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

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University of Toronto

1. Abarbanel, Mishael David. Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development.

Degree: 2015, University of Toronto

This thesis investigates educators' conceptions of literacy, what beliefs and conceptual frameworks support them, how literacy seems to be defined in educators' sites of practice,… (more)

Subjects/Keywords: Curriculum; Elementary; Fluency; Holistic; Literacy; Secondary; 0515

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APA (6th Edition):

Abarbanel, M. D. (2015). Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69741

Chicago Manual of Style (16th Edition):

Abarbanel, Mishael David. “Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development.” 2015. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/69741.

MLA Handbook (7th Edition):

Abarbanel, Mishael David. “Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development.” 2015. Web. 03 Aug 2020.

Vancouver:

Abarbanel MD. Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/69741.

Council of Science Editors:

Abarbanel MD. Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69741


California State University – San Bernardino

2. Gray, Daniel Robert. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.

Degree: MAin Education, Education, 2016, California State University – San Bernardino

  ABSTRACT When we look at artists in contemporary society it is unfortunate how many of them turn to drugs, alcohol, and suicide as a… (more)

Subjects/Keywords: Holistic; Health; Wholebeing; Curriculum; Longevity; Arts; Art Education; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Gray, D. R. (2016). THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/302

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):

Gray, Daniel Robert. “THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.” 2016. Thesis, California State University – San Bernardino. Accessed August 03, 2020. https://scholarworks.lib.csusb.edu/etd/302.

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

MLA Handbook (7th Edition):

Gray, Daniel Robert. “THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.” 2016. Web. 03 Aug 2020.

Vancouver:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2020 Aug 03]. Available from: https://scholarworks.lib.csusb.edu/etd/302.

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

Council of Science Editors:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Thesis]. California State University – San Bernardino; 2016. Available from: https://scholarworks.lib.csusb.edu/etd/302

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


University of the Western Cape

3. Afolayan, Joel Adeleke. A model for the integration of spiritual care into the nursing curriculum in Nigeria .

Degree: 2018, University of the Western Cape

 Man is a bio-psycho-social-spiritual being, and his needs are informed by all these elements. The need for spiritual care in nursing education and practice is… (more)

Subjects/Keywords: Curriculum; Holistic nursing care; Nigeria; Spiritual nursing care

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APA (6th Edition):

Afolayan, J. A. (2018). A model for the integration of spiritual care into the nursing curriculum in Nigeria . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6166

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):

Afolayan, Joel Adeleke. “A model for the integration of spiritual care into the nursing curriculum in Nigeria .” 2018. Thesis, University of the Western Cape. Accessed August 03, 2020. http://hdl.handle.net/11394/6166.

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

MLA Handbook (7th Edition):

Afolayan, Joel Adeleke. “A model for the integration of spiritual care into the nursing curriculum in Nigeria .” 2018. Web. 03 Aug 2020.

Vancouver:

Afolayan JA. A model for the integration of spiritual care into the nursing curriculum in Nigeria . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/11394/6166.

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

Council of Science Editors:

Afolayan JA. A model for the integration of spiritual care into the nursing curriculum in Nigeria . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6166

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


University of South Africa

4. Bawani, Elisa Leungo. Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana .

Degree: 2019, University of South Africa

 The 2012 Integrated Early Childhood Development (IECD) curriculum recently introduced in all Botswana government preschools was examined by this study. To guide the findings of… (more)

Subjects/Keywords: Preschool; Preschool education; Preschool teachers; Holistic development; Curriculum; Curriculum implementation; Teacher training

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APA (6th Edition):

Bawani, E. L. (2019). Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26506

Chicago Manual of Style (16th Edition):

Bawani, Elisa Leungo. “Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana .” 2019. Masters Thesis, University of South Africa. Accessed August 03, 2020. http://hdl.handle.net/10500/26506.

MLA Handbook (7th Edition):

Bawani, Elisa Leungo. “Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana .” 2019. Web. 03 Aug 2020.

Vancouver:

Bawani EL. Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana . [Internet] [Masters thesis]. University of South Africa; 2019. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10500/26506.

Council of Science Editors:

Bawani EL. Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana . [Masters Thesis]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26506


Arizona State University

5. Risha, Sarah. Education and Curricular Perspectives in the Qur'an.

Degree: PhD, Curriculum and Instruction, 2013, Arizona State University

 In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the… (more)

Subjects/Keywords: Education; Curriculum development; curriculum; developing critical learner; holistic approach; learning; Qur'an; teaching

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APA (6th Edition):

Risha, S. (2013). Education and Curricular Perspectives in the Qur'an. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/20854

Chicago Manual of Style (16th Edition):

Risha, Sarah. “Education and Curricular Perspectives in the Qur'an.” 2013. Doctoral Dissertation, Arizona State University. Accessed August 03, 2020. http://repository.asu.edu/items/20854.

MLA Handbook (7th Edition):

Risha, Sarah. “Education and Curricular Perspectives in the Qur'an.” 2013. Web. 03 Aug 2020.

Vancouver:

Risha S. Education and Curricular Perspectives in the Qur'an. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2020 Aug 03]. Available from: http://repository.asu.edu/items/20854.

