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You searched for subject:(holistic teacher). Showing records 1 – 21 of 21 total matches.

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University of Toronto

1. Pitt, Amy Rebecca Selina. Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity.

Degree: 2019, University of Toronto

Grounded in the philosophical assumptions associated with holistic education and transformative teacher development, this narrative inquiry is a collaborative self-study that explores how spiritual practices… (more)

Subjects/Keywords: Authenticity; Creativity; Holistic Education; Personal Development; Spiritual Education; Teacher Development; 0515

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APA (6th Edition):

Pitt, A. R. S. (2019). Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/98293

Chicago Manual of Style (16th Edition):

Pitt, Amy Rebecca Selina. “Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity.” 2019. Masters Thesis, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/98293.

MLA Handbook (7th Edition):

Pitt, Amy Rebecca Selina. “Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity.” 2019. Web. 15 Aug 2020.

Vancouver:

Pitt ARS. Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity. [Internet] [Masters thesis]. University of Toronto; 2019. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/98293.

Council of Science Editors:

Pitt ARS. Spiralling Back To The Spark: A Spiritual Journey Towards Authentic Creativity. [Masters Thesis]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/98293


University of South Africa

2. 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 15, 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. 15 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 15]. 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

3. Steeg, Susanna Mae. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes.

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

 This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their… (more)

Subjects/Keywords: Education, General; Teacher Education; Language Arts; affect in learning; holistic literacy instruction; inquiry; in-service teachers; qualitative case study; teacher learning

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APA (6th Edition):

Steeg, S. M. (2011). Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9243

Chicago Manual of Style (16th Edition):

Steeg, Susanna Mae. “Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes.” 2011. Doctoral Dissertation, Arizona State University. Accessed August 15, 2020. http://repository.asu.edu/items/9243.

MLA Handbook (7th Edition):

Steeg, Susanna Mae. “Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes.” 2011. Web. 15 Aug 2020.

Vancouver:

Steeg SM. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Aug 15]. Available from: http://repository.asu.edu/items/9243.

Council of Science Editors:

Steeg SM. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on the Community, Interpersonal, and Individual Planes. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9243


University of South Florida

4. Olivero, María Matilde. Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum.

Degree: 2017, University of South Florida

 In order to understand the intricate processes involved in second language teacher development, in the last decade studies in second language teacher education (SLTE) have… (more)

Subjects/Keywords: teacher education; second language; holistic approaches; experiential learning; contemplative practices; Other Education; Secondary Education and Teaching

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APA (6th Edition):

Olivero, M. M. (2017). Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7432

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):

Olivero, María Matilde. “Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum.” 2017. Thesis, University of South Florida. Accessed August 15, 2020. https://scholarcommons.usf.edu/etd/7432.

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

MLA Handbook (7th Edition):

Olivero, María Matilde. “Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum.” 2017. Web. 15 Aug 2020.

Vancouver:

Olivero MM. Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Aug 15]. Available from: https://scholarcommons.usf.edu/etd/7432.

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

Council of Science Editors:

Olivero MM. Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7432

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


University of Central Florida

5. 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 15, 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. 15 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 15]. 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


University of the Western Cape

6. Martin, Jennifer Priscilla. Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners .

Degree: 2013, University of the Western Cape

 There is global interest in teacher education as a strategy for national development. More specifically, emphasis is placed on teachers as the driving force behind… (more)

Subjects/Keywords: Holistic learner development; Teacher in-service programmes; Learners; Learner-centred teaching; Teaching; Western Cape Education Department (WCED); Continuing professional teacher development; Department of Basic Education (DBE)

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APA (6th Edition):

Martin, J. P. (2013). Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3739

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):

Martin, Jennifer Priscilla. “Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners .” 2013. Thesis, University of the Western Cape. Accessed August 15, 2020. http://hdl.handle.net/11394/3739.

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

MLA Handbook (7th Edition):

Martin, Jennifer Priscilla. “Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners .” 2013. Web. 15 Aug 2020.

Vancouver:

Martin JP. Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners . [Internet] [Thesis]. University of the Western Cape; 2013. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/11394/3739.

