web. 12 Nov 2019.

Vancouver:

Rubingh M. Japanese communicative English and English as a Lingua Franca. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1887/52262.

Council of Science Editors:

Rubingh M. Japanese communicative English and English as a Lingua Franca. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/52262


The Ohio State University

26. Blunt-Williams, Kesha. Students’ perceptions of transformative educators.

Degree: PhD, Social Work, 2007, The Ohio State University

 The objectives of this dissertation are to explore whether or not transformative educators are important to students, to determine which factors influence students’ thinking about… (more)

Subjects/Keywords: Transformative Education; Social Work Education; Cultural Competence; Transformative Pedagogy.

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APA (6th Edition):

Blunt-Williams, K. (2007). Students’ perceptions of transformative educators. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044

Chicago Manual of Style (16th Edition):

Blunt-Williams, Kesha. “Students’ perceptions of transformative educators.” 2007. Doctoral Dissertation, The Ohio State University. Accessed November 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044.

MLA Handbook (7th Edition):

Blunt-Williams, Kesha. “Students’ perceptions of transformative educators.” 2007. Web. 12 Nov 2019.

Vancouver:

Blunt-Williams K. Students’ perceptions of transformative educators. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Nov 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044.

Council of Science Editors:

Blunt-Williams K. Students’ perceptions of transformative educators. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044


California State University – Sacramento

27. Wilson, Cinnamon Olivia. A culturally relevant teaching tool.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 African American males make up less than 10% ofthe public school enrollments, yet they are failing at alarming rates. Ifeducators are not equipped with the… (more)

Subjects/Keywords: African American males; Culturally inclusive classroom; Cultural pedagogy

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APA (6th Edition):

Wilson, C. O. (2011). A culturally relevant teaching tool. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1406

Chicago Manual of Style (16th Edition):

Wilson, Cinnamon Olivia. “A culturally relevant teaching tool.” 2011. Masters Thesis, California State University – Sacramento. Accessed November 12, 2019. http://hdl.handle.net/10211.9/1406.

MLA Handbook (7th Edition):

Wilson, Cinnamon Olivia. “A culturally relevant teaching tool.” 2011. Web. 12 Nov 2019.

Vancouver:

Wilson CO. A culturally relevant teaching tool. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10211.9/1406.

Council of Science Editors:

Wilson CO. A culturally relevant teaching tool. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1406


Universiteit Utrecht

28. Ploeg, M.M. van der. Cultural resistance and hegemonic femininity on Youtube.

Degree: 2016, Universiteit Utrecht

 This paper both describes the critical public pedagogy of plus-size vloggers, lesbian influencers, and feminist vloggers on YouTube and also shows how they use YouTube’s… (more)

Subjects/Keywords: cultural resistance; hegemonic femininity; critical public pedagogy; Youtube

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

APA (6th Edition):

Ploeg, M. M. v. d. (2016). Cultural resistance and hegemonic femininity on Youtube. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/331072

Chicago Manual of Style (16th Edition):

Ploeg, M M van der. “Cultural resistance and hegemonic femininity on Youtube.” 2016. Masters Thesis, Universiteit Utrecht. Accessed November 12, 2019. http://dspace.library.uu.nl:8080/handle/1874/331072.

MLA Handbook (7th Edition):

Ploeg, M M van der. “Cultural resistance and hegemonic femininity on Youtube.” 2016. Web. 12 Nov 2019.

Vancouver:

Ploeg MMvd. Cultural resistance and hegemonic femininity on Youtube. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Nov 12]. Available from: http://dspace.library.uu.nl:8080/handle/1874/331072.

Council of Science Editors:

Ploeg MMvd. Cultural resistance and hegemonic femininity on Youtube. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/331072


Georgia State University

29. Thornton, Letitia Y. Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study.

Degree: MA, African-American Studies, 2017, Georgia State University

  This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers who serve high populations of African American students. This study posits… (more)

Subjects/Keywords: African American; Cultural relevance; Pedagogy; Teachers; Strategy; Students

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

APA (6th Edition):

Thornton, L. Y. (2017). Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/aas_theses/46

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):

Thornton, Letitia Y. “Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study.” 2017. Thesis, Georgia State University. Accessed November 12, 2019. https://scholarworks.gsu.edu/aas_theses/46.

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

MLA Handbook (7th Edition):

Thornton, Letitia Y. “Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study.” 2017. Web. 12 Nov 2019.

Vancouver:

Thornton LY. Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study. [Internet] [Thesis]. Georgia State University; 2017. [cited 2019 Nov 12]. Available from: https://scholarworks.gsu.edu/aas_theses/46.

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

Council of Science Editors:

Thornton LY. Teaching Black Kids when Black Excellence isn't a Curriculum Priority - a Phenomenological Study. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/aas_theses/46

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


University of Saskatchewan

30. Baiochi, Juliana. IDENTIFYING THE CULTURAL ESSENTIAL LEARNING (CELS) USED BY CREE TEACHERS IN LITERACY CLASSES IN PUBLIC SCHOOLS OF SASKATOON.

Degree: 2017, University of Saskatchewan

 Previous researchers in the education field have studied First Nations values and traditions as a means of incorporating First Nations heritage into Canadian education. Pedagogies… (more)

Subjects/Keywords: Cree teachers; Cultural Essential Learnings; Culturally sustaining/revitalizing pedagogy

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

APA (6th Edition):

Baiochi, J. (2017). IDENTIFYING THE CULTURAL ESSENTIAL LEARNING (CELS) USED BY CREE TEACHERS IN LITERACY CLASSES IN PUBLIC SCHOOLS OF SASKATOON. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7798

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):

Baiochi, Juliana. “IDENTIFYING THE CULTURAL ESSENTIAL LEARNING (CELS) USED BY CREE TEACHERS IN LITERACY CLASSES IN PUBLIC SCHOOLS OF SASKATOON.” 2017. Thesis, University of Saskatchewan. Accessed November 12, 2019. http://hdl.handle.net/10388/7798.

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

MLA Handbook (7th Edition):

Baiochi, Juliana. “IDENTIFYING THE CULTURAL ESSENTIAL LEARNING (CELS) USED BY CREE TEACHERS IN LITERACY CLASSES IN PUBLIC SCHOOLS OF SASKATOON.” 2017. Web. 12 Nov 2019.

Vancouver:

Baiochi J. IDENTIFYING THE CULTURAL ESSENTIAL LEARNING (CELS) USED BY CREE TEACHERS IN LITERACY CLASSES IN PUBLIC SCHOOLS OF SASKATOON. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10388/7798.

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

Council of Science Editors:

Baiochi J. IDENTIFYING THE CULTURAL ESSENTIAL LEARNING (CELS) USED BY CREE TEACHERS IN LITERACY CLASSES IN PUBLIC SCHOOLS OF SASKATOON. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7798

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

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