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Dept: Education

You searched for subject:(equity). Showing records 1 – 30 of 161 total matches.

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Queens University

1. Segeren, Allison. Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010) .

Degree: Education, 2011, Queens University

 Despite a long history of multicultural education initiatives in Ontario (Chan, 2007), Harper (1997) argues that “racially motivated violence, gender and sexual harassment, and cultural… (more)

Subjects/Keywords: education; equity

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APA (6th Edition):

Segeren, A. (2011). Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010) . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6606

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):

Segeren, Allison. “Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010) .” 2011. Thesis, Queens University. Accessed July 09, 2020. http://hdl.handle.net/1974/6606.

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

MLA Handbook (7th Edition):

Segeren, Allison. “Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010) .” 2011. Web. 09 Jul 2020.

Vancouver:

Segeren A. Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010) . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1974/6606.

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

Council of Science Editors:

Segeren A. Twenty Years and Counting: Examining the Development of Equity and Inclusive Education Policy in Ontario (1990-2010) . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6606

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


University of California – Berkeley

2. Gutierrez, Jose Francisco. Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction.

Degree: Education, 2015, University of California – Berkeley

 My dissertation investigates the social power dynamics inherent in a single mathematics classroom and their effects on the quality of students’ engagement and therefore learning.… (more)

Subjects/Keywords: Mathematics education; Design; Equity; Generalizing

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APA (6th Edition):

Gutierrez, J. F. (2015). Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6h81g9kb

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):

Gutierrez, Jose Francisco. “Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction.” 2015. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/6h81g9kb.

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

MLA Handbook (7th Edition):

Gutierrez, Jose Francisco. “Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction.” 2015. Web. 09 Jul 2020.

Vancouver:

Gutierrez JF. Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/6h81g9kb.

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

Council of Science Editors:

Gutierrez JF. Signs of Power: A Critical Approach to the Study of Mathematics Cognition and Instruction. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/6h81g9kb

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


Queens University

3. al Shaibah, Arig. Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology .

Degree: Education, 2014, Queens University

 Most, if not all, universities across Canada emphasize diversity, inclusivity, and equity in their missions, value statements, and institutional priorities. However, institutions of higher learning… (more)

Subjects/Keywords: higher education; educational equity

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APA (6th Edition):

al Shaibah, A. (2014). Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12452

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):

al Shaibah, Arig. “Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology .” 2014. Thesis, Queens University. Accessed July 09, 2020. http://hdl.handle.net/1974/12452.

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

MLA Handbook (7th Edition):

al Shaibah, Arig. “Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology .” 2014. Web. 09 Jul 2020.

Vancouver:

al Shaibah A. Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology . [Internet] [Thesis]. Queens University; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1974/12452.

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

Council of Science Editors:

al Shaibah A. Educational Equity in Canadian Academe: Implications of Neoliberal Discourse and Ideology . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12452

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


San Jose State University

4. Dorosti, Arcia. Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

  This dissertation is a case study of one district’s efforts to reduce the disparities in educational outcomes among its ethnic groups as well as… (more)

Subjects/Keywords: attitudes; beliefs; education; equity; practices

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APA (6th Edition):

Dorosti, A. (2018). Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.zn8d-xypy ; https://scholarworks.sjsu.edu/etd_dissertations/23

Chicago Manual of Style (16th Edition):

Dorosti, Arcia. “Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District.” 2018. Doctoral Dissertation, San Jose State University. Accessed July 09, 2020. https://doi.org/10.31979/etd.zn8d-xypy ; https://scholarworks.sjsu.edu/etd_dissertations/23.

MLA Handbook (7th Edition):

Dorosti, Arcia. “Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District.” 2018. Web. 09 Jul 2020.

Vancouver:

Dorosti A. Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2020 Jul 09]. Available from: https://doi.org/10.31979/etd.zn8d-xypy ; https://scholarworks.sjsu.edu/etd_dissertations/23.

Council of Science Editors:

Dorosti A. Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.zn8d-xypy ; https://scholarworks.sjsu.edu/etd_dissertations/23


University of Colorado

5. Moore, Brooke Anne. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.

Degree: PhD, Education, 2013, University of Colorado

  The conceptualization of normal in schools is problematic. It mediates perceptions about ability, achievement and behavior. Normal implies a hierarchy, naturalizing the idea that… (more)

Subjects/Keywords: Disability Studies; Diversity; Equity; Disability and Equity in Education; Humane Education

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APA (6th Edition):

Moore, B. A. (2013). Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/engl_gradetds/48

Chicago Manual of Style (16th Edition):

Moore, Brooke Anne. “Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.” 2013. Doctoral Dissertation, University of Colorado. Accessed July 09, 2020. https://scholar.colorado.edu/engl_gradetds/48.

MLA Handbook (7th Edition):

Moore, Brooke Anne. “Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different.” 2013. Web. 09 Jul 2020.