Council of Science Editors:

Risha S. Education and Curricular Perspectives in the Qur'an. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/20854


Brigham Young University

6. Ruiz, Lindsay Renea. Border Crossing: One Teacher's Journey Toward Becoming a Culturally Competent Art Educator.

Degree: MA, 2017, Brigham Young University

 This thesis explores one secondary art teacher's journey into multicultural education, multicultural art education and issues in holistic education. It delves into the difficulties and… (more)

Subjects/Keywords: multicultural art education; Latino; Hispanic; culture; borders; curriculum; holistic education; Art Practice

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APA (6th Edition):

Ruiz, L. R. (2017). Border Crossing: One Teacher's Journey Toward Becoming a Culturally Competent Art Educator. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7278&context=etd

Chicago Manual of Style (16th Edition):

Ruiz, Lindsay Renea. “Border Crossing: One Teacher's Journey Toward Becoming a Culturally Competent Art Educator.” 2017. Masters Thesis, Brigham Young University. Accessed August 03, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7278&context=etd.

MLA Handbook (7th Edition):

Ruiz, Lindsay Renea. “Border Crossing: One Teacher's Journey Toward Becoming a Culturally Competent Art Educator.” 2017. Web. 03 Aug 2020.

Vancouver:

Ruiz LR. Border Crossing: One Teacher's Journey Toward Becoming a Culturally Competent Art Educator. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2020 Aug 03]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7278&context=etd.

Council of Science Editors:

Ruiz LR. Border Crossing: One Teacher's Journey Toward Becoming a Culturally Competent Art Educator. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7278&context=etd


University of Toronto

7. Lepone, Christina Elizabeth. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.

Degree: 2016, University of Toronto

Students demonstrate increased engagement and knowledge retention when they are able to make connections between the text and the outside world. Despite the real world… (more)

Subjects/Keywords: holistic; integrated curriculum; James Beane; Ontario Ministry of Education; pedagogy; Susan Drake; 0456

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APA (6th Edition):

Lepone, C. E. (2016). Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/75152

Chicago Manual of Style (16th Edition):

Lepone, Christina Elizabeth. “Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.” 2016. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/75152.

MLA Handbook (7th Edition):

Lepone, Christina Elizabeth. “Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.” 2016. Web. 03 Aug 2020.

Vancouver:

Lepone CE. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/75152.

Council of Science Editors:

Lepone CE. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/75152


University of Toronto

8. Bolotta, Alanna. Exploring Art and Science Integration in an Afterschool Program.

Degree: 2017, University of Toronto

Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners.… (more)

Subjects/Keywords: Curriculum Integration; Holistic Education; Science Education; STEAM (science; technology; engineering; art; math); Student Engagement; 0714

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APA (6th Edition):

Bolotta, A. (2017). Exploring Art and Science Integration in an Afterschool Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77756

Chicago Manual of Style (16th Edition):

Bolotta, Alanna. “Exploring Art and Science Integration in an Afterschool Program.” 2017. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/77756.

MLA Handbook (7th Edition):

Bolotta, Alanna. “Exploring Art and Science Integration in an Afterschool Program.” 2017. Web. 03 Aug 2020.

Vancouver:

Bolotta A. Exploring Art and Science Integration in an Afterschool Program. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/77756.

Council of Science Editors:

Bolotta A. Exploring Art and Science Integration in an Afterschool Program. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77756


University of Waikato

9. Hall, Sherilyn. Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms .

Degree: 2014, University of Waikato

 In today’s world, teachers in New Zealand primary schools struggle to meet the requirements of an over-full curriculum and pressure from politicians to raise student… (more)

Subjects/Keywords: holism; holistic education; 21st century; primary school; education; integration; teaching and learning; integrated curriculum; teaching practice; innovative

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APA (6th Edition):

Hall, S. (2014). Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8793

Chicago Manual of Style (16th Edition):

Hall, Sherilyn. “Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms .” 2014. Masters Thesis, University of Waikato. Accessed August 03, 2020. http://hdl.handle.net/10289/8793.

MLA Handbook (7th Edition):

Hall, Sherilyn. “Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms .” 2014. Web. 03 Aug 2020.

Vancouver:

Hall S. Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10289/8793.

Council of Science Editors:

Hall S. Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8793

10. Min, Kyeong Suk. Toward a Holistic Pedagogy of Art Integration.

Degree: 2013, University of Toronto

As a conceptual study, this thesis aims to establish a holistic pedagogy of art integration that would address nurturing the whole child as the goal… (more)

Subjects/Keywords: arts-integrated curriculum; holistic education; 0727

…4. The Holistic Curriculum and Current Arts-Integrated Programs 12 A thing cannot be… …holistic curriculum. I strongly advocate the pedagogical ideals that the holistic curriculum… …abstraction (p.345). 15 I believe that the holistic curriculum can be an antidote to… …living worlds. This failure is not insignificant because, as the holistic curriculum recognizes… …try to embrace the whole dimension that children’s lives entail. The holistic curriculum… 

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APA (6th Edition):

Min, K. S. (2013). Toward a Holistic Pedagogy of Art Integration. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35910

Chicago Manual of Style (16th Edition):

Min, Kyeong Suk. “Toward a Holistic Pedagogy of Art Integration.” 2013. Doctoral Dissertation, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/35910.

MLA Handbook (7th Edition):

Min, Kyeong Suk. “Toward a Holistic Pedagogy of Art Integration.” 2013. Web. 03 Aug 2020.

