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You searched for subject:(progressive education). Showing records 1 – 30 of 110 total matches.

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University of Georgia

1. Tyler, Matthew Telford. Newspapers, industrialization, and state-level progressive education reform from 1896 to 1911.

Degree: MA, Political Science & International Affairs, 2014, University of Georgia

 The turn of the twentieth century marked the rise of many of the institutions we now view as fundamental to American public schooling. The teaching… (more)

Subjects/Keywords: Progressive Education

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APA (6th Edition):

Tyler, M. T. (2014). Newspapers, industrialization, and state-level progressive education reform from 1896 to 1911. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tyler_matthew_t_201405_ma

Chicago Manual of Style (16th Edition):

Tyler, Matthew Telford. “Newspapers, industrialization, and state-level progressive education reform from 1896 to 1911.” 2014. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/tyler_matthew_t_201405_ma.

MLA Handbook (7th Edition):

Tyler, Matthew Telford. “Newspapers, industrialization, and state-level progressive education reform from 1896 to 1911.” 2014. Web. 23 Apr 2019.

Vancouver:

Tyler MT. Newspapers, industrialization, and state-level progressive education reform from 1896 to 1911. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/tyler_matthew_t_201405_ma.

Council of Science Editors:

Tyler MT. Newspapers, industrialization, and state-level progressive education reform from 1896 to 1911. [Masters Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/tyler_matthew_t_201405_ma


Clemson University

2. Johnson, Boyd. 'THERE IS A SCHOOL WE LOVE IN DIXIE LAND': THE HISTORY OF GREENVILLE HIGH.

Degree: MA, History, 2014, Clemson University

  The history of Greenville High School began in the Progressive Era and was built largely upon the progressive education ideas of that period. The… (more)

Subjects/Keywords: Progressive; Secondary Education; History

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APA (6th Edition):

Johnson, B. (2014). 'THERE IS A SCHOOL WE LOVE IN DIXIE LAND': THE HISTORY OF GREENVILLE HIGH. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/1902

Chicago Manual of Style (16th Edition):

Johnson, Boyd. “'THERE IS A SCHOOL WE LOVE IN DIXIE LAND': THE HISTORY OF GREENVILLE HIGH.” 2014. Masters Thesis, Clemson University. Accessed April 23, 2019. https://tigerprints.clemson.edu/all_theses/1902.

MLA Handbook (7th Edition):

Johnson, Boyd. “'THERE IS A SCHOOL WE LOVE IN DIXIE LAND': THE HISTORY OF GREENVILLE HIGH.” 2014. Web. 23 Apr 2019.

Vancouver:

Johnson B. 'THERE IS A SCHOOL WE LOVE IN DIXIE LAND': THE HISTORY OF GREENVILLE HIGH. [Internet] [Masters thesis]. Clemson University; 2014. [cited 2019 Apr 23]. Available from: https://tigerprints.clemson.edu/all_theses/1902.

Council of Science Editors:

Johnson B. 'THERE IS A SCHOOL WE LOVE IN DIXIE LAND': THE HISTORY OF GREENVILLE HIGH. [Masters Thesis]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_theses/1902


University of Colorado

3. Bartels, Bradley. The Irony of Industrial Welfare and Progressive Education: The CF&I Sociological Department's Educational Programs In Southern Colorado, 1901-1915.

Degree: PhD, Education, 2011, University of Colorado

  Between 1900 and 1915, the Colorado Fuel and Iron Company was one of the largest corporations in the United States, employing thousands of miners… (more)

Subjects/Keywords: domestic; kindergarten; labor; paternalism; progressive; Education

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APA (6th Edition):

Bartels, B. (2011). The Irony of Industrial Welfare and Progressive Education: The CF&I Sociological Department's Educational Programs In Southern Colorado, 1901-1915. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/18

Chicago Manual of Style (16th Edition):

Bartels, Bradley. “The Irony of Industrial Welfare and Progressive Education: The CF&I Sociological Department's Educational Programs In Southern Colorado, 1901-1915.” 2011. Doctoral Dissertation, University of Colorado. Accessed April 23, 2019. http://scholar.colorado.edu/educ_gradetds/18.