Vancouver:

Moore BA. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Jul 09]. Available from: https://scholar.colorado.edu/engl_gradetds/48.

Council of Science Editors:

Moore BA. Understanding the Ideology of Normal: Making Visible the Ways in Which Educators Think about Students who seem Different. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/engl_gradetds/48


University of California – Berkeley

6. Argumedo, Judy Jaramillo. Responding to Disproportionality of Students of Color Through Addressing Teacher Practice.

Degree: Education, 2016, University of California – Berkeley

 ABSTRACTResponding to Disproportionality of Students of Color Through Addressing Teacher PracticebyJudy Jaramillo ArgumedoDoctor of EducationUniversity of California, BerkeleyProfessor Bernard Gifford, ChairThe Acquiring Common and Collaborative… (more)

Subjects/Keywords: Education; Access; Equity; Professional Development; Teacher Trainings

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APA (6th Edition):

Argumedo, J. J. (2016). Responding to Disproportionality of Students of Color Through Addressing Teacher Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/53z97947

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):

Argumedo, Judy Jaramillo. “Responding to Disproportionality of Students of Color Through Addressing Teacher Practice.” 2016. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/53z97947.

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

MLA Handbook (7th Edition):

Argumedo, Judy Jaramillo. “Responding to Disproportionality of Students of Color Through Addressing Teacher Practice.” 2016. Web. 09 Jul 2020.

Vancouver:

Argumedo JJ. Responding to Disproportionality of Students of Color Through Addressing Teacher Practice. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/53z97947.

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

Council of Science Editors:

Argumedo JJ. Responding to Disproportionality of Students of Color Through Addressing Teacher Practice. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/53z97947

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

7. Wolper, Emily. Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom.

Degree: MS, Education, 2018, Dominican University of California

  A large body of research shows that academic tracking has the potential to negatively impact a student’s feeling of belonging on campus. However, students… (more)

Subjects/Keywords: education; tracking; equity; belonging; friendship; Secondary Education

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APA (6th Edition):

Wolper, E. (2018). Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/339

Chicago Manual of Style (16th Edition):

Wolper, Emily. “Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom.” 2018. Masters Thesis, Dominican University of California. Accessed July 09, 2020. https://scholar.dominican.edu/masters-theses/339.

MLA Handbook (7th Edition):

Wolper, Emily. “Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom.” 2018. Web. 09 Jul 2020.

Vancouver:

Wolper E. Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom. [Internet] [Masters thesis]. Dominican University of California; 2018. [cited 2020 Jul 09]. Available from: https://scholar.dominican.edu/masters-theses/339.

Council of Science Editors:

Wolper E. Repairing Wounds and Promoting Belonging and Resiliency in a Tracked English Classroom. [Masters Thesis]. Dominican University of California; 2018. Available from: https://scholar.dominican.edu/masters-theses/339


University of Southern California

8. Jones, Tiffany. Addressing a historical mission in a performance driven system: a case study of a public historically Black university engaged in the equity scorecard process.

Degree: PhD, Education, 2013, University of Southern California

 The case study utilizes interviews, observations, and document analysis to examine how the Equity Scorecard supported a public Historically Black University’s ability to (a) respond… (more)

Subjects/Keywords: HBCUs; performance funding; equity; higher education policy

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APA (6th Edition):

Jones, T. (2013). Addressing a historical mission in a performance driven system: a case study of a public historically Black university engaged in the equity scorecard process. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343184/rec/521

Chicago Manual of Style (16th Edition):

Jones, Tiffany. “Addressing a historical mission in a performance driven system: a case study of a public historically Black university engaged in the equity scorecard process.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 09, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343184/rec/521.

MLA Handbook (7th Edition):

Jones, Tiffany. “Addressing a historical mission in a performance driven system: a case study of a public historically Black university engaged in the equity scorecard process.” 2013. Web. 09 Jul 2020.

Vancouver:

Jones T. Addressing a historical mission in a performance driven system: a case study of a public historically Black university engaged in the equity scorecard process. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343184/rec/521.

Council of Science Editors:

Jones T. Addressing a historical mission in a performance driven system: a case study of a public historically Black university engaged in the equity scorecard process. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/343184/rec/521


NSYSU

9. Chen, Ying-Chieh. A Study of Indicatior Construction and Empirical Analysis for High School Brand Equity.

Degree: PhD, Education, 2017, NSYSU

 In today's complex and highly competitive marketplace, schools need to use appropriate marketing strategies to build strong school brands to attract students. How to evaluate… (more)

Subjects/Keywords: school marketing; school brand; brand equity; education administration; high school brand equity

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APA (6th Edition):

Chen, Y. (2017). A Study of Indicatior Construction and Empirical Analysis for High School Brand Equity. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0625117-164644

Chicago Manual of Style (16th Edition):

Chen, Ying-Chieh. “A Study of Indicatior Construction and Empirical Analysis for High School Brand Equity.” 2017. Doctoral Dissertation, NSYSU. Accessed July 09, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0625117-164644.

