Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dept: School of Education

You searched for subject:(cultural theory). Showing records 1 – 13 of 13 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Northeastern University

1. Klesenski-Rispoli, Deborah. Examining Conflict In The Faculty-administrator Relationship Through A Cultural Theory Lens.

Degree: EdD, School of Education, 2019, Northeastern University

 Irreconcilable conflict between individuals serving in the roles of community college administrators and faculty members, when mishandled, marginalizes stakeholders and compromises shared governance (Bess &… (more)

Subjects/Keywords: administrator faculty conflict; cultural bias; cultural theory; educational organizational culture; grid and group theory; Social research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Klesenski-Rispoli, D. (2019). Examining Conflict In The Faculty-administrator Relationship Through A Cultural Theory Lens. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20327467

Chicago Manual of Style (16th Edition):

Klesenski-Rispoli, Deborah. “Examining Conflict In The Faculty-administrator Relationship Through A Cultural Theory Lens.” 2019. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/D20327467.

MLA Handbook (7th Edition):

Klesenski-Rispoli, Deborah. “Examining Conflict In The Faculty-administrator Relationship Through A Cultural Theory Lens.” 2019. Web. 11 Dec 2019.

Vancouver:

Klesenski-Rispoli D. Examining Conflict In The Faculty-administrator Relationship Through A Cultural Theory Lens. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/D20327467.

Council of Science Editors:

Klesenski-Rispoli D. Examining Conflict In The Faculty-administrator Relationship Through A Cultural Theory Lens. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20327467


University of Stirling

2. Turner, Janice. Who Killed the Primary Care Strategy? A Socio-Material Analysis.

Degree: EdD, School of Education, 2011, University of Stirling

 This study places the intended creation and implementation of an inter-professional education strategy at the intersection of three networks. The networks in question are cultural(more)

Subjects/Keywords: actor network theory; cultural historical activity theory; National health services Great Britain; Primary health care Great Britain

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Turner, J. (2011). Who Killed the Primary Care Strategy? A Socio-Material Analysis. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/3602

Chicago Manual of Style (16th Edition):

Turner, Janice. “Who Killed the Primary Care Strategy? A Socio-Material Analysis.” 2011. Doctoral Dissertation, University of Stirling. Accessed December 11, 2019. http://hdl.handle.net/1893/3602.

MLA Handbook (7th Edition):

Turner, Janice. “Who Killed the Primary Care Strategy? A Socio-Material Analysis.” 2011. Web. 11 Dec 2019.

Vancouver:

Turner J. Who Killed the Primary Care Strategy? A Socio-Material Analysis. [Internet] [Doctoral dissertation]. University of Stirling; 2011. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/1893/3602.

Council of Science Editors:

Turner J. Who Killed the Primary Care Strategy? A Socio-Material Analysis. [Doctoral Dissertation]. University of Stirling; 2011. Available from: http://hdl.handle.net/1893/3602


Northeastern University

3. Rendón, Mary Jo. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this study is to examine the stories of immigrant Guatemalan parents who have children in a public high school located in Massachusetts.… (more)

Subjects/Keywords: community cultural wealth; critical pedagogy; critical race theory; family engagement; guatemalan immigrants; Latina/o race theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rendón, M. J. (2016). An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320122

Chicago Manual of Style (16th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/D20320122.

MLA Handbook (7th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school.” 2016. Web. 11 Dec 2019.

Vancouver:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/D20320122.

Council of Science Editors:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant parents' experiences at an urban high school. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20320122


Northeastern University

4. Bester, Vanessa. African American Physician Assistant Student Success.

Degree: EdD, School of Education, 2019, Northeastern University

 Abstract The importance of minority PAs in the healthcare field has been widely established. Unfortunately, persistence to graduation is significantly lower for African American PA… (more)

Subjects/Keywords: African American; Critical Race Theory; Cultural Capital; Healthcare Education; Physician Assistant; Physician Assistant Students; Health sciences; African American studies; Higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bester, V. (2019). African American Physician Assistant Student Success. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320141

Chicago Manual of Style (16th Edition):

Bester, Vanessa. “African American Physician Assistant Student Success.” 2019. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/D20320141.

MLA Handbook (7th Edition):

Bester, Vanessa. “African American Physician Assistant Student Success.” 2019. Web. 11 Dec 2019.

Vancouver:

Bester V. African American Physician Assistant Student Success. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/D20320141.

Council of Science Editors:

Bester V. African American Physician Assistant Student Success. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20320141


Northeastern University

5. Noyes, Kathleen. Stories of educational journeys: indigenous learning & socio-cultural approach in education.

Degree: EdD, School of Education, 2013, Northeastern University

 Rose is a 5th grade indigenous child riding a school bus to school, which is a 90 minute round trip. She is tired and hungry… (more)

Subjects/Keywords: Culturally Responsive Curriculum; Indigenous learning; Vygotsky's Socio-Cultural Theory; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Noyes, K. (2013). Stories of educational journeys: indigenous learning & socio-cultural approach in education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003344

Chicago Manual of Style (16th Edition):

Noyes, Kathleen. “Stories of educational journeys: indigenous learning & socio-cultural approach in education.” 2013. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/d20003344.