Vancouver:

Min KS. Toward a Holistic Pedagogy of Art Integration. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/35910.

Council of Science Editors:

Min KS. Toward a Holistic Pedagogy of Art Integration. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35910


University of Saskatchewan

11. Cameron, Allison L. Movement matters: the experiences of students and their teacher involved in a combined physical activity and academic program Curriculum and identity making in room 27.

Degree: 2011, University of Saskatchewan

 As a teacher within a special needs classroom of students ranging in age from 13 to 22, I observed first-hand the outcomes of unhealthy habits,… (more)

Subjects/Keywords: narrative inquiry; curriculum; Connelly; Clandinin; Dewey; Noddings; movement matters; relationships; obesity; brain; exercise; physical education; physical activity; holistic

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APA (6th Edition):

Cameron, A. L. (2011). Movement matters: the experiences of students and their teacher involved in a combined physical activity and academic program Curriculum and identity making in room 27. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-03182011-205031

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):

Cameron, Allison L. “Movement matters: the experiences of students and their teacher involved in a combined physical activity and academic program Curriculum and identity making in room 27.” 2011. Thesis, University of Saskatchewan. Accessed August 03, 2020. http://hdl.handle.net/10388/etd-03182011-205031.

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

MLA Handbook (7th Edition):

Cameron, Allison L. “Movement matters: the experiences of students and their teacher involved in a combined physical activity and academic program Curriculum and identity making in room 27.” 2011. Web. 03 Aug 2020.

Vancouver:

Cameron AL. Movement matters: the experiences of students and their teacher involved in a combined physical activity and academic program Curriculum and identity making in room 27. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10388/etd-03182011-205031.

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

Council of Science Editors:

Cameron AL. Movement matters: the experiences of students and their teacher involved in a combined physical activity and academic program Curriculum and identity making in room 27. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/etd-03182011-205031

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


University of Central Florida

12. Farmer, Lisa. A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess.

Degree: 2008, University of Central Florida

 This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary… (more)

Subjects/Keywords: teacher training; elementary; writing; holistic scoring; teacher efficacy; Curriculum and Instruction; Education

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APA (6th Edition):

Farmer, L. (2008). A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3538

Chicago Manual of Style (16th Edition):

Farmer, Lisa. “A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess.” 2008. Doctoral Dissertation, University of Central Florida. Accessed August 03, 2020. https://stars.library.ucf.edu/etd/3538.

MLA Handbook (7th Edition):

Farmer, Lisa. “A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess.” 2008. Web. 03 Aug 2020.

Vancouver:

Farmer L. A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess. [Internet] [Doctoral dissertation]. University of Central Florida; 2008. [cited 2020 Aug 03]. Available from: https://stars.library.ucf.edu/etd/3538.

Council of Science Editors:

Farmer L. A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess. [Doctoral Dissertation]. University of Central Florida; 2008. Available from: https://stars.library.ucf.edu/etd/3538

13. Csoli, Karen. Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing.

Degree: 2009, University of Toronto

The purpose of this qualitative study is to address the problem of the silencing of adolescent girls and young women by exploring their spiritual experiences… (more)

Subjects/Keywords: female spirituality; holistic education; spiritual experiences; Curriculum and Instruction 0727

…authenticity. In contrast to this neglect of the spiritual, holistic educators such as John P. Miller… …educators in designing and delivering a curriculum that nurtures the whole student intellectually… …classrooms that target 4 the spiritual needs of adolescent girls and curriculum that encourages… …experiences of children, holistic educator and psychologist Tobin Hart (2003) further… …women will allow educators to develop programs and curriculum that can better address the… 

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APA (6th Edition):

Csoli, K. (2009). Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19125

Chicago Manual of Style (16th Edition):

Csoli, Karen. “Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing.” 2009. Doctoral Dissertation, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/19125.

MLA Handbook (7th Edition):

Csoli, Karen. “Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing.” 2009. Web. 03 Aug 2020.

Vancouver:

Csoli K. Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/19125.

Council of Science Editors:

Csoli K. Understanding the Spiritual Experiences of Young Women: A Qualitative Inquiry of Inner Knowing. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19125


University of Arizona

14. Yan, Baohua. Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning .

Degree: 2009, University of Arizona

 Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To… (more)

Subjects/Keywords: curriculum integration; earth education; environmental learning; environmental literacy; holistic design; real-world experience

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APA (6th Edition):

Yan, B. (2009). Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195230

Chicago Manual of Style (16th Edition):

Yan, Baohua. “Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning .” 2009. Doctoral Dissertation, University of Arizona. Accessed August 03, 2020. http://hdl.handle.net/10150/195230.

MLA Handbook (7th Edition):

Yan, Baohua. “Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning .” 2009. Web. 03 Aug 2020.

Vancouver:

Yan B. Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10150/195230.

Council of Science Editors:

Yan B. Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195230

15. Veber, Andréia. Ensino de música na educação básica : um estudo de caso no Projeto Escola Pública Integrada - EPI, em Santa Catarina.

