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You searched for subject:(democratic education). Showing records 1 – 30 of 295 total matches.

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University of Houston

1. -6539-7534. Education and Democracy.

Degree: PhD, Political Science, 2017, University of Houston

 This dissertation assesses how education affects democratic consolidation at the individual and aggregate levels. First, this dissertation argues that education fosters democratic consolidation at the… (more)

Subjects/Keywords: Education; Democratic Consolidation

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

APA (6th Edition):

-6539-7534. (2017). Education and Democracy. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4817

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

Chicago Manual of Style (16th Edition):

-6539-7534. “Education and Democracy.” 2017. Doctoral Dissertation, University of Houston. Accessed October 25, 2020. http://hdl.handle.net/10657/4817.

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

MLA Handbook (7th Edition):

-6539-7534. “Education and Democracy.” 2017. Web. 25 Oct 2020.

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

Vancouver:

-6539-7534. Education and Democracy. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10657/4817.

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

Council of Science Editors:

-6539-7534. Education and Democracy. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4817

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


University of Illinois – Chicago

2. Taylor, Kendall Alan. Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago.

Degree: 2016, University of Illinois – Chicago

 Bizarro Democracy: Neoliberal Education and the Redefinition of Democratic Practice in Chicago Author: Kendall Taylor This dissertation analyses the cultural politics surrounding neoliberal education reform.… (more)

Subjects/Keywords: Democratic Education; Neoliberalism; Democracy

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APA (6th Edition):

Taylor, K. A. (2016). Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21556

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):

Taylor, Kendall Alan. “Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago.” 2016. Thesis, University of Illinois – Chicago. Accessed October 25, 2020. http://hdl.handle.net/10027/21556.

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

MLA Handbook (7th Edition):

Taylor, Kendall Alan. “Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago.” 2016. Web. 25 Oct 2020.

Vancouver:

Taylor KA. Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10027/21556.

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

Council of Science Editors:

Taylor KA. Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21556

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


Nelson Mandela Metropolitan University

3. [No author]. Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the… (more)

Subjects/Keywords: Girls  – Education  – Congo (Democratic Republic); Rural schools  – Congo (Democratic Republic); Sex discrimination in education  – Congo (Democratic Republic)

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APA (6th Edition):

author], [. (2017). Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/18321

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

Chicago Manual of Style (16th Edition):

author], [No. “Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed October 25, 2020. http://hdl.handle.net/10948/18321.

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

MLA Handbook (7th Edition):

author], [No. “Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls.” 2017. Web. 25 Oct 2020.

Vancouver:

author] [. Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10948/18321.

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

Council of Science Editors:

author] [. Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/18321

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

4. Zhang, Wenchao. Exploring the practice of democratic education in Chinese public schools : an ethnographical study.

Degree: PhD, 2020, Queen's University Belfast

 Having existed and being developed for more than two thousand years, democracy could be treated as one of the oldest political conceptions that is still… (more)

Subjects/Keywords: Democratic education; China; Public schools; ethnographical study

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APA (6th Edition):

Zhang, W. (2020). Exploring the practice of democratic education in Chinese public schools : an ethnographical study. (Doctoral Dissertation). Queen's University Belfast. Retrieved from https://pure.qub.ac.uk/en/theses/exploring-the-practice-of-democratic-education-in-chinese-public-schools(f1a9d6ac-a5c3-4170-b034-f8cb04d64aee).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808586

Chicago Manual of Style (16th Edition):

Zhang, Wenchao. “Exploring the practice of democratic education in Chinese public schools : an ethnographical study.” 2020. Doctoral Dissertation, Queen's University Belfast. Accessed October 25, 2020. https://pure.qub.ac.uk/en/theses/exploring-the-practice-of-democratic-education-in-chinese-public-schools(f1a9d6ac-a5c3-4170-b034-f8cb04d64aee).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808586.

MLA Handbook (7th Edition):

Zhang, Wenchao. “Exploring the practice of democratic education in Chinese public schools : an ethnographical study.” 2020. Web. 25 Oct 2020.

Vancouver:

Zhang W. Exploring the practice of democratic education in Chinese public schools : an ethnographical study. [Internet] [Doctoral dissertation]. Queen's University Belfast; 2020. [cited 2020 Oct 25]. Available from: https://pure.qub.ac.uk/en/theses/exploring-the-practice-of-democratic-education-in-chinese-public-schools(f1a9d6ac-a5c3-4170-b034-f8cb04d64aee).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808586.