MLA Handbook (7th Edition):

Chen, Ying-Chieh. “A Study of Indicatior Construction and Empirical Analysis for High School Brand Equity.” 2017. Web. 09 Jul 2020.

Vancouver:

Chen Y. A Study of Indicatior Construction and Empirical Analysis for High School Brand Equity. [Internet] [Doctoral dissertation]. NSYSU; 2017. [cited 2020 Jul 09]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0625117-164644.

Council of Science Editors:

Chen Y. A Study of Indicatior Construction and Empirical Analysis for High School Brand Equity. [Doctoral Dissertation]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0625117-164644

10. Awwad, Yousef. Reforming School Finance Systems to Achieve Equity in Funding Education.

Degree: Education, EdD, Education, 2018, University of Portland

  Taxpayers in Oregon provoked change in school finance policy by passing Measure 5, which cemented the ground for legislators to reform school finance. Measure… (more)

Subjects/Keywords: Measure 5; horizontal equity; vertical equity; equality in educational opportunity; equity measures; school finance system; foundation program formula; Education; Educational Administration and Supervision

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APA (6th Edition):

Awwad, Y. (2018). Reforming School Finance Systems to Achieve Equity in Funding Education. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/50

Chicago Manual of Style (16th Edition):

Awwad, Yousef. “Reforming School Finance Systems to Achieve Equity in Funding Education.” 2018. Doctoral Dissertation, University of Portland. Accessed July 09, 2020. https://pilotscholars.up.edu/etd/50.

MLA Handbook (7th Edition):

Awwad, Yousef. “Reforming School Finance Systems to Achieve Equity in Funding Education.” 2018. Web. 09 Jul 2020.

Vancouver:

Awwad Y. Reforming School Finance Systems to Achieve Equity in Funding Education. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2020 Jul 09]. Available from: https://pilotscholars.up.edu/etd/50.

Council of Science Editors:

Awwad Y. Reforming School Finance Systems to Achieve Equity in Funding Education. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/50


University of Windsor

11. Lekule, Chrispina. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions.

Degree: PhD, Education, 2014, University of Windsor

  The number of vulnerable children in Tanzania is on the rise. For the purpose of this study, the concept of vulnerable children refers to… (more)

Subjects/Keywords: Educational Equity and Equality; Marginality; Poverty; Stigmatization; Vulnerability; Vulnerable Children; Disability and Equity in Education; Education

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

APA (6th Edition):

Lekule, C. (2014). Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions. (Doctoral Dissertation). University of Windsor. Retrieved from http://scholar.uwindsor.ca/etd/5079

Chicago Manual of Style (16th Edition):

Lekule, Chrispina. “Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions.” 2014. Doctoral Dissertation, University of Windsor. Accessed July 09, 2020. http://scholar.uwindsor.ca/etd/5079.

MLA Handbook (7th Edition):

Lekule, Chrispina. “Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions.” 2014. Web. 09 Jul 2020.

Vancouver:

Lekule C. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions. [Internet] [Doctoral dissertation]. University of Windsor; 2014. [cited 2020 Jul 09]. Available from: http://scholar.uwindsor.ca/etd/5079.

Council of Science Editors:

Lekule C. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions. [Doctoral Dissertation]. University of Windsor; 2014. Available from: http://scholar.uwindsor.ca/etd/5079


University of California – Berkeley

12. Madkins, Tia Cintrea. Empowering Teachers to Change: A Mixed Methods Examination of Equity-Oriented STEM Instruction.

Degree: Education, 2016, University of California – Berkeley

 In this dissertation study, I employed mixed methods to examine the varied perspectives teachers have about equity-oriented STEM instruction and how their equitable teaching practices… (more)

Subjects/Keywords: Science education; Multicultural education; Teacher education; equity; equity-oriented pedagogy; identity development; professional development; STEM education

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

APA (6th Edition):

Madkins, T. C. (2016). Empowering Teachers to Change: A Mixed Methods Examination of Equity-Oriented STEM Instruction. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/44w4w9jg

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):

Madkins, Tia Cintrea. “Empowering Teachers to Change: A Mixed Methods Examination of Equity-Oriented STEM Instruction.” 2016. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/44w4w9jg.

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

MLA Handbook (7th Edition):

Madkins, Tia Cintrea. “Empowering Teachers to Change: A Mixed Methods Examination of Equity-Oriented STEM Instruction.” 2016. Web. 09 Jul 2020.