Degree: 2009, Universidade do Rio Grande do Sul

Esta pesquisa teve como objetivo investigar o processo de inserção do ensino de música em uma escola pública de educação em tempo integral. Como objetivos… (more)

Subjects/Keywords: Educação musical : Crianças; School music education; Ensino e Estudo : Música; School times; Holistic education; Integrated curriculum

holistic education and integrated curriculum. Results show that, by analyzing the process of… …music education, school times, holistic education, integrated curriculum. LISTA DE… …the process of inserting music as a curriculum subject in a full-time public school. More… …development of an integrated curriculum; and to understand the relationships between music teaching… …and the school project of holistic education. A qualitative case study with a public state… 

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APA (6th Edition):

Veber, A. (2009). Ensino de música na educação básica : um estudo de caso no Projeto Escola Pública Integrada - EPI, em Santa Catarina. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/18608

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):

Veber, Andréia. “Ensino de música na educação básica : um estudo de caso no Projeto Escola Pública Integrada - EPI, em Santa Catarina.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed August 03, 2020. http://hdl.handle.net/10183/18608.

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

MLA Handbook (7th Edition):

Veber, Andréia. “Ensino de música na educação básica : um estudo de caso no Projeto Escola Pública Integrada - EPI, em Santa Catarina.” 2009. Web. 03 Aug 2020.

Vancouver:

Veber A. Ensino de música na educação básica : um estudo de caso no Projeto Escola Pública Integrada - EPI, em Santa Catarina. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10183/18608.

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

Council of Science Editors:

Veber A. Ensino de música na educação básica : um estudo de caso no Projeto Escola Pública Integrada - EPI, em Santa Catarina. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/18608

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


University of Victoria

16. Zamluk, Corrine Michelle. Reclaiming warrior spirit : foundations for a holistic First Nations education program.

Degree: Dept. of Curriculum and Instruction, 2010, University of Victoria

 More than 70% of First Nations youth feel pushed out of the mainstream public school system because their ways of being. knowing, and doing are… (more)

Subjects/Keywords: holistic education; First Nations; British Columbia; UVic Subject Index::Humanities and Social Sciences::Education::Curriculum planning

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

APA (6th Edition):

Zamluk, C. M. (2010). Reclaiming warrior spirit : foundations for a holistic First Nations education program. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/2048

Chicago Manual of Style (16th Edition):

Zamluk, Corrine Michelle. “Reclaiming warrior spirit : foundations for a holistic First Nations education program.” 2010. Masters Thesis, University of Victoria. Accessed August 03, 2020. http://hdl.handle.net/1828/2048.

MLA Handbook (7th Edition):

Zamluk, Corrine Michelle. “Reclaiming warrior spirit : foundations for a holistic First Nations education program.” 2010. Web. 03 Aug 2020.

Vancouver:

Zamluk CM. Reclaiming warrior spirit : foundations for a holistic First Nations education program. [Internet] [Masters thesis]. University of Victoria; 2010. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1828/2048.

Council of Science Editors:

Zamluk CM. Reclaiming warrior spirit : foundations for a holistic First Nations education program. [Masters Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/2048


SUNY College at Brockport

17. Torrell, Lisa E. Do Students in the Fifth-Grade Benefit from the Writing Workshop with Regard to their Scores on the New York State Fifth-Grade Writing Test?.

Degree: MSEd, Education and Human Development, 1997, SUNY College at Brockport

  There are two very different approaches being used in classrooms today with regards to teaching writing. A traditional approach to teaching writing might include… (more)

Subjects/Keywords: Holistic approach; teacher strategies; student writing; writing education; ELA; writing workshop; Curriculum and Instruction; Education; Educational Methods; Language and Literacy Education

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

APA (6th Edition):

Torrell, L. E. (1997). Do Students in the Fifth-Grade Benefit from the Writing Workshop with Regard to their Scores on the New York State Fifth-Grade Writing Test?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1187

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):

Torrell, Lisa E. “Do Students in the Fifth-Grade Benefit from the Writing Workshop with Regard to their Scores on the New York State Fifth-Grade Writing Test?.” 1997. Thesis, SUNY College at Brockport. Accessed August 03, 2020. https://digitalcommons.brockport.edu/ehd_theses/1187.

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

MLA Handbook (7th Edition):

Torrell, Lisa E. “Do Students in the Fifth-Grade Benefit from the Writing Workshop with Regard to their Scores on the New York State Fifth-Grade Writing Test?.” 1997. Web. 03 Aug 2020.

Vancouver:

Torrell LE. Do Students in the Fifth-Grade Benefit from the Writing Workshop with Regard to their Scores on the New York State Fifth-Grade Writing Test?. [Internet] [Thesis]. SUNY College at Brockport; 1997. [cited 2020 Aug 03]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1187.

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

Council of Science Editors:

Torrell LE. Do Students in the Fifth-Grade Benefit from the Writing Workshop with Regard to their Scores on the New York State Fifth-Grade Writing Test?. [Thesis]. SUNY College at Brockport; 1997. Available from: https://digitalcommons.brockport.edu/ehd_theses/1187

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


California State University – San Bernardino

18. Newmeyer, Elizabeth Janette. An integrative and holistic approach to implementing curriculum for a school garden.

Degree: MAin Education, Education, 2007, California State University – San Bernardino

 The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach… (more)

Subjects/Keywords: Holistic education; School gardens; Curriculum planning; Interdisciplinary approach in education; Social skills in children Study and teaching Activity programs; Curriculum planning; Holistic education; Interdisciplinary approach in education; School gardens; Social skills in children Study and teaching Activity programs.; Curriculum and Instruction

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APA (6th Edition):

Newmeyer, E. J. (2007). An integrative and holistic approach to implementing curriculum for a school garden. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3132

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):

Newmeyer, Elizabeth Janette. “An integrative and holistic approach to implementing curriculum for a school garden.” 2007. Thesis, California State University – San Bernardino. Accessed August 03, 2020. https://scholarworks.lib.csusb.edu/etd-project/3132.