MLA Handbook (7th Edition):

Bartels, Bradley. “The Irony of Industrial Welfare and Progressive Education: The CF&I Sociological Department's Educational Programs In Southern Colorado, 1901-1915.” 2011. Web. 23 Apr 2019.

Vancouver:

Bartels B. The Irony of Industrial Welfare and Progressive Education: The CF&I Sociological Department's Educational Programs In Southern Colorado, 1901-1915. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2019 Apr 23]. Available from: http://scholar.colorado.edu/educ_gradetds/18.

Council of Science Editors:

Bartels B. The Irony of Industrial Welfare and Progressive Education: The CF&I Sociological Department's Educational Programs In Southern Colorado, 1901-1915. [Doctoral Dissertation]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/18


University of Washington

4. Oliver, Nikkita Rachel. School Exclusion and Why Seattle is Not So Progressive.

Degree: 2016, University of Washington

 As of 2013 Seattle Public Schools District has been under investigation by the Department of Education for the disproportionate and disparate impact of school exclusion… (more)

Subjects/Keywords: Discipline; Education; Progressive; School Exclusion; Seattle; Education; History; Sociology; education - seattle

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APA (6th Edition):

Oliver, N. R. (2016). School Exclusion and Why Seattle is Not So Progressive. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/35568

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):

Oliver, Nikkita Rachel. “School Exclusion and Why Seattle is Not So Progressive.” 2016. Thesis, University of Washington. Accessed April 23, 2019. http://hdl.handle.net/1773/35568.

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

MLA Handbook (7th Edition):

Oliver, Nikkita Rachel. “School Exclusion and Why Seattle is Not So Progressive.” 2016. Web. 23 Apr 2019.

Vancouver:

Oliver NR. School Exclusion and Why Seattle is Not So Progressive. [Internet] [Thesis]. University of Washington; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1773/35568.

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

Council of Science Editors:

Oliver NR. School Exclusion and Why Seattle is Not So Progressive. [Thesis]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35568

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

5. Moak, Daniel Stephen. Supply-Side Education: Race, inequality, and the Rise of the Punitive Education State.

Degree: 2016, University of Pennsylvania

 The 1930s were dominated by an understanding that unemployment and inequality were primarily the result of structural failures of the market economy. However, the unraveling… (more)

Subjects/Keywords: Accountability; Education; Political Science; Progressive; Punitive; Race; Education; Political Science

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APA (6th Edition):

Moak, D. S. (2016). Supply-Side Education: Race, inequality, and the Rise of the Punitive Education State. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1901

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):

Moak, Daniel Stephen. “Supply-Side Education: Race, inequality, and the Rise of the Punitive Education State.” 2016. Thesis, University of Pennsylvania. Accessed April 23, 2019. https://repository.upenn.edu/edissertations/1901.

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

MLA Handbook (7th Edition):

Moak, Daniel Stephen. “Supply-Side Education: Race, inequality, and the Rise of the Punitive Education State.” 2016. Web. 23 Apr 2019.

Vancouver:

Moak DS. Supply-Side Education: Race, inequality, and the Rise of the Punitive Education State. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Apr 23]. Available from: https://repository.upenn.edu/edissertations/1901.

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

Council of Science Editors:

Moak DS. Supply-Side Education: Race, inequality, and the Rise of the Punitive Education State. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/1901

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


Drexel University

6. Gambone, Mollie Anne. Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school.

Degree: 2017, Drexel University

In a progressive learning environment, teachers know each student well and have the professional latitude to design curricula that encourage students to grow as individual… (more)

Subjects/Keywords: Educational leadership; Diversity in higher education; Progressive Education

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APA (6th Edition):

Gambone, M. A. (2017). Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7505

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):

Gambone, Mollie Anne. “Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school.” 2017. Thesis, Drexel University. Accessed April 23, 2019. http://hdl.handle.net/1860/idea:7505.