Council of Science Editors:

Zhang W. Exploring the practice of democratic education in Chinese public schools : an ethnographical study. [Doctoral Dissertation]. Queen's University Belfast; 2020. Available from: https://pure.qub.ac.uk/en/theses/exploring-the-practice-of-democratic-education-in-chinese-public-schools(f1a9d6ac-a5c3-4170-b034-f8cb04d64aee).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808586


Virginia Tech

5. Mullins Jr, Ricky Dale. Dewey, Disability, and Democratic Education.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

 When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had… (more)

Subjects/Keywords: citizenship; democratic education; disability; digital technologies

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APA (6th Edition):

Mullins Jr, R. D. (2019). Dewey, Disability, and Democratic Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89091

Chicago Manual of Style (16th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed October 25, 2020. http://hdl.handle.net/10919/89091.

MLA Handbook (7th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 25 Oct 2020.

Vancouver:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10919/89091.

Council of Science Editors:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89091


University of Michigan

6. Martinez, Eduardo. Democratic Evaluation and Improvement: A Set of Standards for Citizens and Democratic Institutions.

Degree: PhD, Philosophy, 2020, University of Michigan

 Each chapter of this dissertation develops a standard with which to evaluate and guide the improvement of a different node of a democratic system. In… (more)

Subjects/Keywords: Democracy; Civic Education; Representation; Democratic Theory; Social Epistemology; Democratic Reasoning; Philosophy; Humanities

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APA (6th Edition):

Martinez, E. (2020). Democratic Evaluation and Improvement: A Set of Standards for Citizens and Democratic Institutions. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/163173

Chicago Manual of Style (16th Edition):

Martinez, Eduardo. “Democratic Evaluation and Improvement: A Set of Standards for Citizens and Democratic Institutions.” 2020. Doctoral Dissertation, University of Michigan. Accessed October 25, 2020. http://hdl.handle.net/2027.42/163173.

MLA Handbook (7th Edition):

Martinez, Eduardo. “Democratic Evaluation and Improvement: A Set of Standards for Citizens and Democratic Institutions.” 2020. Web. 25 Oct 2020.

Vancouver:

Martinez E. Democratic Evaluation and Improvement: A Set of Standards for Citizens and Democratic Institutions. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/2027.42/163173.

Council of Science Editors:

Martinez E. Democratic Evaluation and Improvement: A Set of Standards for Citizens and Democratic Institutions. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/163173


University of Toronto

7. Clayton, Laura. Food Literacy Education: A Philosophical Perspective.

Degree: 2018, University of Toronto

In this thesis, I will argue through a critical democratic education lens for the inclusion of philosophical perspectives in a comprehensive food literacy education program… (more)

Subjects/Keywords: Critical Democratic Dialogue; Critical Democratic Education; Food Literacy Education; Philosophical Dialogue; Philosophy Education; Secondary Education; 0998

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APA (6th Edition):

Clayton, L. (2018). Food Literacy Education: A Philosophical Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/89592

Chicago Manual of Style (16th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Masters Thesis, University of Toronto. Accessed October 25, 2020. http://hdl.handle.net/1807/89592.

MLA Handbook (7th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Web. 25 Oct 2020.

Vancouver:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1807/89592.

Council of Science Editors:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89592


University of Oregon

8. Dwoskin, Susan. Preparing Citizens: Reviving a Lost Educational Enterprise.

Degree: PhD, Department of Education Studies, 2016, University of Oregon

 We have not had democratic classrooms since the 1960s. Even then they were a rarity, a few teachers working in isolation. There was a great… (more)

Subjects/Keywords: Critical democratic education; Multicultural education; Public school education; Social justice pedagogy

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APA (6th Edition):

Dwoskin, S. (2016). Preparing Citizens: Reviving a Lost Educational Enterprise. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/19705

Chicago Manual of Style (16th Edition):

Dwoskin, Susan. “Preparing Citizens: Reviving a Lost Educational Enterprise.” 2016. Doctoral Dissertation, University of Oregon. Accessed October 25, 2020. http://hdl.handle.net/1794/19705.

MLA Handbook (7th Edition):

Dwoskin, Susan. “Preparing Citizens: Reviving a Lost Educational Enterprise.” 2016. Web. 25 Oct 2020.