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

MLA Handbook (7th Edition):

Newmeyer, Elizabeth Janette. “An integrative and holistic approach to implementing curriculum for a school garden.” 2007. Web. 03 Aug 2020.

Vancouver:

Newmeyer EJ. An integrative and holistic approach to implementing curriculum for a school garden. [Internet] [Thesis]. California State University – San Bernardino; 2007. [cited 2020 Aug 03]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3132.

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

Council of Science Editors:

Newmeyer EJ. An integrative and holistic approach to implementing curriculum for a school garden. [Thesis]. California State University – San Bernardino; 2007. Available from: https://scholarworks.lib.csusb.edu/etd-project/3132

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


University of Toronto

19. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a… (more)

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

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APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 03 Aug 2020.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107

20. Catton, Julie C. A Pilot Study on a Holistic Model Incorporating a Psycholinguistic Approach Accelerating Second Language Acquisition.

Degree: MS, Education, 2006, Dominican University of California

  Students learning a second language commonly confront insurmountable obstacles in the language acquisition process, due to the ineffectiveness of traditional, grammar-first methods. This creates… (more)

Subjects/Keywords: Self Esteem; Teaching Methods; Natural Language Processing; Second Language Learning; Psycholinguistics; Holistic Approach; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education

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APA (6th Edition):

Catton, J. C. (2006). A Pilot Study on a Holistic Model Incorporating a Psycholinguistic Approach Accelerating Second Language Acquisition. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/162

Chicago Manual of Style (16th Edition):

Catton, Julie C. “A Pilot Study on a Holistic Model Incorporating a Psycholinguistic Approach Accelerating Second Language Acquisition.” 2006. Masters Thesis, Dominican University of California. Accessed August 03, 2020. https://scholar.dominican.edu/masters-theses/162.

MLA Handbook (7th Edition):

Catton, Julie C. “A Pilot Study on a Holistic Model Incorporating a Psycholinguistic Approach Accelerating Second Language Acquisition.” 2006. Web. 03 Aug 2020.

Vancouver:

Catton JC. A Pilot Study on a Holistic Model Incorporating a Psycholinguistic Approach Accelerating Second Language Acquisition. [Internet] [Masters thesis]. Dominican University of California; 2006. [cited 2020 Aug 03]. Available from: https://scholar.dominican.edu/masters-theses/162.

Council of Science Editors:

Catton JC. A Pilot Study on a Holistic Model Incorporating a Psycholinguistic Approach Accelerating Second Language Acquisition. [Masters Thesis]. Dominican University of California; 2006. Available from: https://scholar.dominican.edu/masters-theses/162


University of Toronto

21. Freitas, Danielle Coelho Michel. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.

Degree: 2013, University of Toronto

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard”… (more)

Subjects/Keywords: Learning to teach English; TESL; TEFL; TESOL; pre-service; trainee teacher; teacher training; teacher education; ESL; second language teacher eduation; previous learning experiences and beliefs; previous teaching experiences; sociocultural theory; identity negotiation; interpersonal space; holistic orientation to curriculum; practicum; transformative pedagogy; case study; teacher learning; EFL; teacher trainer; English language teachers; English language teaching; ELT; TESL Canada; 0530; 0515

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

APA (6th Edition):

Freitas, D. C. M. (2013). Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35101

Chicago Manual of Style (16th Edition):

Freitas, Danielle Coelho Michel. “Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.” 2013. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/35101.

MLA Handbook (7th Edition):

Freitas, Danielle Coelho Michel. “Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.” 2013. Web. 03 Aug 2020.

Vancouver:

Freitas DCM. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/35101.

Council of Science Editors:

Freitas DCM. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35101

22. Kramer, Juli B. Closer to the Heart: An Exploration of Caring and Creative Visual Arts Classrooms.

Degree: PhD, Curriculum and Instruction, 2010, U of Denver

  This study demonstrates how caring and creative secondary level visual arts classes facilitate the development of learning environments that enliven and expect the best… (more)

Subjects/Keywords: Caring and creativity; Culturally diverse learners; Holistic education; International study; Positive self-concept; Visual arts; Art Education; Curriculum and Instruction; Secondary Education

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APA (6th Edition):

Kramer, J. B. (2010). Closer to the Heart: An Exploration of Caring and Creative Visual Arts Classrooms. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/852

Chicago Manual of Style (16th Edition):

Kramer, Juli B. “Closer to the Heart: An Exploration of Caring and Creative Visual Arts Classrooms.” 2010. Doctoral Dissertation, U of Denver. Accessed August 03, 2020. https://digitalcommons.du.edu/etd/852.