MLA Handbook (7th Edition):

Noyes, Kathleen. “Stories of educational journeys: indigenous learning & socio-cultural approach in education.” 2013. Web. 11 Dec 2019.

Vancouver:

Noyes K. Stories of educational journeys: indigenous learning & socio-cultural approach in education. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/d20003344.

Council of Science Editors:

Noyes K. Stories of educational journeys: indigenous learning & socio-cultural approach in education. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003344


Northeastern University

6. Magalhaes, Alessandra Mitrano. Exploring effective strategies for developing executive functioning skills within an early childhood classroom.

Degree: EdD, School of Education, 2013, Northeastern University

 This qualitative study focuses on the topic of executive functioning and implementation of the Tools of the Mind (Tools) program. This study examined teacher and… (more)

Subjects/Keywords: Cultural-Historical Theory; early childhood education; executive functioning; impulse control; self-regulation; Tools of the Mind; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Magalhaes, A. M. (2013). Exploring effective strategies for developing executive functioning skills within an early childhood classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004862

Chicago Manual of Style (16th Edition):

Magalhaes, Alessandra Mitrano. “Exploring effective strategies for developing executive functioning skills within an early childhood classroom.” 2013. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/d20004862.

MLA Handbook (7th Edition):

Magalhaes, Alessandra Mitrano. “Exploring effective strategies for developing executive functioning skills within an early childhood classroom.” 2013. Web. 11 Dec 2019.

Vancouver:

Magalhaes AM. Exploring effective strategies for developing executive functioning skills within an early childhood classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/d20004862.

Council of Science Editors:

Magalhaes AM. Exploring effective strategies for developing executive functioning skills within an early childhood classroom. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20004862


University of Queensland

7. Tatum, Elizabeth. Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT.

Degree: School of Education, 2018, University of Queensland

Subjects/Keywords: Teacher; Teacher aide; Collaboration; Cogenerative dialoguing; Cultural-Historical Activity Theory; 1399 Other Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tatum, E. (2018). Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:717940

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):

Tatum, Elizabeth. “Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT.” 2018. Thesis, University of Queensland. Accessed December 11, 2019. http://espace.library.uq.edu.au/view/UQ:717940.

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

MLA Handbook (7th Edition):

Tatum, Elizabeth. “Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT.” 2018. Web. 11 Dec 2019.

Vancouver:

Tatum E. Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT. [Internet] [Thesis]. University of Queensland; 2018. [cited 2019 Dec 11]. Available from: http://espace.library.uq.edu.au/view/UQ:717940.

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

Council of Science Editors:

Tatum E. Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT. [Thesis]. University of Queensland; 2018. Available from: http://espace.library.uq.edu.au/view/UQ:717940

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


Northeastern University

8. Mackenzie, Kathleen. Teaching Hispanic English language learners in the general education setting: a phenomenological study.

Degree: EdD, School of Education, 2012, Northeastern University

 This study used a phenomenological study design to better understand the phenomenon of teaching Hispanic English language learners in the general education setting. Data were… (more)

Subjects/Keywords: education; English as a second language; multicultural education; elementary education; critical race theory; general education teachers; Hispanic English language learners; language attitudes; listening guide; socio-cultural theory; Bilingual, Multilingual, and Multicultural Education; Education; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mackenzie, K. (2012). Teaching Hispanic English language learners in the general education setting: a phenomenological study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002620

Chicago Manual of Style (16th Edition):

Mackenzie, Kathleen. “Teaching Hispanic English language learners in the general education setting: a phenomenological study.” 2012. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/d20002620.

MLA Handbook (7th Edition):

Mackenzie, Kathleen. “Teaching Hispanic English language learners in the general education setting: a phenomenological study.” 2012. Web. 11 Dec 2019.

Vancouver:

Mackenzie K. Teaching Hispanic English language learners in the general education setting: a phenomenological study. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/d20002620.

Council of Science Editors:

Mackenzie K. Teaching Hispanic English language learners in the general education setting: a phenomenological study. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002620

9. Rendón, Mary Jo. An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this study is to examine the stories of immigrant Guatemalan parents who have children in a public high school located in Massachusetts.… (more)

Subjects/Keywords: community cultural wealth; critical pedagogy; critical race theory; family engagement; guatemalan immigrants; Latina/o race theory

…is to view victimization as a cause of subsequent delinquency. General strain theory (… …methods of coping. Agnew’s theory draws attention to the importance of clusters of victimization… …experience, which he refers to as strain clustering. Although the theory recognizes the importance… …Most importantly, studies of GST using Latino samples fail to include cultural variables that… …x28;Comas-Diaz & Fontes, 1995; Marin, 1993). Among Latinos, some of these cultural… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rendón, M. J. (2016). An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20239024

Chicago Manual of Style (16th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/D20239024.

MLA Handbook (7th Edition):

Rendón, Mary Jo. “An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school.” 2016. Web. 11 Dec 2019.