Vancouver:

Dwoskin S. Preparing Citizens: Reviving a Lost Educational Enterprise. [Internet] [Doctoral dissertation]. University of Oregon; 2016. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1794/19705.

Council of Science Editors:

Dwoskin S. Preparing Citizens: Reviving a Lost Educational Enterprise. [Doctoral Dissertation]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/19705


University of Alberta

9. Mangiardi, Rosemarie. Youth Taking Action to Improve their Sex Education at Bellman Secondary.

Degree: PhD, Department of Secondary Education, 2013, University of Alberta

 Educational decision-makers rarely legitimize youth’s perspectives in constructing ‘effective’ sex education. In this study, I concentrated on what students have to say about this aspect… (more)

Subjects/Keywords: expressed needs; Foucault; sexual health education; youth; democratic education

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APA (6th Edition):

Mangiardi, R. (2013). Youth Taking Action to Improve their Sex Education at Bellman Secondary. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bv73c182s

Chicago Manual of Style (16th Edition):

Mangiardi, Rosemarie. “Youth Taking Action to Improve their Sex Education at Bellman Secondary.” 2013. Doctoral Dissertation, University of Alberta. Accessed October 25, 2020. https://era.library.ualberta.ca/files/bv73c182s.

MLA Handbook (7th Edition):

Mangiardi, Rosemarie. “Youth Taking Action to Improve their Sex Education at Bellman Secondary.” 2013. Web. 25 Oct 2020.

Vancouver:

Mangiardi R. Youth Taking Action to Improve their Sex Education at Bellman Secondary. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2020 Oct 25]. Available from: https://era.library.ualberta.ca/files/bv73c182s.

Council of Science Editors:

Mangiardi R. Youth Taking Action to Improve their Sex Education at Bellman Secondary. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/bv73c182s


Cornell University

10. Gardinier, Meg. From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania.

Degree: PhD, Education, 2012, Cornell University

 This dissertation examines the role of key educational actors in Albanian educational reform and democratization following the fall of the communist dictatorship. In the post-communist… (more)

Subjects/Keywords: Comparative and International Education; Democratic Citizenship Education; Teachers Work

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APA (6th Edition):

Gardinier, M. (2012). From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/31461

Chicago Manual of Style (16th Edition):

Gardinier, Meg. “From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania.” 2012. Doctoral Dissertation, Cornell University. Accessed October 25, 2020. http://hdl.handle.net/1813/31461.

MLA Handbook (7th Edition):

Gardinier, Meg. “From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania.” 2012. Web. 25 Oct 2020.

Vancouver:

Gardinier M. From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania. [Internet] [Doctoral dissertation]. Cornell University; 2012. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1813/31461.

Council of Science Editors:

Gardinier M. From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania. [Doctoral Dissertation]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31461


University of the Western Cape

11. Lange, Randall Stephen. The contribution of student activities to citizenship education: a study of engagement at a South African research university .

Degree: 2014, University of the Western Cape

 This study seeks to determine to what extent undergraduate students in a research university in South Africa are involved in activities that contribute to citizenship… (more)

Subjects/Keywords: Democratic citizenship; Higher education; Citizenship education; Civic engagement

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APA (6th Edition):

Lange, R. S. (2014). The contribution of student activities to citizenship education: a study of engagement at a South African research university . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4469

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):

Lange, Randall Stephen. “The contribution of student activities to citizenship education: a study of engagement at a South African research university .” 2014. Thesis, University of the Western Cape. Accessed October 25, 2020. http://hdl.handle.net/11394/4469.

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

MLA Handbook (7th Edition):

Lange, Randall Stephen. “The contribution of student activities to citizenship education: a study of engagement at a South African research university .” 2014. Web. 25 Oct 2020.

Vancouver:

Lange RS. The contribution of student activities to citizenship education: a study of engagement at a South African research university . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/11394/4469.

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

Council of Science Editors:

Lange RS. The contribution of student activities to citizenship education: a study of engagement at a South African research university . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4469

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


University of Minnesota

12. Glew, Scott. The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace.

Degree: MA, Education, Curriculum and Instruction, 2015, University of Minnesota

 Fourteen years into the “War on Terror”, students are growing up in an environment in which war is both normal and something from which they… (more)

Subjects/Keywords: Democratic Citizenship Education; Discussion; Peace Education; Social Studies

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APA (6th Edition):

Glew, S. (2015). The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177043

Chicago Manual of Style (16th Edition):

Glew, Scott. “The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace.” 2015. Masters Thesis, University of Minnesota. Accessed October 25, 2020. http://hdl.handle.net/11299/177043.