Vancouver:

Madkins TC. Empowering Teachers to Change: A Mixed Methods Examination of Equity-Oriented STEM Instruction. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/44w4w9jg.

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

Council of Science Editors:

Madkins TC. Empowering Teachers to Change: A Mixed Methods Examination of Equity-Oriented STEM Instruction. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/44w4w9jg

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

13. Andersson, Lisa. Equity and equality in HR-work in South Africa. : HR professionals’ perspective.

Degree: Education, 2013, Umeå University

  In this thesis we have studied equality and equity from an HR perspective in South Africa. The study is partly made from an inductive… (more)

Subjects/Keywords: South Africa; Equality; Equity; Employment Equity; Broad Based Black Economic Empowerment; Affirmative Action; HR; South Africa.

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APA (6th Edition):

Andersson, L. (2013). Equity and equality in HR-work in South Africa. : HR professionals’ perspective. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86438

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):

Andersson, Lisa. “Equity and equality in HR-work in South Africa. : HR professionals’ perspective.” 2013. Thesis, Umeå University. Accessed July 09, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86438.

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

MLA Handbook (7th Edition):

Andersson, Lisa. “Equity and equality in HR-work in South Africa. : HR professionals’ perspective.” 2013. Web. 09 Jul 2020.

Vancouver:

Andersson L. Equity and equality in HR-work in South Africa. : HR professionals’ perspective. [Internet] [Thesis]. Umeå University; 2013. [cited 2020 Jul 09]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86438.

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

Council of Science Editors:

Andersson L. Equity and equality in HR-work in South Africa. : HR professionals’ perspective. [Thesis]. Umeå University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86438

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

14. Lekule, Chrispina. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions.

Degree: PhD, Education, 2014, University of Windsor

  The number of vulnerable children in Tanzania is on the rise. For the purpose of this study, the concept of vulnerable children refers to… (more)

Subjects/Keywords: Educational Equity and Equality; Marginality; Poverty; Stigmatization; Vulnerability; Vulnerable Children; Disability and Equity in Education; Education

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

APA (6th Edition):

Lekule, C. (2014). Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5079

Chicago Manual of Style (16th Edition):

Lekule, Chrispina. “Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions.” 2014. Doctoral Dissertation, University of Windsor. Accessed July 09, 2020. https://scholar.uwindsor.ca/etd/5079.

MLA Handbook (7th Edition):

Lekule, Chrispina. “Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions.” 2014. Web. 09 Jul 2020.

Vancouver:

Lekule C. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions. [Internet] [Doctoral dissertation]. University of Windsor; 2014. [cited 2020 Jul 09]. Available from: https://scholar.uwindsor.ca/etd/5079.

Council of Science Editors:

Lekule C. Investigating School Experiences of Vulnerable Children in Singida, Tanzania: Challenges, Strategies, and Possible Interventions. [Doctoral Dissertation]. University of Windsor; 2014. Available from: https://scholar.uwindsor.ca/etd/5079


University of Southern California

15. Bishop, Robin Michael. Language and identity in critical sensegiving: journeys of higher education equity agents.

Degree: PhD, Education, 2014, University of Southern California

 Critical scholars of higher education note that, despite the clear need to address issues of racial inequity in postsecondary student outcomes, the topic of race… (more)

Subjects/Keywords: action research; action inquiry; racial equity; narrative; higher education; sensemaking; sensegiving; Equity Scorecard; structural racism; agency; critical sensemaking; critical sensegiving

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

APA (6th Edition):

Bishop, R. M. (2014). Language and identity in critical sensegiving: journeys of higher education equity agents. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3736

Chicago Manual of Style (16th Edition):

Bishop, Robin Michael. “Language and identity in critical sensegiving: journeys of higher education equity agents.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 09, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3736.

MLA Handbook (7th Edition):

Bishop, Robin Michael. “Language and identity in critical sensegiving: journeys of higher education equity agents.” 2014. Web. 09 Jul 2020.

Vancouver:

Bishop RM. Language and identity in critical sensegiving: journeys of higher education equity agents. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3736.

Council of Science Editors:

Bishop RM. Language and identity in critical sensegiving: journeys of higher education equity agents. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3736


University of California – Berkeley

16. Griffin, Jerlena Denise. Expanding Merit Through Communitarianism: Racial and Ethnic Implications.

Degree: Education, 2016, University of California – Berkeley

 AbstractExpanding Merit Through Communitarianism: Racial and Ethnic Implications by Jerlena Denise Griffin Doctor of Philosophy in Education University of California, Berkeley Professor David Stern, ChairLow-income… (more)

Subjects/Keywords: Education policy; African American; Communitarianism; Educational Equity; Merit; Race; University Admissions

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APA (6th Edition):

Griffin, J. D. (2016). Expanding Merit Through Communitarianism: Racial and Ethnic Implications. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9dg0t0ds

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):

Griffin, Jerlena Denise. “Expanding Merit Through Communitarianism: Racial and Ethnic Implications.” 2016. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/9dg0t0ds.