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

Council of Science Editors:

Martin JP. Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners . [Thesis]. University of the Western Cape; 2013. Available from: http://hdl.handle.net/11394/3739

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

7. Soloway, Geoffrey B. Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education.

Degree: 2011, University of Toronto

The fields of medicine and health care continue to demonstrate the benefits of mindfulness-based practice for stress reduction and well-being. Research is also beginning to… (more)

Subjects/Keywords: mindfulness; teacher education; teacher disposition; holistic education; 0530; 0680

…C. Interview Questions Appendix D. Example of Teacher Candidate Holistic Lesson Plan… …whole teacher” is seen as a foundational part of holistic teacher education, as disposition of… …mindfulness, using mindfulness training as a holistic model to develop teacher disposition seems… …Reflective Practice Table 7.1 Constructivist Learning Informs a Holistic Vision of Teaching… …Table 8.1 Social and Emotional Competence and Well-being on Practicum Table 9.1 Teacher… 

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APA (6th Edition):

Soloway, G. B. (2011). Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31943

Chicago Manual of Style (16th Edition):

Soloway, Geoffrey B. “Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/31943.

MLA Handbook (7th Edition):

Soloway, Geoffrey B. “Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education.” 2011. Web. 15 Aug 2020.

Vancouver:

Soloway GB. Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/31943.

Council of Science Editors:

Soloway GB. Preparing Teacher Candidates for the Present: Exploring the Praxis of Mindfulness Training in Teacher Education. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31943


University of Toronto

8. 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 (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 15, 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. 15 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 15]. 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

9. Andersson, Karin. A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India.

Degree: Teacher Education, 2015, Södertörn University

  The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in… (more)

Subjects/Keywords: Holistic education; holistic approach; holistic; preschool; preschool teacher; early childhood care and education; early childhood; India; social constructivism; literature review; qualitative interviews

…develop as a whole person and provide it. Holistic education entails that the teacher has a… …3. Can the ideas of holistic education be traced/found in the four teachers’ statements… …methods of holistic education be traced/found in the four teachers’ statements about their… …meaning of holistic seems to vary depending on who uses it I find social constructivism to be a… …Previous research In this chapter I present some research on holistic approaches and education… 

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APA (6th Edition):

Andersson, K. (2015). A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827

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, Karin. “A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India.” 2015. Thesis, Södertörn University. Accessed August 15, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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

MLA Handbook (7th Edition):

Andersson, Karin. “A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India.” 2015. Web. 15 Aug 2020.

Vancouver:

Andersson K. A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India. [Internet] [Thesis]. Södertörn University; 2015. [cited 2020 Aug 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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

Council of Science Editors:

Andersson K. A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827

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

10. Barber, Daniel. How To Make It Matter: Teacher Professional Development.

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

 Professional development is one of the most efficient means for improving teacher performance and student outcomes. While research has identified several key attributes of effective… (more)

Subjects/Keywords: Guskey; holistic improvement; motivation; professional development; student outcomes; teacher-student relationships; Education; Educational leadership; Educational administration

…8 List of Figures Figure 1. Alternative Model of Professional Development and Teacher… …47 Figure 3. North Carolina Teacher Evaluation Process Professional Development Plan… …three fundamental premises. First, when a school hires a teacher it is making an important… …research has shown that teacher effectiveness at improving student achievement scores increases… …relationship between professional development, teacher attitudes and beliefs, and student learning… 

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APA (6th Edition):

Barber, D. (2019). How To Make It Matter: Teacher Professional Development. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319848

Chicago Manual of Style (16th Edition):

Barber, Daniel. “How To Make It Matter: Teacher Professional Development.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 15, 2020. http://hdl.handle.net/2047/D20319848.

MLA Handbook (7th Edition):

Barber, Daniel. “How To Make It Matter: Teacher Professional Development.” 2019. Web. 15 Aug 2020.

Vancouver:

Barber D. How To Make It Matter: Teacher Professional Development. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2047/D20319848.

