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University: University of Illinois – Urbana-Champaign

You searched for subject:(partnerships). Showing records 1 – 10 of 10 total matches.

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University of Illinois – Urbana-Champaign

1. Berman, Leslie Carla. Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 A multiple-case study was conducted in order to describe and understand how six nominated Illinois principals foster exemplary parent-school partnerships during the time of transition… (more)

Subjects/Keywords: middle school principal; parent-school partnerships

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APA (6th Edition):

Berman, L. C. (2015). Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88021

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):

Berman, Leslie Carla. “Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/88021.

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

MLA Handbook (7th Edition):

Berman, Leslie Carla. “Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal.” 2015. Web. 20 Nov 2019.

Vancouver:

Berman LC. Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/88021.

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

Council of Science Editors:

Berman LC. Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88021

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


University of Illinois – Urbana-Champaign

2. Harris, Heather M. The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership.

Degree: PhD, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 Increasingly, fine arts museums and K-12 schools seek to work together in more substantive ways than the traditional one-time field trip. Museum-school partnerships afford the… (more)

Subjects/Keywords: Museum education; School partnerships; Communities of practice

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APA (6th Edition):

Harris, H. M. (2017). The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99334

Chicago Manual of Style (16th Edition):

Harris, Heather M. “The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/99334.

MLA Handbook (7th Edition):

Harris, Heather M. “The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership.” 2017. Web. 20 Nov 2019.

Vancouver:

Harris HM. The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/99334.

Council of Science Editors:

Harris HM. The collaboration conundrum: Negotiating educator priorities in an intensive museum-school partnership. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99334


University of Illinois – Urbana-Champaign

3. Basnyat, Ashma. Community trash as community income in Kathmandu: if waste were treated as a common pool resource through public-private partnerships.

Degree: M.U.P., Urban Planning, 2016, University of Illinois – Urbana-Champaign

 This chapter focuses on revamping KMC’s SWM model to achieve two goals: local private sector involvement as a form of PPPs and community interaction. I… (more)

Subjects/Keywords: public-private partnerships; solid waste management; Kathmandu; common pool resources

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APA (6th Edition):

Basnyat, A. (2016). Community trash as community income in Kathmandu: if waste were treated as a common pool resource through public-private partnerships. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95544

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):

Basnyat, Ashma. “Community trash as community income in Kathmandu: if waste were treated as a common pool resource through public-private partnerships.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/95544.

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

MLA Handbook (7th Edition):

Basnyat, Ashma. “Community trash as community income in Kathmandu: if waste were treated as a common pool resource through public-private partnerships.” 2016. Web. 20 Nov 2019.

Vancouver:

Basnyat A. Community trash as community income in Kathmandu: if waste were treated as a common pool resource through public-private partnerships. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/95544.

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

Council of Science Editors:

Basnyat A. Community trash as community income in Kathmandu: if waste were treated as a common pool resource through public-private partnerships. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95544

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


University of Illinois – Urbana-Champaign

4. Snodgrass, Melinda Rae. Supporting a school team in planning and implementing AAC for a child with intellectual disability.

Degree: PhD, Special Education, 2016, University of Illinois – Urbana-Champaign

 Supporting a child who cannot use speech and also has a language disorder to learn augmentative and alternative communication (AAC) is often challenging for families… (more)

Subjects/Keywords: augmentative and alternative communication; team functioning; instruction; communicative competence; family-school partnerships

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APA (6th Edition):

Snodgrass, M. R. (2016). Supporting a school team in planning and implementing AAC for a child with intellectual disability. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/93024

Chicago Manual of Style (16th Edition):

Snodgrass, Melinda Rae. “Supporting a school team in planning and implementing AAC for a child with intellectual disability.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/93024.

MLA Handbook (7th Edition):

Snodgrass, Melinda Rae. “Supporting a school team in planning and implementing AAC for a child with intellectual disability.” 2016. Web. 20 Nov 2019.

Vancouver:

Snodgrass MR. Supporting a school team in planning and implementing AAC for a child with intellectual disability. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/93024.