MLA Handbook (7th Edition):

Kramer, Juli B. “Closer to the Heart: An Exploration of Caring and Creative Visual Arts Classrooms.” 2010. Web. 03 Aug 2020.

Vancouver:

Kramer JB. Closer to the Heart: An Exploration of Caring and Creative Visual Arts Classrooms. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2020 Aug 03]. Available from: https://digitalcommons.du.edu/etd/852.

Council of Science Editors:

Kramer JB. Closer to the Heart: An Exploration of Caring and Creative Visual Arts Classrooms. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/852


University of Southern California

23. Ferguson, Holly Brooke. Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study examines if and how holistic, person-centered academic advising, based on an integrative framework of educational psychology (Bronfenbrenner), sociology (Weber), and counseling (Rogers) theories,… (more)

Subjects/Keywords: holistic; person-centered; strengths-based; Rogers; Bronfenbrenner; Weber; counseling theory; systems; student retention, persistence, graduation; benchmarked assessment; training curriculum; advising; theory into practice; enrollment initiatives; educational programming

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APA (6th Edition):

Ferguson, H. B. (2010). Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/383151/rec/3504

Chicago Manual of Style (16th Edition):

Ferguson, Holly Brooke. “Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/383151/rec/3504.

MLA Handbook (7th Edition):

Ferguson, Holly Brooke. “Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising.” 2010. Web. 03 Aug 2020.

Vancouver:

Ferguson HB. Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/383151/rec/3504.

Council of Science Editors:

Ferguson HB. Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/383151/rec/3504


University of Otago

24. McKay, David John. Learning for Survival, Resilience, Well-being and Continuance: An Epistemology and Pedagogy for Environmental Education/Education for Sustainability informed by Māori Culture .

Degree: University of Otago

 The literature suggests that philosophies, worldviews and approaches of indigenous cultures may be key to an urgent shift in paradigm towards holistic ethics, attitudes, values… (more)

Subjects/Keywords: Environmental education; education for sustainability; holistic framework; indigeneity; cultural values; learning as part of the environment; meaningful curriculum; learning for life; life-skills; action competence; conservation ethic; community resilience; community well-being; transitional process; paradigm shift; environmental

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APA (6th Edition):

McKay, D. J. (n.d.). Learning for Survival, Resilience, Well-being and Continuance: An Epistemology and Pedagogy for Environmental Education/Education for Sustainability informed by Māori Culture . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4947

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

McKay, David John. “Learning for Survival, Resilience, Well-being and Continuance: An Epistemology and Pedagogy for Environmental Education/Education for Sustainability informed by Māori Culture .” Doctoral Dissertation, University of Otago. Accessed August 03, 2020. http://hdl.handle.net/10523/4947.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

McKay, David John. “Learning for Survival, Resilience, Well-being and Continuance: An Epistemology and Pedagogy for Environmental Education/Education for Sustainability informed by Māori Culture .” Web. 03 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

McKay DJ. Learning for Survival, Resilience, Well-being and Continuance: An Epistemology and Pedagogy for Environmental Education/Education for Sustainability informed by Māori Culture . [Internet] [Doctoral dissertation]. University of Otago; [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10523/4947.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

McKay DJ. Learning for Survival, Resilience, Well-being and Continuance: An Epistemology and Pedagogy for Environmental Education/Education for Sustainability informed by Māori Culture . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/4947

Note: this citation may be lacking information needed for this citation format:
No year of publication.

25. Singh, Teresa I. Case Study: A Holistic Approach in the Orthographic Development of One Emergent Learner.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  Spelling instruction should go beyond weekly spelling assessments. This was a learning philosophy I believed in prior to conducting this case study. Through this… (more)

Subjects/Keywords: orthography; emergent learner; spelling; holistic; spelling through writing; spelling instructional practice; Curriculum and Instruction; Education; Educational Methods; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

…feedback will provide a holistic view of the emergent learner’s orthographic knowledge. In this… …spelling instruction can have if guided by this holistic view of the emergent learner’s writing… …of spelling in a more holistic manner. However, others debate this through proven research… …norm-referenced testing, to more holistic approaches such as writing. While these assessments… …prescriptive) and a holistic (i.e., writing) approach to spelling assessment… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Singh, T. I. (2015). Case Study: A Holistic Approach in the Orthographic Development of One Emergent Learner. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/547

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):

Singh, Teresa I. “Case Study: A Holistic Approach in the Orthographic Development of One Emergent Learner.” 2015. Thesis, SUNY College at Brockport. Accessed August 03, 2020. https://digitalcommons.brockport.edu/ehd_theses/547.

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

MLA Handbook (7th Edition):

Singh, Teresa I. “Case Study: A Holistic Approach in the Orthographic Development of One Emergent Learner.” 2015. Web. 03 Aug 2020.

Vancouver:

Singh TI. Case Study: A Holistic Approach in the Orthographic Development of One Emergent Learner. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Aug 03]. Available from: https://digitalcommons.brockport.edu/ehd_theses/547.