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

MLA Handbook (7th Edition):

Gambone, Mollie Anne. “Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school.” 2017. Web. 23 Apr 2019.

Vancouver:

Gambone MA. Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1860/idea:7505.

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

Council of Science Editors:

Gambone MA. Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7505

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


The Ohio State University

7. Darling, Kami E. Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 The present ethnographic study is designed to examine an inclusive classroom culture when the pedagogy is progressive. It takes a comprehensive look at daily events… (more)

Subjects/Keywords: Education; inclusion; progressive education; early childhood inclusion; collaboration; community; co-teaching; pedagogy; educational practice; Dewey; progressive inclusion

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APA (6th Edition):

Darling, K. E. (2009). Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106

Chicago Manual of Style (16th Edition):

Darling, Kami E. “Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom.” 2009. Doctoral Dissertation, The Ohio State University. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.

MLA Handbook (7th Edition):

Darling, Kami E. “Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom.” 2009. Web. 23 Apr 2019.

Vancouver:

Darling KE. Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.

Council of Science Editors:

Darling KE. Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106


University of Florida

8. Carr, Clarissa L. Progressive Education and the Design of America's Postwar Elementary Schools the Case of Englewood Elementary School, Sarasota, Florida.

Degree: M.I.D., Interior Design, 2013, University of Florida

 Prior to World War II, public school buildings were largely looked at as utilitarian spaces. Classrooms constructed in the 1920s and 1930s often followed the… (more)

Subjects/Keywords: Architectural design; Architectural education; Classroom design; Classrooms; Elementary schools; Hiss; Pedagogy; Progressive education; Public schools; Schools; design  – goodlad  – postwar  – progressive  – school

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APA (6th Edition):

Carr, C. L. (2013). Progressive Education and the Design of America's Postwar Elementary Schools the Case of Englewood Elementary School, Sarasota, Florida. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045574

Chicago Manual of Style (16th Edition):

Carr, Clarissa L. “Progressive Education and the Design of America's Postwar Elementary Schools the Case of Englewood Elementary School, Sarasota, Florida.” 2013. Masters Thesis, University of Florida. Accessed April 23, 2019. http://ufdc.ufl.edu/UFE0045574.

MLA Handbook (7th Edition):

Carr, Clarissa L. “Progressive Education and the Design of America's Postwar Elementary Schools the Case of Englewood Elementary School, Sarasota, Florida.” 2013. Web. 23 Apr 2019.

Vancouver:

Carr CL. Progressive Education and the Design of America's Postwar Elementary Schools the Case of Englewood Elementary School, Sarasota, Florida. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Apr 23]. Available from: http://ufdc.ufl.edu/UFE0045574.

Council of Science Editors:

Carr CL. Progressive Education and the Design of America's Postwar Elementary Schools the Case of Englewood Elementary School, Sarasota, Florida. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045574


Texas A&M University

9. Besa, Delilah. American Progressive Education, Texas Schools, and Home Economics, 1910-1957.

Degree: 2011, Texas A&M University

 This thesis explores the Americanization efforts of educational leaders in Texas during the Progressive Era to demonstrate that reformers did not use vocational education, and… (more)

Subjects/Keywords: home economics; Americanization; progressive; education; Texas; rural; urban; Mexican; home making

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APA (6th Edition):

Besa, D. (2011). American Progressive Education, Texas Schools, and Home Economics, 1910-1957. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051

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):

Besa, Delilah. “American Progressive Education, Texas Schools, and Home Economics, 1910-1957.” 2011. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051.

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

MLA Handbook (7th Edition):

Besa, Delilah. “American Progressive Education, Texas Schools, and Home Economics, 1910-1957.” 2011. Web. 23 Apr 2019.

Vancouver:

Besa D. American Progressive Education, Texas Schools, and Home Economics, 1910-1957. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051.

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

Council of Science Editors:

Besa D. American Progressive Education, Texas Schools, and Home Economics, 1910-1957. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051

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


University of California – San Diego

10. Coulter, Jane. Modernist Pedagogy: Educational Experiments in Immigrant Fiction; or Making Jewish Immigrants American in the Progressive Era.