MLA Handbook (7th Edition):

Glew, Scott. “The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace.” 2015. Web. 25 Oct 2020.

Vancouver:

Glew S. The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace. [Internet] [Masters thesis]. University of Minnesota; 2015. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/11299/177043.

Council of Science Editors:

Glew S. The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace. [Masters Thesis]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/177043


SUNY College at Brockport

13. Formato, Sean. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  Despite the fact that schools demand character education, very little in terms of resources is devoted to infusing social justice into the ELA curriculum.… (more)

Subjects/Keywords: social justice; equity; english language arts; empathy; democratic education; Education

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APA (6th Edition):

Formato, S. (2019). Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1222

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):

Formato, Sean. “Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.” 2019. Thesis, SUNY College at Brockport. Accessed October 25, 2020. https://digitalcommons.brockport.edu/ehd_theses/1222.

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

MLA Handbook (7th Edition):

Formato, Sean. “Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.” 2019. Web. 25 Oct 2020.

Vancouver:

Formato S. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2020 Oct 25]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1222.

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

Council of Science Editors:

Formato S. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1222

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


University of Lethbridge

14. University of Lethbridge. Faculty of Education. A curriculum of tea : restorative teaching practices for students from refugee contexts .

Degree: 2016, University of Lethbridge

 Students from refugee contexts coming to Canada often do not have the necessary foundations to be placed into mainstream classes successfully. Restorative Teaching Practices for… (more)

Subjects/Keywords: alternate curriculum; democratic education; refugee students; restorative education; student-teacher relationships

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APA (6th Edition):

Education, U. o. L. F. o. (2016). A curriculum of tea : restorative teaching practices for students from refugee contexts . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/4514

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):

Education, University of Lethbridge. Faculty of. “A curriculum of tea : restorative teaching practices for students from refugee contexts .” 2016. Thesis, University of Lethbridge. Accessed October 25, 2020. http://hdl.handle.net/10133/4514.

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

MLA Handbook (7th Edition):

Education, University of Lethbridge. Faculty of. “A curriculum of tea : restorative teaching practices for students from refugee contexts .” 2016. Web. 25 Oct 2020.

Vancouver:

Education UoLFo. A curriculum of tea : restorative teaching practices for students from refugee contexts . [Internet] [Thesis]. University of Lethbridge; 2016. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10133/4514.

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

Council of Science Editors:

Education UoLFo. A curriculum of tea : restorative teaching practices for students from refugee contexts . [Thesis]. University of Lethbridge; 2016. Available from: http://hdl.handle.net/10133/4514

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


University of Sydney

15. Neoh, Jia Ying. The practice of Civics and Citizenship Education in New South Wales primary schools .

Degree: 2019, University of Sydney

 Developing ‘active and informed’ citizens is a key goal of the Melbourne Declaration on Educational for Young Australians. The area of learning targeted at developing… (more)

Subjects/Keywords: Citizenship Education; Humanities and Social Science; Primary education; Curriculum; Australian education; Democratic education

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APA (6th Edition):

Neoh, J. Y. (2019). The practice of Civics and Citizenship Education in New South Wales primary schools . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20971

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):

Neoh, Jia Ying. “The practice of Civics and Citizenship Education in New South Wales primary schools .” 2019. Thesis, University of Sydney. Accessed October 25, 2020. http://hdl.handle.net/2123/20971.

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

MLA Handbook (7th Edition):

Neoh, Jia Ying. “The practice of Civics and Citizenship Education in New South Wales primary schools .” 2019. Web. 25 Oct 2020.

Vancouver:

Neoh JY. The practice of Civics and Citizenship Education in New South Wales primary schools . [Internet] [Thesis]. University of Sydney; 2019. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/2123/20971.

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

Council of Science Editors:

Neoh JY. The practice of Civics and Citizenship Education in New South Wales primary schools . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20971

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


Stellenbosch University

16. Akumbi, Saara Taleni. An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning.

Degree: MPhil, 2019, Stellenbosch University

ENGLISH SUMMARY : The Namibian education system has not made significant efforts to promote democratic citizenship ducation (DCE) in the country, due to unequal opportunities… (more)

Subjects/Keywords: Democratic citizenship education; Democracy  – Namibia; Education and state  – Namibia; Education, Primary  – Namibia; Ubuntu (Philosophy); UCTD

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

APA (6th Edition):

Akumbi, S. T. (2019). An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107004

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):

Akumbi, Saara Taleni. “An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning.” 2019. Thesis, Stellenbosch University. Accessed October 25, 2020. http://hdl.handle.net/10019.1/107004.