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

MLA Handbook (7th Edition):

Griffin, Jerlena Denise. “Expanding Merit Through Communitarianism: Racial and Ethnic Implications.” 2016. Web. 09 Jul 2020.

Vancouver:

Griffin JD. Expanding Merit Through Communitarianism: Racial and Ethnic Implications. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/9dg0t0ds.

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

Council of Science Editors:

Griffin JD. Expanding Merit Through Communitarianism: Racial and Ethnic Implications. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/9dg0t0ds

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


University of California – Berkeley

17. LOUIE, NICOLE L. Learning to Redefine “Good at Math”: Tensions and Possibilities in Equity-Oriented Mathematics Teachers’ Everyday Practice.

Degree: Education, 2015, University of California – Berkeley

 What does it mean to be “good at math”? Traditionally, schools have valued getting the right answer quickly—a perspective that excludes important aspects of mathematics,… (more)

Subjects/Keywords: Education; Mathematics education; Teacher education; equity; mathematics education; teacher learning

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APA (6th Edition):

LOUIE, N. L. (2015). Learning to Redefine “Good at Math”: Tensions and Possibilities in Equity-Oriented Mathematics Teachers’ Everyday Practice. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9xr5t741

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):

LOUIE, NICOLE L. “Learning to Redefine “Good at Math”: Tensions and Possibilities in Equity-Oriented Mathematics Teachers’ Everyday Practice.” 2015. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/9xr5t741.

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

MLA Handbook (7th Edition):

LOUIE, NICOLE L. “Learning to Redefine “Good at Math”: Tensions and Possibilities in Equity-Oriented Mathematics Teachers’ Everyday Practice.” 2015. Web. 09 Jul 2020.

Vancouver:

LOUIE NL. Learning to Redefine “Good at Math”: Tensions and Possibilities in Equity-Oriented Mathematics Teachers’ Everyday Practice. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/9xr5t741.

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

Council of Science Editors:

LOUIE NL. Learning to Redefine “Good at Math”: Tensions and Possibilities in Equity-Oriented Mathematics Teachers’ Everyday Practice. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/9xr5t741

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


University of California – Berkeley

18. Ayers, Richard James. Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center.

Degree: Education, 2011, University of California – Berkeley

 The communication skills of teachers, their repertoire of discourses and rhetorical tools, are central to successful educational projects. This dissertation analyzes discourses as complex social… (more)

Subjects/Keywords: Education; Educational evaluation; Discourse; Equity; Literacy; Media; Youth Development

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APA (6th Edition):

Ayers, R. J. (2011). Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9nz44415

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):

Ayers, Richard James. “Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center.” 2011. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/9nz44415.

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

MLA Handbook (7th Edition):

Ayers, Richard James. “Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center.” 2011. Web. 09 Jul 2020.

Vancouver:

Ayers RJ. Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/9nz44415.

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

Council of Science Editors:

Ayers RJ. Crossing Borders: Teacher Pedagogical Discourse Practices in a Non-Profit Community Media Center. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/9nz44415

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


University of Colorado

19. Foster, Samara S. Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’.

Degree: PhD, Education, 2011, University of Colorado

  Gender and education, as an issue of equity, has predominantly been framed as a concern about schooling the girls. However, in recent years, a… (more)

Subjects/Keywords: education; equity; feminist theory; gender; justice; political philosophy; Humane Education

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

APA (6th Edition):

Foster, S. S. (2011). Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/5

Chicago Manual of Style (16th Edition):

Foster, Samara S. “Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’.” 2011. Doctoral Dissertation, University of Colorado. Accessed July 09, 2020. https://scholar.colorado.edu/educ_gradetds/5.

MLA Handbook (7th Edition):

Foster, Samara S. “Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’.” 2011. Web. 09 Jul 2020.

Vancouver:

Foster SS. Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Jul 09]. Available from: https://scholar.colorado.edu/educ_gradetds/5.

Council of Science Editors:

Foster SS. Gender, Justice, and Schooling in ‘Postfeminist’ Times: A Critical Examination of the ‘Boy Crisis’. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/5


California State University – San Bernardino

20. Greer, LaTanya Sherrie. Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness.

Degree: Doctor of Education in Educational Leadership, Education, 2018, California State University – San Bernardino

  The harmful effects of exclusionary disciplinary practices, including its disproportionate impact on Black students, have led to calls for school discipline reform at both… (more)

Subjects/Keywords: authoritative school climate; restorative justice; school discipline; disproportionality; equity; readiness; Education

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

APA (6th Edition):

Greer, L. S. (2018). Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/644

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):

Greer, LaTanya Sherrie. “Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness.” 2018. Thesis, California State University – San Bernardino. Accessed July 09, 2020. https://scholarworks.lib.csusb.edu/etd/644.