Council of Science Editors:

Barber D. How To Make It Matter: Teacher Professional Development. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319848

11. Buser, Mélanie. Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch).

Degree: Docteur es, Sciences du langage, 2015, Sorbonne Paris Cité

 La Filière Bilingue (FiBi), une école publique dont le concept repose sur l’enseignement par immersion réciproque, se trouve à la frontière linguistique, à Biel/Bienne. L’enseignement… (more)

Subjects/Keywords: Immersion réciproque; Développement des deux langues de scolarisation; Approche holistique; "translanguaging"; Formation des enseignant-E-S; Two-Way immersion; Development of the two languages of schooling; Holistic approach; "translanguaging"; Teacher education; Reziproke Immersion; Entwicklung der Schulsprachen; Ganzheitliche Betrachtungsweise; Translanguaging; Lehrerbildung; 404.2

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APA (6th Edition):

Buser, M. (2015). Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch). (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2015USPCA125

Chicago Manual of Style (16th Edition):

Buser, Mélanie. “Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch).” 2015. Doctoral Dissertation, Sorbonne Paris Cité. Accessed August 15, 2020. http://www.theses.fr/2015USPCA125.

MLA Handbook (7th Edition):

Buser, Mélanie. “Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch).” 2015. Web. 15 Aug 2020.

Vancouver:

Buser M. Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch). [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2015. [cited 2020 Aug 15]. Available from: http://www.theses.fr/2015USPCA125.

Council of Science Editors:

Buser M. Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch). [Doctoral Dissertation]. Sorbonne Paris Cité; 2015. Available from: http://www.theses.fr/2015USPCA125

12. Meneses, Rosival Sanches. O ensino religioso na escola como elemento indispensável na formação integral do ser humano.

Degree: 2014, Escola Superior de Teologica

Observing the need for the presence of Religious Education in the school as a base for the holistic formation of the human being, provoked in… (more)

Subjects/Keywords: Formação integral do ser humano; Ensino religioso; Fundamentos legais do ensino religiosos; RELIGIÃO E EDUCAÇÃO; Formação docente; Práxis do ensino religioso; Holistic formation of the human being; Religious education; Legal foundations for religious education; Teacher training; Praxis of religious education; CNPQ::CIENCIAS HUMANAS::TEOLOGIA

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APA (6th Edition):

Meneses, R. S. (2014). O ensino religioso na escola como elemento indispensável na formação integral do ser humano. (Thesis). Escola Superior de Teologica. Retrieved from http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/562

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):

Meneses, Rosival Sanches. “O ensino religioso na escola como elemento indispensável na formação integral do ser humano.” 2014. Thesis, Escola Superior de Teologica. Accessed August 15, 2020. http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/562.

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

MLA Handbook (7th Edition):

Meneses, Rosival Sanches. “O ensino religioso na escola como elemento indispensável na formação integral do ser humano.” 2014. Web. 15 Aug 2020.

Vancouver:

Meneses RS. O ensino religioso na escola como elemento indispensável na formação integral do ser humano. [Internet] [Thesis]. Escola Superior de Teologica; 2014. [cited 2020 Aug 15]. Available from: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/562.

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

Council of Science Editors:

Meneses RS. O ensino religioso na escola como elemento indispensável na formação integral do ser humano. [Thesis]. Escola Superior de Teologica; 2014. Available from: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/562

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


SUNY College at Brockport

13. 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 15, 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. 15 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 15]. 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

14. Bukor, Emese. Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves.

Degree: 2011, University of Toronto

This research explored the complexity of language teacher identity from a holistic perspective involving two features: the integration of teachers’ personal and professional experiences, and… (more)

Subjects/Keywords: teacher identity; teacher beliefs; ESL teachers; teacher professional and personal selves; self-understanding; personal/professional development; holistic perspective; autobiographical journaling; rational/intuitive research methods; perspective transformation; 0515; 0530

…1 Why Study Teacher Identity from a Holistic Perspective… …Teacher Identity from a Holistic Perspective? Research on teacher self and teacher identity is… …concerning the exploration of teacher identity from a humanistic/holistic perspective by means of… …research. Personal Rationale The rationale for investigating teacher identity from a holistic… …doctoral research was to explore the complexity of teacher identity from a holistic perspective… 

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APA (6th Edition):

Bukor, E. (2011). Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31700

Chicago Manual of Style (16th Edition):

Bukor, Emese. “Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/31700.