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

MLA Handbook (7th Edition):

Akumbi, Saara Taleni. “An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning.” 2019. Web. 25 Oct 2020.

Vancouver:

Akumbi ST. An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10019.1/107004.

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

Council of Science Editors:

Akumbi ST. An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/107004

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


George Mason University

17. McCluskey, Neal. Education and Social Capital Maximization: Does Decentralization Hold the Key? .

Degree: 2013, George Mason University

 It is generally believed that government-run schooling is necessary to achieve social cohesion; diverse children must learn common values, a common culture, and have contact… (more)

Subjects/Keywords: Public policy; Education policy; Sociology; Contact Theory; Democratic Education; Education; Social Capital

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APA (6th Edition):

McCluskey, N. (2013). Education and Social Capital Maximization: Does Decentralization Hold the Key? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8271

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):

McCluskey, Neal. “Education and Social Capital Maximization: Does Decentralization Hold the Key? .” 2013. Thesis, George Mason University. Accessed October 25, 2020. http://hdl.handle.net/1920/8271.

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

MLA Handbook (7th Edition):

McCluskey, Neal. “Education and Social Capital Maximization: Does Decentralization Hold the Key? .” 2013. Web. 25 Oct 2020.

Vancouver:

McCluskey N. Education and Social Capital Maximization: Does Decentralization Hold the Key? . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1920/8271.

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

Council of Science Editors:

McCluskey N. Education and Social Capital Maximization: Does Decentralization Hold the Key? . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8271

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


University of Melbourne

18. MUKHERJEE, MOUSUMI. Inclusive education and school reform in postcolonial India.

Degree: 2015, University of Melbourne

 Over the past two decades, a converging discourse has emerged around the world concerning the importance of socially inclusive education. In India, the idea of… (more)

Subjects/Keywords: inclusive education; equity; democratic school reform; girls’ education; missionary education; postcolonial theory; globalization; development

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

APA (6th Edition):

MUKHERJEE, M. (2015). Inclusive education and school reform in postcolonial India. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/55426

Chicago Manual of Style (16th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Doctoral Dissertation, University of Melbourne. Accessed October 25, 2020. http://hdl.handle.net/11343/55426.

MLA Handbook (7th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Web. 25 Oct 2020.

Vancouver:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/11343/55426.

Council of Science Editors:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/55426


University of Arkansas

19. DeAngelis, Corey Adam. The Societal Impacts of Private School Choice around the World.

Degree: PhD, 2018, University of Arkansas

  With the 2016 presidential campaign and the appointment of Betsy DeVos as Education Secretary of the United States, private school choice – in the… (more)

Subjects/Keywords: Civic Education; Democratic Education; Non-cognitive Skills; Private Schooling; School Choice; School Vouchers; Education Policy

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

APA (6th Edition):

DeAngelis, C. A. (2018). The Societal Impacts of Private School Choice around the World. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2661

Chicago Manual of Style (16th Edition):

DeAngelis, Corey Adam. “The Societal Impacts of Private School Choice around the World.” 2018. Doctoral Dissertation, University of Arkansas. Accessed October 25, 2020. https://scholarworks.uark.edu/etd/2661.

MLA Handbook (7th Edition):

DeAngelis, Corey Adam. “The Societal Impacts of Private School Choice around the World.” 2018. Web. 25 Oct 2020.

Vancouver:

DeAngelis CA. The Societal Impacts of Private School Choice around the World. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Oct 25]. Available from: https://scholarworks.uark.edu/etd/2661.

Council of Science Editors:

DeAngelis CA. The Societal Impacts of Private School Choice around the World. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2661

20. Quevedo, Thelmelisa Lencione. Escola Projeto Âncora: gestação, nascimento e desenvolvimento.

Degree: Mestrado, Educação, 2014, University of São Paulo

O presente trabalho busca compreender o processo de consolidação da Escola Projeto Âncora, que declara se concretizar por meio de princípios democráticos. O objetivo é… (more)

Subjects/Keywords: Comunidades de aprendizagem; Democratic education; Educação democrática; Humanização; Humanization; Learning communities

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

APA (6th Edition):

Quevedo, T. L. (2014). Escola Projeto Âncora: gestação, nascimento e desenvolvimento. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;

Chicago Manual of Style (16th Edition):

Quevedo, Thelmelisa Lencione. “Escola Projeto Âncora: gestação, nascimento e desenvolvimento.” 2014. Masters Thesis, University of São Paulo. Accessed October 25, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;.

