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You searched for subject:(personal professional knowledge). Showing records 1 – 9 of 9 total matches.

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University of Sydney

1. McRae, Gerald William. Teachers’ literacy knowledge: A case study of provision .

Degree: 2018, University of Sydney

 Recent debates have judged teachers inadequate in terms of "personal literacy", "knowledge (PLK)", a term used by government and policymakers but neither defined nor explained… (more)

Subjects/Keywords: literacy; teacher education; pre-service teachers; professional knowledge; personal literacy; knowledge

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

APA (6th Edition):

McRae, G. W. (2018). Teachers’ literacy knowledge: A case study of provision . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18104

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):

McRae, Gerald William. “Teachers’ literacy knowledge: A case study of provision .” 2018. Thesis, University of Sydney. Accessed September 19, 2019. http://hdl.handle.net/2123/18104.

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

MLA Handbook (7th Edition):

McRae, Gerald William. “Teachers’ literacy knowledge: A case study of provision .” 2018. Web. 19 Sep 2019.

Vancouver:

McRae GW. Teachers’ literacy knowledge: A case study of provision . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2123/18104.

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

Council of Science Editors:

McRae GW. Teachers’ literacy knowledge: A case study of provision . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18104

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


University of Alberta

2. Hong, Young-Suk. A narrative inquiry into three Korean teachers' experiences of teaching returnee children.

Degree: PhD, Department of Elementary Education, 2009, University of Alberta

 The recent rapid increase in the number of Korean children who return to Korea after time spent abroad studying English raises concerns about their follow-up… (more)

Subjects/Keywords: Curriculum of lives; Returnee children; Stories to live by; Professional knowledge landscape; Personal practical knowledge

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

APA (6th Edition):

Hong, Y. (2009). A narrative inquiry into three Korean teachers' experiences of teaching returnee children. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/z603r008s

Chicago Manual of Style (16th Edition):

Hong, Young-Suk. “A narrative inquiry into three Korean teachers' experiences of teaching returnee children.” 2009. Doctoral Dissertation, University of Alberta. Accessed September 19, 2019. https://era.library.ualberta.ca/files/z603r008s.

MLA Handbook (7th Edition):

Hong, Young-Suk. “A narrative inquiry into three Korean teachers' experiences of teaching returnee children.” 2009. Web. 19 Sep 2019.

Vancouver:

Hong Y. A narrative inquiry into three Korean teachers' experiences of teaching returnee children. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Sep 19]. Available from: https://era.library.ualberta.ca/files/z603r008s.

Council of Science Editors:

Hong Y. A narrative inquiry into three Korean teachers' experiences of teaching returnee children. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/z603r008s

3. Hmelak, Maja. Profesionalni razvoj vzgojiteljev predšolskih otrok.

Degree: 2013, Univerza v Mariboru

 Postmoderna družba je družba nenehnih sprememb (kulturnih, političnih, družbenih), ki zahtevajo prilagajanje le-tem tako s strani posameznikov kot organizacij, pri čemer prihaja do spreminjanja vlog… (more)

Subjects/Keywords: profesionalni razvoj; vzgojitelj; motivi; strokovno delo in znanje; osebnostni razvoj; zadovoljstvo in pričakovanja; predšolski otrok; professional development; preschool teachers; motives; professional work and knowledge; personal development; satisfaction and expectations, preschool child; info:eu-repo/classification/udc/37.013:373.2(043.3)

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APA (6th Edition):

Hmelak, M. (2013). Profesionalni razvoj vzgojiteljev predšolskih otrok. (Doctoral Dissertation). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl

Chicago Manual of Style (16th Edition):

Hmelak, Maja. “Profesionalni razvoj vzgojiteljev predšolskih otrok.” 2013. Doctoral Dissertation, Univerza v Mariboru. Accessed September 19, 2019. https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl.

MLA Handbook (7th Edition):

Hmelak, Maja. “Profesionalni razvoj vzgojiteljev predšolskih otrok.” 2013. Web. 19 Sep 2019.

Vancouver:

Hmelak M. Profesionalni razvoj vzgojiteljev predšolskih otrok. [Internet] [Doctoral dissertation]. Univerza v Mariboru; 2013. [cited 2019 Sep 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl.