Vancouver:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/D20239024.

Council of Science Editors:

Rendón MJ. An interpretative phenomenological analysis in education: Exploring immigrant Guatemalan parents' experiences at an urban high school. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20239024


Deakin University

10. Ford, Linda Mae. Narratives and landscapes : their capacity to serve indigenous knowledge interests.

Degree: School of Education, 2005, Deakin University

 The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr… (more)

Subjects/Keywords: Aboriginal Australians - Education (Higher) - Northern Territory; Action research in education - Cross-cultural studies; Knowledge, Theory of; Ethnoscience

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ford, L. M. (2005). Narratives and landscapes : their capacity to serve indigenous knowledge interests. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30023279

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):

Ford, Linda Mae. “Narratives and landscapes : their capacity to serve indigenous knowledge interests.” 2005. Thesis, Deakin University. Accessed December 11, 2019. http://hdl.handle.net/10536/DRO/DU:30023279.

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

MLA Handbook (7th Edition):

Ford, Linda Mae. “Narratives and landscapes : their capacity to serve indigenous knowledge interests.” 2005. Web. 11 Dec 2019.

Vancouver:

Ford LM. Narratives and landscapes : their capacity to serve indigenous knowledge interests. [Internet] [Thesis]. Deakin University; 2005. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10536/DRO/DU:30023279.

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

Council of Science Editors:

Ford LM. Narratives and landscapes : their capacity to serve indigenous knowledge interests. [Thesis]. Deakin University; 2005. Available from: http://hdl.handle.net/10536/DRO/DU:30023279

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


Northeastern University

11. Benites, Mary Ann. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.

Degree: EdD, School of Education, 2015, Northeastern University

 This study examined academic resilience of fourteen graduate and post-graduates nationally (Hispanic students). The participants were involved in a variety of academic disciplines and comprised… (more)

Subjects/Keywords: bi-cultural competence; Latina/os; post graduate students; resilience theory; Hispanic Americans; Education (Graduate); Social aspects; Hispanic American college students; Education (Graduate); Social aspects; Graduate students; Social aspects; Minority college students; Graduate students; Social aspects; Resilience (Personality trait); Academic achievement; Biculturalism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Benites, M. A. (2015). An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20129068

Chicago Manual of Style (16th Edition):

Benites, Mary Ann. “An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.” 2015. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/D20129068.

MLA Handbook (7th Edition):

Benites, Mary Ann. “An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.” 2015. Web. 11 Dec 2019.

Vancouver:

Benites MA. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/D20129068.

Council of Science Editors:

Benites MA. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20129068


Northeastern University

12. Dixon, Beth Anne. Improving the social, linguistic, and academic success of Chinese international students.

Degree: EdD, School of Education, 2014, Northeastern University

 Students from China experience greater levels of difficulty in the transition to American higher education compared to domestic students and other international students. They struggle… (more)

Subjects/Keywords: Chinese international students; higher education; international student orientation; program evaluation; transition theory; university bridge programs; Chinese students; Chinese; Education (Higher); College student orientation; Foreign study; Chinese students; Social aspects; English language; Study and teaching; Foreign speakers; Cross-cultural counseling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dixon, B. A. (2014). Improving the social, linguistic, and academic success of Chinese international students. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018684

Chicago Manual of Style (16th Edition):

Dixon, Beth Anne. “Improving the social, linguistic, and academic success of Chinese international students.” 2014. Masters Thesis, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/d20018684.

MLA Handbook (7th Edition):

Dixon, Beth Anne. “Improving the social, linguistic, and academic success of Chinese international students.” 2014. Web. 11 Dec 2019.

Vancouver:

Dixon BA. Improving the social, linguistic, and academic success of Chinese international students. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/d20018684.

Council of Science Editors:

Dixon BA. Improving the social, linguistic, and academic success of Chinese international students. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018684


University of Queensland

13. Rennie, Sandra Cecelia. Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table.

Degree: School of Education, 2018, University of Queensland

Subjects/Keywords: Aboriginal; Torres Strait Islander; Indigenous students in higher education; Feminist theory; Decolonisation; Cultural interface; Indigenous standpoint theory; Willfulness; Story as method; Indigenous research methodology; 1301 Education Systems; 1303 Specialist Studies in Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rennie, S. C. (2018). Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:45821

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):

Rennie, Sandra Cecelia. “Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table.” 2018. Thesis, University of Queensland. Accessed December 11, 2019. http://espace.library.uq.edu.au/view/UQ:45821.

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

MLA Handbook (7th Edition):

Rennie, Sandra Cecelia. “Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table.” 2018. Web. 11 Dec 2019.

Vancouver:

Rennie SC. Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table. [Internet] [Thesis]. University of Queensland; 2018. [cited 2019 Dec 11]. Available from: http://espace.library.uq.edu.au/view/UQ:45821.

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

Council of Science Editors:

Rennie SC. Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table. [Thesis]. University of Queensland; 2018. Available from: http://espace.library.uq.edu.au/view/UQ:45821

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

.