MLA Handbook (7th Edition):

Quevedo, Thelmelisa Lencione. “Escola Projeto Âncora: gestação, nascimento e desenvolvimento.” 2014. Web. 25 Oct 2020.

Vancouver:

Quevedo TL. Escola Projeto Âncora: gestação, nascimento e desenvolvimento. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2020 Oct 25]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;.

Council of Science Editors:

Quevedo TL. Escola Projeto Âncora: gestação, nascimento e desenvolvimento. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;

21. Brito, Angela do Ceu Ubaiára. Práticas de mediação de uma professora de educação infantil.

Degree: PhD, Educação, 2013, University of São Paulo

O presente trabalho na área de Psicologia e Educação tem como objeto de estudo práticas de mediação de uma professora em conjunto com a pesquisadora,… (more)

Subjects/Keywords: Democratic education; Educação democrática; Educational scales; Escalas educacionais; Mediação; Mediation

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

APA (6th Edition):

Brito, A. d. C. U. (2013). Práticas de mediação de uma professora de educação infantil. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;

Chicago Manual of Style (16th Edition):

Brito, Angela do Ceu Ubaiára. “Práticas de mediação de uma professora de educação infantil.” 2013. Doctoral Dissertation, University of São Paulo. Accessed October 25, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;.

MLA Handbook (7th Edition):

Brito, Angela do Ceu Ubaiára. “Práticas de mediação de uma professora de educação infantil.” 2013. Web. 25 Oct 2020.

Vancouver:

Brito AdCU. Práticas de mediação de uma professora de educação infantil. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2020 Oct 25]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;.

Council of Science Editors:

Brito AdCU. Práticas de mediação de uma professora de educação infantil. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;

22. CLAUDIA ROSANA CAMPOS PEREIRA. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.

Degree: 2011, Universidade Metodista de São Paulo

O presente trabalho tem a finalidade de apresentar a problemática da Gestão Democrática e Participativa na estrutura da rede estadual de ensino de São Paulo,… (more)

Subjects/Keywords: Educação; gestão democrática; participação; EDUCACAO; Education; democratic management; participation

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APA (6th Edition):

PEREIRA, C. R. C. (2011). Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914

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):

PEREIRA, CLAUDIA ROSANA CAMPOS. “Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.” 2011. Thesis, Universidade Metodista de São Paulo. Accessed October 25, 2020. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914.

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

MLA Handbook (7th Edition):

PEREIRA, CLAUDIA ROSANA CAMPOS. “Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.” 2011. Web. 25 Oct 2020.

Vancouver:

PEREIRA CRC. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2011. [cited 2020 Oct 25]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914.

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

Council of Science Editors:

PEREIRA CRC. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. [Thesis]. Universidade Metodista de São Paulo; 2011. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914

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


University of Saskatchewan

23. Budney, Jennifer Jo 1970-. The "Imbecile" Institution and the Limits of Public Engagement: Art Museums and Structural Barriers to Public Value Engagement.

Degree: 2018, University of Saskatchewan

 As sites for the promotion and contestation of ideas of beauty, subjecthood, and citizenship, art museums play an important governance role in liberal democracy. They… (more)

Subjects/Keywords: Public value; public engagement; art museums; art education; democratic deficit

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

APA (6th Edition):

Budney, J. J. 1. (2018). The "Imbecile" Institution and the Limits of Public Engagement: Art Museums and Structural Barriers to Public Value Engagement. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8547

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):

Budney, Jennifer Jo 1970-. “The "Imbecile" Institution and the Limits of Public Engagement: Art Museums and Structural Barriers to Public Value Engagement.” 2018. Thesis, University of Saskatchewan. Accessed October 25, 2020. http://hdl.handle.net/10388/8547.

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

MLA Handbook (7th Edition):

Budney, Jennifer Jo 1970-. “The "Imbecile" Institution and the Limits of Public Engagement: Art Museums and Structural Barriers to Public Value Engagement.” 2018. Web. 25 Oct 2020.