Council of Science Editors:

Snodgrass MR. Supporting a school team in planning and implementing AAC for a child with intellectual disability. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/93024


University of Illinois – Urbana-Champaign

5. Giglio, Geraldine. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 Federal educational legislation has mandated a variety of parent involvement initiatives to encourage and support parents of Title 1 schools as partners in their children’s… (more)

Subjects/Keywords: parent involvement; paternal involvement; father involvement; Title 1 school; home-school partnerships

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APA (6th Edition):

Giglio, G. (2010). Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16846

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):

Giglio, Geraldine. “Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/16846.

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

MLA Handbook (7th Edition):

Giglio, Geraldine. “Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.” 2010. Web. 20 Nov 2019.

Vancouver:

Giglio G. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/16846.

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

Council of Science Editors:

Giglio G. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16846

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


University of Illinois – Urbana-Champaign

6. Houseal, Ana K. The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem… (more)

Subjects/Keywords: Student-teacher-scientist partnerships (STSP); Attitudes about science and scientists; Geoscience content knowledge gains; Inquiry; middle level learners

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APA (6th Edition):

Houseal, A. K. (2010). The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16066

Chicago Manual of Style (16th Edition):

Houseal, Ana K. “The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/16066.

MLA Handbook (7th Edition):

Houseal, Ana K. “The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science.” 2010. Web. 20 Nov 2019.

Vancouver:

Houseal AK. The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/16066.

Council of Science Editors:

Houseal AK. The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16066

7. Dolan, Mallory K. An examination of Illinois Extension's mission and the role of learning partnerships in natural resource management programming.

Degree: MS, 0190, 2011, University of Illinois – Urbana-Champaign

 The field of natural resource management increasingly focuses on including multiple stakeholders and different sources of knowledge through the use of collaboration, interdisciplinary, and social… (more)

Subjects/Keywords: Illinois Extension; learning partnerships; collaboration; natural resource management programming

…programming and outreach to include learning partnering and if those learning partnerships in… …assessed how learning partnerships function in practice in natural resource management… …components of effective learning partnerships. A qualitative approach was used in this research due… …s mission and definitions of learning partnerships. A mixed methods approach of face to… …partnerships function in practice. Overall, the findings from this study expand knowledge of how… 

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

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APA (6th Edition):

Dolan, M. K. (2011). An examination of Illinois Extension's mission and the role of learning partnerships in natural resource management programming. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26161

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):

Dolan, Mallory K. “An examination of Illinois Extension's mission and the role of learning partnerships in natural resource management programming.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/26161.

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

MLA Handbook (7th Edition):

Dolan, Mallory K. “An examination of Illinois Extension's mission and the role of learning partnerships in natural resource management programming.” 2011. Web. 20 Nov 2019.

Vancouver:

Dolan MK. An examination of Illinois Extension's mission and the role of learning partnerships in natural resource management programming. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/26161.

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

Council of Science Editors:

Dolan MK. An examination of Illinois Extension's mission and the role of learning partnerships in natural resource management programming. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26161

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

8. Conway, Patricia C. Radical engagement: public library partnerships with activist organizations for young adult engagement.

Degree: MS, Library & Information Science, 2015, University of Illinois – Urbana-Champaign

 The Richmond Public Library in Richmond, Virginia is aggressively pursuing young adult engagement through literacy and skills-based workshops. Librarians at Richmond Public strive to increase… (more)

Subjects/Keywords: Public libraries; Young adults; Community engagement; Library partnerships

…staff and funding, has been through partnerships with community… …October 29 2014 17 Current High-­‐profile partnerships for… …library’s literature boasts of partnerships with Richmond Public Schools… …community partnerships with local organizations has been a successful… …partnerships with nationally known nonprofits and major public institutions… 

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APA (6th Edition):

Conway, P. C. (2015). Radical engagement: public library partnerships with activist organizations for young adult engagement. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78540

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):

Conway, Patricia C. “Radical engagement: public library partnerships with activist organizations for young adult engagement.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/78540.