Council of Science Editors:

Hmelak M. Profesionalni razvoj vzgojiteljev predšolskih otrok. [Doctoral Dissertation]. Univerza v Mariboru; 2013. Available from: https://dk.um.si/IzpisGradiva.php?id=31286 ; https://dk.um.si/Dokument.php?id=41654&dn= ; https://plus.si.cobiss.net/opac7/bib/19653640?lang=sl


Queensland University of Technology

4. Hobart, Leigh. The current context of Queensland primary teacher engagement with professional learning through professional associations.

Degree: 2009, Queensland University of Technology

 Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not… (more)

Subjects/Keywords: access, actual intentions, administrative support, adult learners, andragogy, availability, awareness raising, awareness, better teacher, change, collaboration, committee executives, communities of practice, community structure, conferences; current context, current field, dated artifacts, diagram, driving forces, dynamics, constitution, education, elementary, engagement, engaging, espoused values, focus groups, force field analysis, friendship, gender, implementing change; inadequate systemic support, individuals, intentions, interest, interview, knowledge economy, lack of acknowledgement, lack of confidence, learners, learning organizations, legitimate systems, lewin, life stages, lifelong learning, location, model, money; networks, opportunity, other professional learning opportunities, passion, personal blocks, personal connection, personal invitation, personal reward, personal satisfaction, personal situation, primary school, primary teachers, principal interest; professional associations, professional connection, professional isolation, professional learning communities, professional learning, professional overload, professional responsibility, professional satisfaction, professionalism, professionalisation; Queensland, refreezing, relevance, relevant, resourcing, restraining forces, school-based accountability, school membership, semi-structured interviews, sense of belonging, shadow systems, social constructivism, social networking, societal complexities; student need, systemic learning, teacher accountability, teacher blocks, teacher commitment, teachers, teaching, time, transformational learning, transforming practice, uneven workloads, unfair funding, unfreezing, value of professional associations; Wenger, work life balance

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

APA (6th Edition):

Hobart, L. (2009). The current context of Queensland primary teacher engagement with professional learning through professional associations. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/46122/

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):

Hobart, Leigh. “The current context of Queensland primary teacher engagement with professional learning through professional associations.” 2009. Thesis, Queensland University of Technology. Accessed September 19, 2019. https://eprints.qut.edu.au/46122/.

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

MLA Handbook (7th Edition):

Hobart, Leigh. “The current context of Queensland primary teacher engagement with professional learning through professional associations.” 2009. Web. 19 Sep 2019.

Vancouver:

Hobart L. The current context of Queensland primary teacher engagement with professional learning through professional associations. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2019 Sep 19]. Available from: https://eprints.qut.edu.au/46122/.

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

Council of Science Editors:

Hobart L. The current context of Queensland primary teacher engagement with professional learning through professional associations. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/46122/

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


University of Waikato

5. Murrihy, Lesley Ruth. Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey .

Degree: 2009, University of Waikato

 This qualitative research project began with the question of whether coaching assists the growth and development of educators in the multiple dimensions of the spiritual,… (more)

Subjects/Keywords: coaching; coaching professional development; coaching partnerships; growth; growth and development; change; teacher change; teacher professional development; multiple dimensions of growth; spiritual dimension; emotional dimension; social dimension; conceptual/intellectual dimension; whole person; whole person development; teacher development; personal and professional development; mentoring; transformational learning; learning as growth; coaching as learning; learning as change; positioning; critical realism; sociocultural; leadership; distributed leadership; four dimensions of growth; human agency; constructivism; key narrative; integrated growth and development; personal practical knowledge; personal knowledge; narrative inquiry; educational criticism; reciprocal relationships; experience; practices of coaching; skills of coaching; processes of coaching

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

APA (6th Edition):

Murrihy, L. R. (2009). Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/3977

Chicago Manual of Style (16th Edition):

Murrihy, Lesley Ruth. “Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey .” 2009. Doctoral Dissertation, University of Waikato. Accessed September 19, 2019. http://hdl.handle.net/10289/3977.

MLA Handbook (7th Edition):

Murrihy, Lesley Ruth. “Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey .” 2009. Web. 19 Sep 2019.

Vancouver:

Murrihy LR. Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey . [Internet] [Doctoral dissertation]. University of Waikato; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10289/3977.