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

Council of Science Editors:

Singh TI. Case Study: A Holistic Approach in the Orthographic Development of One Emergent Learner. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/547

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


Georgia Southern University

26. Allison, Edith. Military Children and Holistic Education: A Narrative Reflection on Classroom Practice.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2009, Georgia Southern University

  This dissertation uses autobiographical narrative inquiry as a source of knowledge-generating reflection to examine how the educational needs of military children might be met… (more)

Subjects/Keywords: ETD; military children; military families; DODEA; student mobility; deployment; war; holistic education; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Administration and Supervision; Philosophy; Special Education and Teaching; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Allison, E. (2009). Military Children and Holistic Education: A Narrative Reflection on Classroom Practice. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/937

Chicago Manual of Style (16th Edition):

Allison, Edith. “Military Children and Holistic Education: A Narrative Reflection on Classroom Practice.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 03, 2020. https://digitalcommons.georgiasouthern.edu/etd/937.

MLA Handbook (7th Edition):

Allison, Edith. “Military Children and Holistic Education: A Narrative Reflection on Classroom Practice.” 2009. Web. 03 Aug 2020.

Vancouver:

Allison E. Military Children and Holistic Education: A Narrative Reflection on Classroom Practice. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2020 Aug 03]. Available from: https://digitalcommons.georgiasouthern.edu/etd/937.

Council of Science Editors:

Allison E. Military Children and Holistic Education: A Narrative Reflection on Classroom Practice. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/937


AUT University

27. Steiner, Dirk Marcus. Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study .

Degree: AUT University

 CONTEXT | What should education in the 21st century look like? Which principles should postmodern education be based upon? The unfolding of the Age of… (more)

Subjects/Keywords: Education philosophy; 21st-century education; Education paradigm; Critical theory of Bildung; Authentic; Postmodern; Post-traditional; Lasting learning experiences; Experiential learning; Constructivism; 21st-century curriculum; Lifelong learning; Progressive education; Right to education; Fullest development (UN); Education policy; Education reform; Holistic perspective; Meaningful & sustainable ways of learning

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APA (6th Edition):

Steiner, D. M. (n.d.). Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11656

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Steiner, Dirk Marcus. “Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study .” Thesis, AUT University. Accessed August 03, 2020. http://hdl.handle.net/10292/11656.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Steiner, Dirk Marcus. “Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study .” Web. 03 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Steiner DM. Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study . [Internet] [Thesis]. AUT University; [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10292/11656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Steiner DM. Rethinking Education: Substantiating an authentic and sustainable, post-traditional understanding of education — A philosophical foundational study . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

28. Δημητριάδου, Αικατερίνη. Παιδαγωγική αξιοποίηση του ιστορικού χώρου από παιδιά προσχολικής ηλικίας: μια πρόταση παιδαγωγκής παρέμβασης στο χώρο της Αρχαίας Αγοράς της Θεσσαλονίκης.

Degree: 2001, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

Subjects/Keywords: Χώρος; Εκπαιδευτικές διαδικασίες; Έννοιες χώρου/χρόνου στην προσχολική ηλικία; Γνωστικοί χάρτες; Χωρική γνώση; Περιβαλλοντική εκπαίδευση; Κοινωνική ιστορία; Γεωγραφία; Πειραματική αρχαιολογία; Προγράμματα ολιστικών προσεγγίσεων; Αξιοποίηση ιστορικού χώρου μέσα απο βιωματικές εμπειρίες; Διδακτικές προσεγγίσεις; Πολιτιστική κληρονομιά; Αξιολόγηση στην προσχολική αγωγή; Space; Educational procedures; Concepts of space/time in early childhood; Cognitive maps; Spatial knowledge; Environmental education; Social history; Geography; Experimental archaeology; Holistic curriculum; Utilization of historical sites through experience; Teaching approaches on cultural heritage; Evaluation in early childhood education

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

APA (6th Edition):

Δημητριάδου, . . (2001). Παιδαγωγική αξιοποίηση του ιστορικού χώρου από παιδιά προσχολικής ηλικίας: μια πρόταση παιδαγωγκής παρέμβασης στο χώρο της Αρχαίας Αγοράς της Θεσσαλονίκης. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/22868

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):

Δημητριάδου, Αικατερίνη. “Παιδαγωγική αξιοποίηση του ιστορικού χώρου από παιδιά προσχολικής ηλικίας: μια πρόταση παιδαγωγκής παρέμβασης στο χώρο της Αρχαίας Αγοράς της Θεσσαλονίκης.” 2001. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 03, 2020. http://hdl.handle.net/10442/hedi/22868.

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

MLA Handbook (7th Edition):

Δημητριάδου, Αικατερίνη. “Παιδαγωγική αξιοποίηση του ιστορικού χώρου από παιδιά προσχολικής ηλικίας: μια πρόταση παιδαγωγκής παρέμβασης στο χώρο της Αρχαίας Αγοράς της Θεσσαλονίκης.” 2001. Web. 03 Aug 2020.

Vancouver:

Δημητριάδου . Παιδαγωγική αξιοποίηση του ιστορικού χώρου από παιδιά προσχολικής ηλικίας: μια πρόταση παιδαγωγκής παρέμβασης στο χώρο της Αρχαίας Αγοράς της Θεσσαλονίκης. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2001. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10442/hedi/22868.