Degree: Literature, 2017, University of California – San Diego

 By analyzing scenes of instruction and the instructive literary techniques of Anzia Yezierska’s Bread Givers, Henry Roth’s Call It Sleep, and Gertrude Stein’s The Making… (more)

Subjects/Keywords: Literature; Judaic studies; History; education; immigration; Jewish; modernism; pedagogy; Progressive

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APA (6th Edition):

Coulter, J. (2017). Modernist Pedagogy: Educational Experiments in Immigrant Fiction; or Making Jewish Immigrants American in the Progressive Era. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4jp7p0jq

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):

Coulter, Jane. “Modernist Pedagogy: Educational Experiments in Immigrant Fiction; or Making Jewish Immigrants American in the Progressive Era.” 2017. Thesis, University of California – San Diego. Accessed April 23, 2019. http://www.escholarship.org/uc/item/4jp7p0jq.

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

MLA Handbook (7th Edition):

Coulter, Jane. “Modernist Pedagogy: Educational Experiments in Immigrant Fiction; or Making Jewish Immigrants American in the Progressive Era.” 2017. Web. 23 Apr 2019.

Vancouver:

Coulter J. Modernist Pedagogy: Educational Experiments in Immigrant Fiction; or Making Jewish Immigrants American in the Progressive Era. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Apr 23]. Available from: http://www.escholarship.org/uc/item/4jp7p0jq.

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

Council of Science Editors:

Coulter J. Modernist Pedagogy: Educational Experiments in Immigrant Fiction; or Making Jewish Immigrants American in the Progressive Era. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/4jp7p0jq

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


Montana Tech

11. Mulliner, Heather Ashely. Between the Lines: Friendship, Love, and Marriage in the Progressive-Era Correspondence of Robert and Louise Line.

Degree: MA, 2012, Montana Tech

 This project investigates the almost decade long correspondence between Robert Line and Louise Chapman between 1914 and 1922. Their letters chart the development of their… (more)

Subjects/Keywords: Courtship; Gender Relations; Marriage; Mount Holyoke; Progressive-Era; Women's Higher Education

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APA (6th Edition):

Mulliner, H. A. (2012). Between the Lines: Friendship, Love, and Marriage in the Progressive-Era Correspondence of Robert and Louise Line. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/93

Chicago Manual of Style (16th Edition):

Mulliner, Heather Ashely. “Between the Lines: Friendship, Love, and Marriage in the Progressive-Era Correspondence of Robert and Louise Line.” 2012. Masters Thesis, Montana Tech. Accessed April 23, 2019. https://scholarworks.umt.edu/etd/93.

MLA Handbook (7th Edition):

Mulliner, Heather Ashely. “Between the Lines: Friendship, Love, and Marriage in the Progressive-Era Correspondence of Robert and Louise Line.” 2012. Web. 23 Apr 2019.

Vancouver:

Mulliner HA. Between the Lines: Friendship, Love, and Marriage in the Progressive-Era Correspondence of Robert and Louise Line. [Internet] [Masters thesis]. Montana Tech; 2012. [cited 2019 Apr 23]. Available from: https://scholarworks.umt.edu/etd/93.

Council of Science Editors:

Mulliner HA. Between the Lines: Friendship, Love, and Marriage in the Progressive-Era Correspondence of Robert and Louise Line. [Masters Thesis]. Montana Tech; 2012. Available from: https://scholarworks.umt.edu/etd/93

12. Harding, Tracy. Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework.

Degree: MS, Education, 2015, Dominican University of California

  Combination classes are often created out of financial necessity rather than a desire to engage students in multiage learning. Teachers assigned to these classrooms… (more)

Subjects/Keywords: Combination classes; multiage; progressive education; Curriculum and Instruction; Educational Methods

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APA (6th Edition):

Harding, T. (2015). Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/207

Chicago Manual of Style (16th Edition):

Harding, Tracy. “Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework.” 2015. Masters Thesis, Dominican University of California. Accessed April 23, 2019. https://scholar.dominican.edu/masters-theses/207.