MLA Handbook (7th Edition):

Bukor, Emese. “Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves.” 2011. Web. 15 Aug 2020.

Vancouver:

Bukor E. Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/31700.

Council of Science Editors:

Bukor E. Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31700

15. Hardy, Amanda. Examining the effects of the holistic arts-based program on teachers’ stress, mindfulness and teaching practices .

Degree: 2019, Laurentian University

 The concept of teacher stress has received extensive study in the field of education. School boards, unions, and governments acknowledge the high prevalence of stress… (more)

Subjects/Keywords: mindfulness; arts based; group work; teacher presence; teachers; education; stress; mindfulness-based interventions; holistic arts-based program

…123 APPENDIX E – TEACHER CONSENT FORM… …128 APPENDIX H – TEACHER STRESS INVENTORY… …education. Early in my graduate work I was introduced to the Holistic Arts-Based Program (HAP… …managing teacher stress continues to be an ongoing challenge in education (Flook et al… …interventions (MBIs) within education highlights the effects teacher participation in MBIs… 

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APA (6th Edition):

Hardy, A. (2019). Examining the effects of the holistic arts-based program on teachers’ stress, mindfulness and teaching practices . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/3298

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):

Hardy, Amanda. “Examining the effects of the holistic arts-based program on teachers’ stress, mindfulness and teaching practices .” 2019. Thesis, Laurentian University. Accessed August 15, 2020. https://zone.biblio.laurentian.ca/handle/10219/3298.

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

MLA Handbook (7th Edition):

Hardy, Amanda. “Examining the effects of the holistic arts-based program on teachers’ stress, mindfulness and teaching practices .” 2019. Web. 15 Aug 2020.

Vancouver:

Hardy A. Examining the effects of the holistic arts-based program on teachers’ stress, mindfulness and teaching practices . [Internet] [Thesis]. Laurentian University; 2019. [cited 2020 Aug 15]. Available from: https://zone.biblio.laurentian.ca/handle/10219/3298.

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

Council of Science Editors:

Hardy A. Examining the effects of the holistic arts-based program on teachers’ stress, mindfulness and teaching practices . [Thesis]. Laurentian University; 2019. Available from: https://zone.biblio.laurentian.ca/handle/10219/3298

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


University of Saskatchewan

16. Boire, Roberta. A healing approach to teaching : a case study.

Degree: 2003, University of Saskatchewan

 Healing in education is both an ancient and an emerging idea. Approaching students as whole beings with a need for balance and health of their… (more)

Subjects/Keywords: spirituality in schools; wellness in education; healing in education; at risk students; teacher as nurturer; teacher as healer; holistic teaching; effective teaching; teaching with: love - respect - care - praise

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

APA (6th Edition):

Boire, R. (2003). A healing approach to teaching : a case study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-10182007-070418

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):

Boire, Roberta. “A healing approach to teaching : a case study.” 2003. Thesis, University of Saskatchewan. Accessed August 15, 2020. http://hdl.handle.net/10388/etd-10182007-070418.

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

MLA Handbook (7th Edition):

Boire, Roberta. “A healing approach to teaching : a case study.” 2003. Web. 15 Aug 2020.

Vancouver:

Boire R. A healing approach to teaching : a case study. [Internet] [Thesis]. University of Saskatchewan; 2003. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10388/etd-10182007-070418.