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

MLA Handbook (7th Edition):

Greer, LaTanya Sherrie. “Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness.” 2018. Web. 09 Jul 2020.

Vancouver:

Greer LS. Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2020 Jul 09]. Available from: https://scholarworks.lib.csusb.edu/etd/644.

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

Council of Science Editors:

Greer LS. Firm But Fair: Authoritative School Climate as a Predictor of Restorative Justice Readiness. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/644

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

21. Baldinger, Evra. Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching.

Degree: Education, 2018, University of California – Berkeley

 Developing ambitious and equitable mathematics teaching involves recognizing and working against fundamentally inequitable hierarchies that pervade the dominant culture of US schools. To engage in… (more)

Subjects/Keywords: Education; Equity; Instructional Coaching; Learning Theory; Teacher Learning

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

APA (6th Edition):

Baldinger, E. (2018). Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1xx0p4x4

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):

Baldinger, Evra. “Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching.” 2018. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/1xx0p4x4.

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

MLA Handbook (7th Edition):

Baldinger, Evra. “Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching.” 2018. Web. 09 Jul 2020.

Vancouver:

Baldinger E. Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/1xx0p4x4.

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

Council of Science Editors:

Baldinger E. Learning Together: Investigating Possibilities for Mathematics Teachers' Equity-Focused Learning Through Coaching. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/1xx0p4x4

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


Virginia Tech

22. Hoover, Carole J. Sociological Factors Affecting Career Aspiration Level of High School Seniors.

Degree: EdD, Education, 1999, Virginia Tech

 This study was conducted to determine the significant factors that affected career aspirations for high school seniors in a suburban school. It also analyzed differences… (more)

Subjects/Keywords: gender equity; minority achievement

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APA (6th Edition):

Hoover, C. J. (1999). Sociological Factors Affecting Career Aspiration Level of High School Seniors. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11279

Chicago Manual of Style (16th Edition):

Hoover, Carole J. “Sociological Factors Affecting Career Aspiration Level of High School Seniors.” 1999. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/11279.

MLA Handbook (7th Edition):

Hoover, Carole J. “Sociological Factors Affecting Career Aspiration Level of High School Seniors.” 1999. Web. 09 Jul 2020.

Vancouver:

Hoover CJ. Sociological Factors Affecting Career Aspiration Level of High School Seniors. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/11279.

Council of Science Editors:

Hoover CJ. Sociological Factors Affecting Career Aspiration Level of High School Seniors. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/11279


San Jose State University

23. Baltazar-Sabbah, Blanca. Fiscal Transparency in the Era of California's Local Control Funding Formula: An Analysis of Funding Levels, Expenditures, and Student Achievement.

Degree: Doctor of Education (EdD), Education, 2017, San Jose State University

  This research presents an analysis of California’s Local Control Funding Formula (LCFF) before and after implementation (AY 2013 to AY 2016). Funding allocations, expenditures,… (more)

Subjects/Keywords: English Learners; equity; finance and student achievement; LCAP; LCFF; school finance

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APA (6th Edition):

Baltazar-Sabbah, B. (2017). Fiscal Transparency in the Era of California's Local Control Funding Formula: An Analysis of Funding Levels, Expenditures, and Student Achievement. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.5e8y-n8pu ; https://scholarworks.sjsu.edu/etd_dissertations/2

Chicago Manual of Style (16th Edition):

Baltazar-Sabbah, Blanca. “Fiscal Transparency in the Era of California's Local Control Funding Formula: An Analysis of Funding Levels, Expenditures, and Student Achievement.” 2017. Doctoral Dissertation, San Jose State University. Accessed July 09, 2020. https://doi.org/10.31979/etd.5e8y-n8pu ; https://scholarworks.sjsu.edu/etd_dissertations/2.

MLA Handbook (7th Edition):

Baltazar-Sabbah, Blanca. “Fiscal Transparency in the Era of California's Local Control Funding Formula: An Analysis of Funding Levels, Expenditures, and Student Achievement.” 2017. Web. 09 Jul 2020.

Vancouver:

Baltazar-Sabbah B. Fiscal Transparency in the Era of California's Local Control Funding Formula: An Analysis of Funding Levels, Expenditures, and Student Achievement. [Internet] [Doctoral dissertation]. San Jose State University; 2017. [cited 2020 Jul 09]. Available from: https://doi.org/10.31979/etd.5e8y-n8pu ; https://scholarworks.sjsu.edu/etd_dissertations/2.