MLA Handbook (7th Edition):

Harding, Tracy. “Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework.” 2015. Web. 23 Apr 2019.

Vancouver:

Harding T. Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework. [Internet] [Masters thesis]. Dominican University of California; 2015. [cited 2019 Apr 23]. Available from: https://scholar.dominican.edu/masters-theses/207.

Council of Science Editors:

Harding T. Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework. [Masters Thesis]. Dominican University of California; 2015. Available from: https://scholar.dominican.edu/masters-theses/207


University of Rochester

13. Butterfield, Shane (1978 - ). “You scrapped everything [but] the one-room school. Why don’t you scrap it, too?” : reform, symbolism, and the demise of the Great Plains rural school, 1890-1965.

Degree: PhD, 2011, University of Rochester

 As an important community institution, the Great Plains rural school was unrivaled, serving not only to educate and socialize children but unite the community through… (more)

Subjects/Keywords: Rural schools; Great Plains; Symbolism; Christmas; Education; Progressive reform

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APA (6th Edition):

Butterfield, S. (. -. ). (2011). “You scrapped everything [but] the one-room school. Why don’t you scrap it, too?” : reform, symbolism, and the demise of the Great Plains rural school, 1890-1965. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14775

Chicago Manual of Style (16th Edition):

Butterfield, Shane (1978 - ). ““You scrapped everything [but] the one-room school. Why don’t you scrap it, too?” : reform, symbolism, and the demise of the Great Plains rural school, 1890-1965.” 2011. Doctoral Dissertation, University of Rochester. Accessed April 23, 2019. http://hdl.handle.net/1802/14775.

MLA Handbook (7th Edition):

Butterfield, Shane (1978 - ). ““You scrapped everything [but] the one-room school. Why don’t you scrap it, too?” : reform, symbolism, and the demise of the Great Plains rural school, 1890-1965.” 2011. Web. 23 Apr 2019.

Vancouver:

Butterfield S(-). “You scrapped everything [but] the one-room school. Why don’t you scrap it, too?” : reform, symbolism, and the demise of the Great Plains rural school, 1890-1965. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1802/14775.

Council of Science Editors:

Butterfield S(-). “You scrapped everything [but] the one-room school. Why don’t you scrap it, too?” : reform, symbolism, and the demise of the Great Plains rural school, 1890-1965. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14775

14. Edsall Giglio, Lisa. Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  During the 2011-12 school year, a fifth grade class in a diverse San Francisco public elementary school collaborated with the Arts Resources In Action… (more)

Subjects/Keywords: Elementary School; Imagination; Integrated Curriculum; Opera; Progressive Education; Student Voice; Art Education; Education

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APA (6th Edition):

Edsall Giglio, L. (2012). Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/50

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):

Edsall Giglio, Lisa. “Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools.” 2012. Thesis, University of San Francisco. Accessed April 23, 2019. https://repository.usfca.edu/diss/50.

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

MLA Handbook (7th Edition):

Edsall Giglio, Lisa. “Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools.” 2012. Web. 23 Apr 2019.

Vancouver:

Edsall Giglio L. Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Apr 23]. Available from: https://repository.usfca.edu/diss/50.

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

Council of Science Editors:

Edsall Giglio L. Imagication = Imagination + Education: What Fifth Graders Think About Arts Integration in Public Elementary Schools. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/50

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


University of Alberta

15. Charron, Rémi J. Education for Sustainability: A Moral Framework.

Degree: MEd, Department of Educational Policy Studies, 2014, University of Alberta

 Issues of sustainability are germane to Canada and the US, including their educational institutions. The following thesis considers the task of how to achieve greater… (more)

Subjects/Keywords: education policy; progressive education; anti-capitalist education; sustainability; liberal theory; education reform; anti-oppression education; environmental education; moral education

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APA (6th Edition):

Charron, R. J. (2014). Education for Sustainability: A Moral Framework. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gt54kn24n

Chicago Manual of Style (16th Edition):

Charron, Rémi J. “Education for Sustainability: A Moral Framework.” 2014. Masters Thesis, University of Alberta. Accessed April 23, 2019. https://era.library.ualberta.ca/files/gt54kn24n.