Vancouver:

Budney JJ1. The "Imbecile" Institution and the Limits of Public Engagement: Art Museums and Structural Barriers to Public Value Engagement. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10388/8547.

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

Council of Science Editors:

Budney JJ1. The "Imbecile" Institution and the Limits of Public Engagement: Art Museums and Structural Barriers to Public Value Engagement. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/8547

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


University of Toronto

24. McDonald, Gregory James. Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period.

Degree: 2016, University of Toronto

This paper first examines the broad context of German historiography, then moves on to specific recollections of educational life in the GDR. The paper then… (more)

Subjects/Keywords: education; film history; German Democratic Republic; memory; oral history; Wende; 0520

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APA (6th Edition):

McDonald, G. J. (2016). Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/75358

Chicago Manual of Style (16th Edition):

McDonald, Gregory James. “Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period.” 2016. Masters Thesis, University of Toronto. Accessed October 25, 2020. http://hdl.handle.net/1807/75358.

MLA Handbook (7th Edition):

McDonald, Gregory James. “Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period.” 2016. Web. 25 Oct 2020.

Vancouver:

McDonald GJ. Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1807/75358.

Council of Science Editors:

McDonald GJ. Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/75358

25. Rufo, David. SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM.

Degree: PhD, Teaching and Leadership, 2016, Syracuse University

  In this study, the researcher used an action research methodology to investigate the self-initiated creative processes and artifacts of his fourth and fifth grade… (more)

Subjects/Keywords: agency; creativity; democratic classroom; elementary; empowerment; self-initiated creativity; Education

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APA (6th Edition):

Rufo, D. (2016). SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/623

Chicago Manual of Style (16th Edition):

Rufo, David. “SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM.” 2016. Doctoral Dissertation, Syracuse University. Accessed October 25, 2020. https://surface.syr.edu/etd/623.

MLA Handbook (7th Edition):

Rufo, David. “SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM.” 2016. Web. 25 Oct 2020.

Vancouver:

Rufo D. SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2020 Oct 25]. Available from: https://surface.syr.edu/etd/623.

Council of Science Editors:

Rufo D. SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/623


University of Manitoba

26. Leclerc, Katrina. Culturally Relevant and Collaborative Peacebuilding: The Young Women for Peace and Leadership.

Degree: Peace and Conflict Studies, 2019, University of Manitoba

 This thesis is an evaluative study of how the Young Women for Peace and Leadership program has empowered young women in the Democratic Republic of… (more)

Subjects/Keywords: young women; peace work; peace education; democratic republic of congo

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APA (6th Edition):

Leclerc, K. (2019). Culturally Relevant and Collaborative Peacebuilding: The Young Women for Peace and Leadership. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34502

Chicago Manual of Style (16th Edition):

Leclerc, Katrina. “Culturally Relevant and Collaborative Peacebuilding: The Young Women for Peace and Leadership.” 2019. Masters Thesis, University of Manitoba. Accessed October 25, 2020. http://hdl.handle.net/1993/34502.

MLA Handbook (7th Edition):

Leclerc, Katrina. “Culturally Relevant and Collaborative Peacebuilding: The Young Women for Peace and Leadership.” 2019. Web. 25 Oct 2020.

Vancouver:

Leclerc K. Culturally Relevant and Collaborative Peacebuilding: The Young Women for Peace and Leadership. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1993/34502.

Council of Science Editors:

Leclerc K. Culturally Relevant and Collaborative Peacebuilding: The Young Women for Peace and Leadership. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34502


University of Toronto

27. Horton, John. The American Hope-Dream: Implications for Democracy and Public Education.

Degree: 2018, University of Toronto

Current crisis and pessimism enshroud the state of democracy and public education. This dissertation interrogates how representative philosophers, beginning with Plato, have conceptualized hope. The… (more)

Subjects/Keywords: American Dream; Caring; Democratic Processes; Hope; Inclusion; Public Education; 0998

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APA (6th Edition):

Horton, J. (2018). The American Hope-Dream: Implications for Democracy and Public Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/92113

Chicago Manual of Style (16th Edition):

Horton, John. “The American Hope-Dream: Implications for Democracy and Public Education.” 2018. Doctoral Dissertation, University of Toronto. Accessed October 25, 2020. http://hdl.handle.net/1807/92113.