Council of Science Editors:

Baltazar-Sabbah B. Fiscal Transparency in the Era of California's Local Control Funding Formula: An Analysis of Funding Levels, Expenditures, and Student Achievement. [Doctoral Dissertation]. San Jose State University; 2017. Available from: https://doi.org/10.31979/etd.5e8y-n8pu ; https://scholarworks.sjsu.edu/etd_dissertations/2


University of Southern California

24. Bruning, Madeleine D. Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education.

Degree: EdD, Education, 2006, University of Southern California

 This study is an evaluation of learning in individual institutional actors during their participation in a project that involved them 14 campus teams whose responsibility… (more)

Subjects/Keywords: equity outomes; higher education

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APA (6th Edition):

Bruning, M. D. (2006). Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/30559/rec/1084

Chicago Manual of Style (16th Edition):

Bruning, Madeleine D. “Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education.” 2006. Doctoral Dissertation, University of Southern California. Accessed July 09, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/30559/rec/1084.

MLA Handbook (7th Edition):

Bruning, Madeleine D. “Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education.” 2006. Web. 09 Jul 2020.

Vancouver:

Bruning MD. Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2006. [cited 2020 Jul 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/30559/rec/1084.

Council of Science Editors:

Bruning MD. Beyond access: an evaluation of attitudes and learning towards achieving equitable educational outcomes in higher education. [Doctoral Dissertation]. University of Southern California; 2006. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/30559/rec/1084

25. Page, Marissa. 21st Century Stewardship: The Role of Educational Equity in School Sustainability Programs.

Degree: MS, Education, 2018, Dominican University of California

  In light of the increasingly devastating consequences of climate change and the generational inequity involved, there is an urgent need to educate our youth… (more)

Subjects/Keywords: sustainability; environmental program; zero waste program; equity; environmental justice; education; Disability and Equity in Education; Environmental Studies; Science and Mathematics Education; Secondary Education

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

APA (6th Edition):

Page, M. (2018). 21st Century Stewardship: The Role of Educational Equity in School Sustainability Programs. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/314

Chicago Manual of Style (16th Edition):

Page, Marissa. “21st Century Stewardship: The Role of Educational Equity in School Sustainability Programs.” 2018. Masters Thesis, Dominican University of California. Accessed July 09, 2020. https://scholar.dominican.edu/masters-theses/314.

MLA Handbook (7th Edition):

Page, Marissa. “21st Century Stewardship: The Role of Educational Equity in School Sustainability Programs.” 2018. Web. 09 Jul 2020.

Vancouver:

Page M. 21st Century Stewardship: The Role of Educational Equity in School Sustainability Programs. [Internet] [Masters thesis]. Dominican University of California; 2018. [cited 2020 Jul 09]. Available from: https://scholar.dominican.edu/masters-theses/314.

Council of Science Editors:

Page M. 21st Century Stewardship: The Role of Educational Equity in School Sustainability Programs. [Masters Thesis]. Dominican University of California; 2018. Available from: https://scholar.dominican.edu/masters-theses/314

26. Visintainer, Tammie. What Is and Who Can Do Science?: Supporting Youth of Colors’ Identities as Learners, Doers, and Change Agents in Science.

Degree: Education, 2015, University of California – Berkeley

 This research explores trajectories of developing the practices of and identification with science for high school students of color as they participate in summer science… (more)

Subjects/Keywords: Science education; equity; racial/ethnic underrepresentation in science; Science education; science identity

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APA (6th Edition):

Visintainer, T. (2015). What Is and Who Can Do Science?: Supporting Youth of Colors’ Identities as Learners, Doers, and Change Agents in Science. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/0j60z0xq

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):

Visintainer, Tammie. “What Is and Who Can Do Science?: Supporting Youth of Colors’ Identities as Learners, Doers, and Change Agents in Science.” 2015. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/0j60z0xq.

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

MLA Handbook (7th Edition):

Visintainer, Tammie. “What Is and Who Can Do Science?: Supporting Youth of Colors’ Identities as Learners, Doers, and Change Agents in Science.” 2015. Web. 09 Jul 2020.

Vancouver:

Visintainer T. What Is and Who Can Do Science?: Supporting Youth of Colors’ Identities as Learners, Doers, and Change Agents in Science. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/0j60z0xq.

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

Council of Science Editors:

Visintainer T. What Is and Who Can Do Science?: Supporting Youth of Colors’ Identities as Learners, Doers, and Change Agents in Science. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/0j60z0xq

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


University of California – Berkeley

27. Parenti, Peter Ivano. "VOICE" Vision of Inclusive Community Engagement.

Degree: Education, 2017, University of California – Berkeley

 Vision of Inclusive Community Engagement, “VOICE”A Design Development Study to support school leaders in engaging African American ParentsByPeter I. ParentiDoctor of EducationUniversity of California, BerkeleyProfessor… (more)

Subjects/Keywords: Educational leadership; Educational sociology; Education policy; African American; Equity; Leadership; Parent Empowerment; Parent Engagement

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

APA (6th Edition):

Parenti, P. I. (2017). "VOICE" Vision of Inclusive Community Engagement. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1dk980b1

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):

Parenti, Peter Ivano. “"VOICE" Vision of Inclusive Community Engagement.” 2017. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/1dk980b1.