MLA Handbook (7th Edition):

Charron, Rémi J. “Education for Sustainability: A Moral Framework.” 2014. Web. 23 Apr 2019.

Vancouver:

Charron RJ. Education for Sustainability: A Moral Framework. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Apr 23]. Available from: https://era.library.ualberta.ca/files/gt54kn24n.

Council of Science Editors:

Charron RJ. Education for Sustainability: A Moral Framework. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/gt54kn24n


Northeastern University

16. Ruda, Allison M. Neither gospel nor method: an historical case study of progressive teachers involved in the eight-year study summer workshops, 1936-1939.

Degree: EdD, School of Education, 2013, Northeastern University

 The twentieth century encompassed a wide variety of progressive educational reform initiatives—many of which revolved around the implementation of new curricular content and pedagogical techniques.… (more)

Subjects/Keywords: experimentation; progressive education; progressive education association; risk-taking; teacher identity; workshops; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Ruda, A. M. (2013). Neither gospel nor method: an historical case study of progressive teachers involved in the eight-year study summer workshops, 1936-1939. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004817

Chicago Manual of Style (16th Edition):

Ruda, Allison M. “Neither gospel nor method: an historical case study of progressive teachers involved in the eight-year study summer workshops, 1936-1939.” 2013. Doctoral Dissertation, Northeastern University. Accessed April 23, 2019. http://hdl.handle.net/2047/d20004817.

MLA Handbook (7th Edition):

Ruda, Allison M. “Neither gospel nor method: an historical case study of progressive teachers involved in the eight-year study summer workshops, 1936-1939.” 2013. Web. 23 Apr 2019.

Vancouver:

Ruda AM. Neither gospel nor method: an historical case study of progressive teachers involved in the eight-year study summer workshops, 1936-1939. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2047/d20004817.

Council of Science Editors:

Ruda AM. Neither gospel nor method: an historical case study of progressive teachers involved in the eight-year study summer workshops, 1936-1939. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20004817


Temple University

17. Randall, Tresa M. Hanya Holm in America, 1931-1936: Dance, Culture and Community.

Degree: PhD, 2008, Temple University

Dance

Though she is widely considered one of the "four pioneers" of American modern dance, German-American Hanya Holm (1893-1992) occupies a shadowy presence in dance… (more)

Subjects/Keywords: Dance; Modern Dance; Progressive Education; Dance Education; Body Culture; Life Reform; Dance History

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APA (6th Edition):

Randall, T. M. (2008). Hanya Holm in America, 1931-1936: Dance, Culture and Community. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,14993

Chicago Manual of Style (16th Edition):

Randall, Tresa M. “Hanya Holm in America, 1931-1936: Dance, Culture and Community.” 2008. Doctoral Dissertation, Temple University. Accessed April 23, 2019. http://digital.library.temple.edu/u?/p245801coll10,14993.

MLA Handbook (7th Edition):

Randall, Tresa M. “Hanya Holm in America, 1931-1936: Dance, Culture and Community.” 2008. Web. 23 Apr 2019.

Vancouver:

Randall TM. Hanya Holm in America, 1931-1936: Dance, Culture and Community. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2019 Apr 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,14993.

Council of Science Editors:

Randall TM. Hanya Holm in America, 1931-1936: Dance, Culture and Community. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,14993


University of Canterbury

18. MacDonald, Margaret. Elwyn Richardson and The Early World of Art Education in New Zealand.

Degree: School of Educational Studies and Human Development, 2010, University of Canterbury

 This study examines the work of Elwyn Stuart Richardson, director and teacher of Oruaiti School between 1949 and 1962, an experimental school in Northland, New… (more)

Subjects/Keywords: Elwyn Richardson; Art Education in New Zealand; Oruaiti School; Progressive Education; Arts and Crafts Movement

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

APA (6th Edition):

MacDonald, M. (2010). Elwyn Richardson and The Early World of Art Education in New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5114

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):

MacDonald, Margaret. “Elwyn Richardson and The Early World of Art Education in New Zealand.” 2010. Thesis, University of Canterbury. Accessed April 23, 2019. http://hdl.handle.net/10092/5114.