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

MLA Handbook (7th Edition):

Conway, Patricia C. “Radical engagement: public library partnerships with activist organizations for young adult engagement.” 2015. Web. 20 Nov 2019.

Vancouver:

Conway PC. Radical engagement: public library partnerships with activist organizations for young adult engagement. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/78540.

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

Council of Science Editors:

Conway PC. Radical engagement: public library partnerships with activist organizations for young adult engagement. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78540

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

9. O'Connor, Jennifer. A look at community-based art education through multiple lenses: the potentials of empowerment and advocacy through the arts.

Degree: PhD, 0169, 2014, University of Illinois – Urbana-Champaign

 Through multiple case studies, this study investigates community-based art education through three different perspectives: a provider, a student, and two artists. My motivation was my… (more)

Subjects/Keywords: art; art education; community-based art education; community; social capital; multicultural art education; social change; partnerships

…includes art education experiences that occur outside of schools or involves partnerships between… …rural community through programming and partnerships with the local schools. Research… …partnerships and build relationships between the schools, organizations and communities. Finally… 

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APA (6th Edition):

O'Connor, J. (2014). A look at community-based art education through multiple lenses: the potentials of empowerment and advocacy through the arts. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50525

Chicago Manual of Style (16th Edition):

O'Connor, Jennifer. “A look at community-based art education through multiple lenses: the potentials of empowerment and advocacy through the arts.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/50525.

MLA Handbook (7th Edition):

O'Connor, Jennifer. “A look at community-based art education through multiple lenses: the potentials of empowerment and advocacy through the arts.” 2014. Web. 20 Nov 2019.

Vancouver:

O'Connor J. A look at community-based art education through multiple lenses: the potentials of empowerment and advocacy through the arts. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/50525.

Council of Science Editors:

O'Connor J. A look at community-based art education through multiple lenses: the potentials of empowerment and advocacy through the arts. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50525

10. Rakha, Shameem. Emphasizing relations in an accountability driven era: a qualitative study of a caring-centered after school program for black and Latina/o students.

Degree: PhD, 0220, 2013, University of Illinois – Urbana-Champaign

 This research examines an after school program situated within a small urban school district with a documented history of discrimination against students of color. I… (more)

Subjects/Keywords: qualitative inquiry; qualitative; Minority; race; racism; case study; Narrative inquiry; Black; African American; Latina; Latino; Hispanic; caring; caring-centered; relations; relationships; responsive relations; engagement; afterschool; after-school; informal learning environment; teaching and learning; teaching; learning; achievement gap; achievement; scholarship; opportunity; opportunity gap; responsive; engagement gap; cultural sensitivity; culturally relevant pedagogy; belonging; culture; small-urban; micro-urban; enrichment; student-centered enrichment; science, technology, engineering, and mathematics; classroom observations; community; university partnerships; community partnerships; school partnerships; high school; pre-service teacher training; preservice teacher; cultural competence; anti-racist pedagogy; socio-cultural learning theory; critical race theory; participant observation

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

APA (6th Edition):

Rakha, S. (2013). Emphasizing relations in an accountability driven era: a qualitative study of a caring-centered after school program for black and Latina/o students. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44266

Chicago Manual of Style (16th Edition):

Rakha, Shameem. “Emphasizing relations in an accountability driven era: a qualitative study of a caring-centered after school program for black and Latina/o students.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/44266.

MLA Handbook (7th Edition):

Rakha, Shameem. “Emphasizing relations in an accountability driven era: a qualitative study of a caring-centered after school program for black and Latina/o students.” 2013. Web. 20 Nov 2019.

Vancouver:

Rakha S. Emphasizing relations in an accountability driven era: a qualitative study of a caring-centered after school program for black and Latina/o students. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/44266.

Council of Science Editors:

Rakha S. Emphasizing relations in an accountability driven era: a qualitative study of a caring-centered after school program for black and Latina/o students. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44266

.