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

MLA Handbook (7th Edition):

Parenti, Peter Ivano. “"VOICE" Vision of Inclusive Community Engagement.” 2017. Web. 09 Jul 2020.

Vancouver:

Parenti PI. "VOICE" Vision of Inclusive Community Engagement. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/1dk980b1.

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

Council of Science Editors:

Parenti PI. "VOICE" Vision of Inclusive Community Engagement. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/1dk980b1

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

28. Hanigan, Kate. Implications of Gender and Racial Intersectionality in the K-8 Classroom.

Degree: Education, EdD, Education, 2017, University of Portland

  The purpose of this mixed methods study was to seek a better understanding of the phenomenon of intersectionality of gender and race/ethnicity as is… (more)

Subjects/Keywords: adult education; culturally responsive; equity professional development; intersectionality; teacher identity; transformative learning; Education; Educational Leadership

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

APA (6th Edition):

Hanigan, K. (2017). Implications of Gender and Racial Intersectionality in the K-8 Classroom. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/32

Chicago Manual of Style (16th Edition):

Hanigan, Kate. “Implications of Gender and Racial Intersectionality in the K-8 Classroom.” 2017. Doctoral Dissertation, University of Portland. Accessed July 09, 2020. https://pilotscholars.up.edu/etd/32.

MLA Handbook (7th Edition):

Hanigan, Kate. “Implications of Gender and Racial Intersectionality in the K-8 Classroom.” 2017. Web. 09 Jul 2020.

Vancouver:

Hanigan K. Implications of Gender and Racial Intersectionality in the K-8 Classroom. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2020 Jul 09]. Available from: https://pilotscholars.up.edu/etd/32.

Council of Science Editors:

Hanigan K. Implications of Gender and Racial Intersectionality in the K-8 Classroom. [Doctoral Dissertation]. University of Portland; 2017. Available from: https://pilotscholars.up.edu/etd/32

29. Andrade Johnson, Maria Dulce Silva. Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade.

Degree: Doctorate in Education, Education, 2017, Loyola Marymount University

  The accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses,… (more)

Subjects/Keywords: pedagogy; educational; technology; critical pedagogy; critical theory; democratization; digital equity; student agency; technology; Educational Sociology

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

APA (6th Edition):

Andrade Johnson, M. D. S. (2017). Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/484

Chicago Manual of Style (16th Edition):

Andrade Johnson, Maria Dulce Silva. “Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade.” 2017. Doctoral Dissertation, Loyola Marymount University. Accessed July 09, 2020. https://digitalcommons.lmu.edu/etd/484.

MLA Handbook (7th Edition):

Andrade Johnson, Maria Dulce Silva. “Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade.” 2017. Web. 09 Jul 2020.

Vancouver:

Andrade Johnson MDS. Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2017. [cited 2020 Jul 09]. Available from: https://digitalcommons.lmu.edu/etd/484.

Council of Science Editors:

Andrade Johnson MDS. Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade. [Doctoral Dissertation]. Loyola Marymount University; 2017. Available from: https://digitalcommons.lmu.edu/etd/484


University of California – Berkeley

30. Rivera, Marialena Dawn. Inequity and Privatization in School District Facilities Financing: A Mixed Methods Study.

Degree: Education, 2016, University of California – Berkeley

 This study examines contracting out for public services to the private sector and the increased use of consultants as examples of the growing reliance on… (more)

Subjects/Keywords: Education policy; Finance; Educational leadership; Education policy; Equity; Facilities; Finance; Leadership; Privatization

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

APA (6th Edition):

Rivera, M. D. (2016). Inequity and Privatization in School District Facilities Financing: A Mixed Methods Study. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1f9297hq

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):

Rivera, Marialena Dawn. “Inequity and Privatization in School District Facilities Financing: A Mixed Methods Study.” 2016. Thesis, University of California – Berkeley. Accessed July 09, 2020. http://www.escholarship.org/uc/item/1f9297hq.

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

MLA Handbook (7th Edition):

Rivera, Marialena Dawn. “Inequity and Privatization in School District Facilities Financing: A Mixed Methods Study.” 2016. Web. 09 Jul 2020.

Vancouver:

Rivera MD. Inequity and Privatization in School District Facilities Financing: A Mixed Methods Study. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Jul 09]. Available from: http://www.escholarship.org/uc/item/1f9297hq.

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

Council of Science Editors:

Rivera MD. Inequity and Privatization in School District Facilities Financing: A Mixed Methods Study. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/1f9297hq

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

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