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

MLA Handbook (7th Edition):

MacDonald, Margaret. “Elwyn Richardson and The Early World of Art Education in New Zealand.” 2010. Web. 23 Apr 2019.

Vancouver:

MacDonald M. Elwyn Richardson and The Early World of Art Education in New Zealand. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10092/5114.

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

Council of Science Editors:

MacDonald M. Elwyn Richardson and The Early World of Art Education in New Zealand. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5114

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

19. Nicholas, Kathryn Ann. Female Leadership, Rural School Constituencies, and the Defeat of Western Administrative Progressives, 1912-1932.

Degree: 2013, University of Washington

 While it is argued that administrative progressives won the education reform wars, examining how their reform agenda may have shaped state, rather than local, educational… (more)

Subjects/Keywords: Administration; Progressive Era; Rural Schools; State Reform; Washington State; Women; History of education; Education - Seattle

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

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APA (6th Edition):

Nicholas, K. A. (2013). Female Leadership, Rural School Constituencies, and the Defeat of Western Administrative Progressives, 1912-1932. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/21943

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):

Nicholas, Kathryn Ann. “Female Leadership, Rural School Constituencies, and the Defeat of Western Administrative Progressives, 1912-1932.” 2013. Thesis, University of Washington. Accessed April 23, 2019. http://hdl.handle.net/1773/21943.

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

MLA Handbook (7th Edition):

Nicholas, Kathryn Ann. “Female Leadership, Rural School Constituencies, and the Defeat of Western Administrative Progressives, 1912-1932.” 2013. Web. 23 Apr 2019.

Vancouver:

Nicholas KA. Female Leadership, Rural School Constituencies, and the Defeat of Western Administrative Progressives, 1912-1932. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1773/21943.

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

Council of Science Editors:

Nicholas KA. Female Leadership, Rural School Constituencies, and the Defeat of Western Administrative Progressives, 1912-1932. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/21943

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

20. Thorp, Kaeleigh. Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming.

Degree: MAin Museum Studies, Museum Studies, 2018, University of San Francisco

  In this capstone project, I advocate for adding makerspaces to art museum education programming. I review the foundational educational concepts of a makerspace which… (more)

Subjects/Keywords: museum studies; makerspace; art museum; progressive education; multiple intelligences; multisensory learning; Art Education; Museum Studies

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APA (6th Edition):

Thorp, K. (2018). Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/867

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):

Thorp, Kaeleigh. “Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming.” 2018. Thesis, University of San Francisco. Accessed April 23, 2019. https://repository.usfca.edu/capstone/867.

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

MLA Handbook (7th Edition):

Thorp, Kaeleigh. “Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming.” 2018. Web. 23 Apr 2019.

Vancouver:

Thorp K. Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Apr 23]. Available from: https://repository.usfca.edu/capstone/867.

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

Council of Science Editors:

Thorp K. Making Space for Makerspace: How Adding a Makerspace can Benefit Art Museum Education Programming. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/867

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


University of South Carolina

21. Kinsey, Theresa Marie. Pedagogical Practices in Homogeneous and Heterogeneous Ability Grouped Classrooms.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  The purpose of this qualitative action research study was to describe one sixth grade English Language Arts (ELA) teacher’s pedagogical practices in her heterogeneous… (more)

Subjects/Keywords: Curriculum and Instruction; Education; action research; gifted and talented; ability grouping; progressive education

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APA (6th Edition):

Kinsey, T. M. (2017). Pedagogical Practices in Homogeneous and Heterogeneous Ability Grouped Classrooms. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4188

Chicago Manual of Style (16th Edition):

Kinsey, Theresa Marie. “Pedagogical Practices in Homogeneous and Heterogeneous Ability Grouped Classrooms.” 2017. Doctoral Dissertation, University of South Carolina. Accessed April 23, 2019. https://scholarcommons.sc.edu/etd/4188.