MLA Handbook (7th Edition):

Horton, John. “The American Hope-Dream: Implications for Democracy and Public Education.” 2018. Web. 25 Oct 2020.

Vancouver:

Horton J. The American Hope-Dream: Implications for Democracy and Public Education. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/1807/92113.

Council of Science Editors:

Horton J. The American Hope-Dream: Implications for Democracy and Public Education. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/92113

28. McKenzie, Bedford M. Changing Democratic Theory into Democratic Action in Secondary Schools.

Degree: 1948, North Texas State Teachers College

The purpose of this study is to find what sound practices are available for the promotion of democratic living in the secondary school, and to determine how these practices can be applied to a program of action. Advisors/Committee Members: Brenholtz, Harold, b. 1894, Barton, Sam Beal.

Subjects/Keywords: democratic theory; Democracy and education.

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APA (6th Edition):

McKenzie, B. M. (1948). Changing Democratic Theory into Democratic Action in Secondary Schools. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc75710/

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):

McKenzie, Bedford M. “Changing Democratic Theory into Democratic Action in Secondary Schools.” 1948. Thesis, North Texas State Teachers College. Accessed October 25, 2020. https://digital.library.unt.edu/ark:/67531/metadc75710/.

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

MLA Handbook (7th Edition):

McKenzie, Bedford M. “Changing Democratic Theory into Democratic Action in Secondary Schools.” 1948. Web. 25 Oct 2020.

Vancouver:

McKenzie BM. Changing Democratic Theory into Democratic Action in Secondary Schools. [Internet] [Thesis]. North Texas State Teachers College; 1948. [cited 2020 Oct 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc75710/.

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

Council of Science Editors:

McKenzie BM. Changing Democratic Theory into Democratic Action in Secondary Schools. [Thesis]. North Texas State Teachers College; 1948. Available from: https://digital.library.unt.edu/ark:/67531/metadc75710/

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


University of Georgia

29. Varner, Caitlin Tess. Looking beyond linguistics: a pragmatist-(eco)feminist framework for democratic deliberation with nonhuman stakeholders.

Degree: 2017, University of Georgia

 In this project, I develop a pragmatist-(eco)feminist framework for democratic deliberation, a framework particularly suited for communal inquiry about environmental conflicts. I am critical of… (more)

Subjects/Keywords: John Dewey; Classical American Pragmatism; Ecofeminism; Environmental Education; Democratic Deliberation

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

APA (6th Edition):

Varner, C. T. (2017). Looking beyond linguistics: a pragmatist-(eco)feminist framework for democratic deliberation with nonhuman stakeholders. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36726

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):

Varner, Caitlin Tess. “Looking beyond linguistics: a pragmatist-(eco)feminist framework for democratic deliberation with nonhuman stakeholders.” 2017. Thesis, University of Georgia. Accessed October 25, 2020. http://hdl.handle.net/10724/36726.

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

MLA Handbook (7th Edition):

Varner, Caitlin Tess. “Looking beyond linguistics: a pragmatist-(eco)feminist framework for democratic deliberation with nonhuman stakeholders.” 2017. Web. 25 Oct 2020.

Vancouver:

Varner CT. Looking beyond linguistics: a pragmatist-(eco)feminist framework for democratic deliberation with nonhuman stakeholders. [Internet] [Thesis]. University of Georgia; 2017. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10724/36726.

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

Council of Science Editors:

Varner CT. Looking beyond linguistics: a pragmatist-(eco)feminist framework for democratic deliberation with nonhuman stakeholders. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36726

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


University of Georgia

30. Powell, David James. Troubling epistemologies.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate the impact of emphasizing a pragmatic epistemological orientation on the development of pedagogical content knowledge with pre-service… (more)

Subjects/Keywords: Social studies; Teacher education; Epistemology; Pragmatism; John Dewey; Democratic teaching

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

APA (6th Edition):

Powell, D. J. (2014). Troubling epistemologies. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25026

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):

Powell, David James. “Troubling epistemologies.” 2014. Thesis, University of Georgia. Accessed October 25, 2020. http://hdl.handle.net/10724/25026.

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

MLA Handbook (7th Edition):

Powell, David James. “Troubling epistemologies.” 2014. Web. 25 Oct 2020.

Vancouver:

Powell DJ. Troubling epistemologies. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 25]. Available from: http://hdl.handle.net/10724/25026.

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

Council of Science Editors:

Powell DJ. Troubling epistemologies. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25026

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

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