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

Council of Science Editors:

Δημητριάδου . Παιδαγωγική αξιοποίηση του ιστορικού χώρου από παιδιά προσχολικής ηλικίας: μια πρόταση παιδαγωγκής παρέμβασης στο χώρο της Αρχαίας Αγοράς της Θεσσαλονίκης. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2001. Available from: http://hdl.handle.net/10442/hedi/22868

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

29. Riffel, Kevin. Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes.

Degree: 2013, University of Saskatchewan

 This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers –… (more)

Subjects/Keywords: science education; narrative inquiry; inquiry; curriculum renewal; assessment; identity; teacher identity; decolonizing; scientific literacy; complexity; complexity science; borderland; agency; narrative diversity; contextualized inquiry experience; stories to relive with; mo(u)rning stories; holistic; humanistic; wished-we-could-enact identities; emergence; deformalizations; professional development; reductionism; modernity; positivism; coming to knowing; post-modern; postmodern; Indigenous; First Nations; ontology; lived experience; narrative coherence; complexity reduction; artifacting; assessment making experiences; curriculum making experiences; assessment as a relationship; liminality; liminal; assessment for learning; assessment for inquiry’

…necessary to implement a more holistic and humanistic (Aikenhead, 2003) curriculum… …inquiry, liminal spaces, curriculum, highlight This introductory chapter will… …new provincial curriculum for Science 9 had been released and today a department meeting was… …province who were working at piloting our new science 9 provincial curriculum founded on a… …philosophy of constructivism and inquiry in its broadest sense. That is, our curriculum demands… 

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APA (6th Edition):

Riffel, K. (2013). Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-08-1154

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):

Riffel, Kevin. “Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes.” 2013. Thesis, University of Saskatchewan. Accessed August 03, 2020. http://hdl.handle.net/10388/ETD-2013-08-1154.

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

MLA Handbook (7th Edition):

Riffel, Kevin. “Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes.” 2013. Web. 03 Aug 2020.

Vancouver:

Riffel K. Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10388/ETD-2013-08-1154.

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

Council of Science Editors:

Riffel K. Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-08-1154

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


University of Toronto

30. Stasko, Carly. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.

Degree: 2009, University of Toronto

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of… (more)

Subjects/Keywords: media literacy; critical literacy; holistic education; culture jamming; consciousness; high school; alternative; rave; Madvertisement; Media Collective; Hodgkin's Lymphoma; qualitative research; semiotics; community center; holistic philosophy; transformation; philosophy of education; cancer survivor; school commercialism; english; alienation; public pedagogy; poetry; hip hop; underground; self-publishing; independent media; environment; internet; ecology; democratic; post-traumatic stress; hacking; holistic pedagogy; digital media; consumer culture; commercialism; graffiti; decolonize; advertising; youth marketing; sexism; embodied healing; personal professional knowledge; immune system; expression; white blood cell; street art; decolonizing; holistic pedagogy; public art; personal professional knowledge; ecology; mass media; body image; spirituality; wellness; embodied learning; embodied wisdom; awareness; relationship; meditation; visualization; communication; Billboard Liberation Front; signification; courageous vulnerability; youth; Youth Media Literacy Project; critical; Chinese Medicine; Qi Gong; holistic media literacy; obsolescence; interconnection; meta-cognitive; Kalle Lasn; transformative learning; critical viewing; critical pedagogy; integration; curriculum; teaching; subvertising; learning; positive psychology; interpretation; Megan Boler; narrative; medium; production; dancing; representation; expression; Youth Media Literacy Project; resistance; cognitive re-framing; subversion; Negativeland; reclaiming; philosophy; narrative inquiry; education; reading; alternative education; Fierce Light; students; university; No Logo; Situationists; Naomi Klein; menstruation; storytelling; experience; writing; language; emotional; physical; facebook; psychological; Guy Debord; Association for Media Literacy; grassroots; felt-sense; stories; performance; grounded authentic expression; perspective; visual culture; youtube; chemotherapy; visuality; deconstruction; women's studies; Media Education Foundation; détournement; Reclaim the Streets; movement; spectatorship; passive; medicine; social justice; arts-informed research; subway party; gratitude; guerilla; post-modern; media activism; mindshare; complex symbolic activity; CBC radio; art; Toronto; pre-service; students; oncology; fashion; healing spiral; Adbusters; sub-culture; feminism; podcast; Trevor Norris; street theater; holistic learning; medical language; inter-personal; film; David Buckingham; Renee Hobbs; training; Paulo Friere; John Dewey; political theater; Sut Jhally; Media Education Foundation; Douglas Kellner; Princess Margaret Hospital; play; Robert McChesney; Action Coalition for Media Education; Mediacs; Association for Media Literacy; Toronto District School Board; Ontario Ministry of Education; Marshall McLuhan; Susan Sontag; Jennifer Sandlin; cure; improvisation; symbolic creativity; Evolutionary Healing; Paul Willis; pop culture; media collective; Barry Duncan; Kathleen Tyner; Carly Stasko; Girls Who Bite Back; art therapy; Next Wave Cultures; zine; Imagitate the State; Intrinsik; interacting narratives; digital storytelling; technology; tactical media; public space; science; creativity; empowerment; 0727; 0708; 0453; 0273; 0279; 0515; 0516; 0733; 0998; 0680; 0530; 0092; 0525

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

APA (6th Edition):

Stasko, C. (2009). A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18109

Chicago Manual of Style (16th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/18109.

MLA Handbook (7th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Web. 03 Aug 2020.

Vancouver:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/18109.

Council of Science Editors:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18109

.