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

Council of Science Editors:

Boire R. A healing approach to teaching : a case study. [Thesis]. University of Saskatchewan; 2003. Available from: http://hdl.handle.net/10388/etd-10182007-070418

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

17. Johansson, Sara. "Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv.

Degree: Division of Social Pedagogy and Sociology, 2010, University West

Syftet med studien är att undersöka i vilken omfattning gymnasieelevers skolk är ett uttryck på brister inom skolans verksamhet. Utifrån syftet har två frågeställningar… (more)

Subjects/Keywords: Truancy; pupil; teacher; school; institution; approach; holistic perspective; contextual perspective; Pygmalion effect; youth culture.; Skolk; elev; lärare; skola; institution; förhållningssätt; holistiskt perspektiv; kontextuellt perspektiv; Pygmalioneffekten; ungdomskultur; Social work; Socialt arbete

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APA (6th Edition):

Johansson, S. (2010). "Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv. (Thesis). University West. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2336

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):

Johansson, Sara. “"Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv.” 2010. Thesis, University West. Accessed August 15, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2336.

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

MLA Handbook (7th Edition):

Johansson, Sara. “"Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv.” 2010. Web. 15 Aug 2020.

Vancouver:

Johansson S. "Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv. [Internet] [Thesis]. University West; 2010. [cited 2020 Aug 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2336.

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

Council of Science Editors:

Johansson S. "Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv. [Thesis]. University West; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2336

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

18. 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

…prescriptive feature-based and teacher-selected Friday Spelling assessments, we not only limit our… …feedback will provide a holistic view of the emergent learner’s orthographic knowledge. In this… …prescriptive and teacher-selected spelling assessments. Through this study, I found out the impact… …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… 

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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 15, 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. 15 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 15]. 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


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

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 15, 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. 15 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 15]. 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. Rathnam, Anbananthan. Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy.

Degree: 2013, University of Toronto

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be… (more)

Subjects/Keywords: Whole Teachers; Holistic Education; Jiddu Krishnamurti; Krishnamurti's Educational Philosophy; Qualitative Research; Phenomenology; Oak Grove School; Awareness; Mindfulness; Teachers' Thinking; Teachers' Lives; Teachers' Inner Lives; Teachers' Contemplative Approaches; Teachers' Calling; Teachers' Vocation; Teachers' Pedagogy; Krishnamurti's Educational Philosophy; Wholeness; The Flower Model: An Experiential Metaphor; Teacher Development; Teacher Education; Holistic Schools; Alternative Schools; Krishnamurti Schools; Spirituality; Parker Palmer; Deepak Chopra; Hidden Wholeness; Shadow Effect; The Conditioned Mind; Nature of Thinking; Nature of Attention and Concentration; Choiceless Awareness; The Observer is the Observed; Krishnamurti's Educational Aim; Religious Education; Religious Mind; Scientific Mind; Meditation; Epoche; Phenomenological Reduction; Imaginative Variation; Colaizzi; John P. Miller; Anbananthan Rathnam; Ramana Maharshi; Krishnamurti; Inquiry; Freedom to Inquire; Timeless Learning; Good Teaching; Self; Self-Knowledge; Teachers' Vulnerability; Contemplation; Pedagogy; 0515; 0727; 0530

…that, as J.P Miller asserts, ―holistic education must begin with the effort of the teacher… …Krishnamurti school, which can be described as a type of holistic, alternative school as opposed to a… …important philosopher or spiritual teacher who has deeply affected the way I view education and… …spirituality is Jiddu Krishnamurti, who founded seven holistic schools around the world. Krishnamurti… …their students. Since the common goal of holistic schools is to develop the conditions that… 

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

APA (6th Edition):

Rathnam, A. (2013). Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35936

Chicago Manual of Style (16th Edition):

Rathnam, Anbananthan. “Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy.” 2013. Doctoral Dissertation, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/35936.

MLA Handbook (7th Edition):

Rathnam, Anbananthan. “Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy.” 2013. Web. 15 Aug 2020.

Vancouver:

Rathnam A. Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/35936.

Council of Science Editors:

Rathnam A. Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35936

21. 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’

…incorrect answers. Word Bank: wondered, experiences, assessment, wonder, teacher, affect, effect… …teacher and as a learner and in terms of my practices in the classroom. I do, however, have a… …assessments I have been exposed to as a student and as a teacher, was likely not overly educative… …Landscape I have had much passion along my journey as a teacher; however, it has waxed and waned… …formal settings, lab assistant, teacher, instructor, coach, 2 I have worked with countless… 

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

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 15, 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. 15 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 15]. 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

.