Council of Science Editors:

Murrihy LR. Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey . [Doctoral Dissertation]. University of Waikato; 2009. Available from: http://hdl.handle.net/10289/3977

6. Luís, Helena Maria Ferreira Moreno. Teorias práticas em profissionais de educação de infância : papel da formação, supervisão e contextos de trabalho na construção do conhecimento profissional.

Degree: 2016, RCAAP

Esta investigação centra-se na construção e sustentação das teorias práticas de educadores de infância, nas transformações ocorridas (no final da formação inicial e nove anos… (more)

Subjects/Keywords: Teorias práticas pessoais; Construção do Conhecimento Profissional; Pedagogia da Infância; Formação de Professores; Personal Practical Theories; Teacher professional knowledge; Early Childhood Pedagogy; Teacher Education; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Luís, H. M. F. M. (2016). Teorias práticas em profissionais de educação de infância : papel da formação, supervisão e contextos de trabalho na construção do conhecimento profissional. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/23328

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):

Luís, Helena Maria Ferreira Moreno. “Teorias práticas em profissionais de educação de infância : papel da formação, supervisão e contextos de trabalho na construção do conhecimento profissional.” 2016. Thesis, RCAAP. Accessed September 19, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/23328.

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

MLA Handbook (7th Edition):

Luís, Helena Maria Ferreira Moreno. “Teorias práticas em profissionais de educação de infância : papel da formação, supervisão e contextos de trabalho na construção do conhecimento profissional.” 2016. Web. 19 Sep 2019.

Vancouver:

Luís HMFM. Teorias práticas em profissionais de educação de infância : papel da formação, supervisão e contextos de trabalho na construção do conhecimento profissional. [Internet] [Thesis]. RCAAP; 2016. [cited 2019 Sep 19]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/23328.

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

Council of Science Editors:

Luís HMFM. Teorias práticas em profissionais de educação de infância : papel da formação, supervisão e contextos de trabalho na construção do conhecimento profissional. [Thesis]. RCAAP; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/23328

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

7. De Szegheo-Lang, Naomi Indigo Justine. Queer Feeling: Affective Bonds, Intimate Possibilities.

Degree: PhD, Womens Studies, 2018, York University

 Taking a broad and shifting definition of intimacy, this dissertation looks to queer and/or unexpected forms of intimacy that have taken hold of the public… (more)

Subjects/Keywords: Social research; Affect studies; Affect theory; Affect-based research; Affective research; Anthropocene feminism; Anthropocentrism; Autoethnography; Care work; Creative nonfiction; Cultural studies; Digital humanities; Feminist Porn Awards; Feminist porn; Feminist pornography; Feminist research; Homonormativity; Hybrid methodology; Interspecies; Intimacy; Intimate citizenship; Intimate knowledge; Intimate labor; Intimate labour; Lifewriting; New materialisms; Object-oriented ontology; Objectum-sexuality; Online public cultures; Paid dating; Performative research; Personal narrative; Popular culture; Practice-based affective research; Practice-based research; Professional cuddling; Queer affect as method; Queer method; Queer methodology; Queer theory; Resistance; Sexuality; Surrogate partnership

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APA (6th Edition):

De Szegheo-Lang, N. I. J. (2018). Queer Feeling: Affective Bonds, Intimate Possibilities. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34964

Chicago Manual of Style (16th Edition):

De Szegheo-Lang, Naomi Indigo Justine. “Queer Feeling: Affective Bonds, Intimate Possibilities.” 2018. Doctoral Dissertation, York University. Accessed September 19, 2019. http://hdl.handle.net/10315/34964.

MLA Handbook (7th Edition):

De Szegheo-Lang, Naomi Indigo Justine. “Queer Feeling: Affective Bonds, Intimate Possibilities.” 2018. Web. 19 Sep 2019.

Vancouver:

De Szegheo-Lang NIJ. Queer Feeling: Affective Bonds, Intimate Possibilities. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10315/34964.

Council of Science Editors:

De Szegheo-Lang NIJ. Queer Feeling: Affective Bonds, Intimate Possibilities. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34964


University of Toronto

8. 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 September 19, 2019. 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. 19 Sep 2019.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Sep 19]. 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


University of Toronto

9. 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 September 19, 2019. 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. 19 Sep 2019.

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 2019 Sep 19]. 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

.