MLA Handbook (7th Edition):

Kinsey, Theresa Marie. “Pedagogical Practices in Homogeneous and Heterogeneous Ability Grouped Classrooms.” 2017. Web. 23 Apr 2019.

Vancouver:

Kinsey TM. Pedagogical Practices in Homogeneous and Heterogeneous Ability Grouped Classrooms. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Apr 23]. Available from: https://scholarcommons.sc.edu/etd/4188.

Council of Science Editors:

Kinsey TM. Pedagogical Practices in Homogeneous and Heterogeneous Ability Grouped Classrooms. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4188


University of Lund

22. Höjeberg, Per. Utmaningarna mot demokratins skola : Den svenska lärarkåren, nazismen och sovjetkommunismen 1933-1945.

Degree: 2016, University of Lund

 The Swedish teaching profession, Nazism and Soviet Communism from 1933 to 1945 The “Democratic School” was a concept that Swedish teachers used regularly to describe… (more)

Subjects/Keywords: Historia; Didaktik; progressive education; totalitarianism; history of education; teaching profession; Soviet Communism; Nazism

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APA (6th Edition):

Höjeberg, P. (2016). Utmaningarna mot demokratins skola : Den svenska lärarkåren, nazismen och sovjetkommunismen 1933-1945. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/8837434 ; http://portal.research.lu.se/ws/files/3721108/8837442.pdf

Chicago Manual of Style (16th Edition):

Höjeberg, Per. “Utmaningarna mot demokratins skola : Den svenska lärarkåren, nazismen och sovjetkommunismen 1933-1945.” 2016. Doctoral Dissertation, University of Lund. Accessed April 23, 2019. http://lup.lub.lu.se/record/8837434 ; http://portal.research.lu.se/ws/files/3721108/8837442.pdf.

MLA Handbook (7th Edition):

Höjeberg, Per. “Utmaningarna mot demokratins skola : Den svenska lärarkåren, nazismen och sovjetkommunismen 1933-1945.” 2016. Web. 23 Apr 2019.

Vancouver:

Höjeberg P. Utmaningarna mot demokratins skola : Den svenska lärarkåren, nazismen och sovjetkommunismen 1933-1945. [Internet] [Doctoral dissertation]. University of Lund; 2016. [cited 2019 Apr 23]. Available from: http://lup.lub.lu.se/record/8837434 ; http://portal.research.lu.se/ws/files/3721108/8837442.pdf.

Council of Science Editors:

Höjeberg P. Utmaningarna mot demokratins skola : Den svenska lärarkåren, nazismen och sovjetkommunismen 1933-1945. [Doctoral Dissertation]. University of Lund; 2016. Available from: http://lup.lub.lu.se/record/8837434 ; http://portal.research.lu.se/ws/files/3721108/8837442.pdf


Georgia State University

23. Burns, William James. We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator.

Degree: PhD, Educational Policy Studies, 2010, Georgia State University

 What were Mary-Russell Ferrell Colton’s contributions to the progressive education movement and the Indian arts and crafts movement in the Southwestern United States at a… (more)

Subjects/Keywords: Museum Education; Colorado Plateau; Progressive Education Movement; Flagstaff; Museum of Northern Arizona; Mary-Russell Ferrell Colton; Education; Education Policy

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APA (6th Edition):

Burns, W. J. (2010). We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/54

Chicago Manual of Style (16th Edition):

Burns, William James. “We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator.” 2010. Doctoral Dissertation, Georgia State University. Accessed April 23, 2019. https://scholarworks.gsu.edu/eps_diss/54.

MLA Handbook (7th Edition):

Burns, William James. “We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator.” 2010. Web. 23 Apr 2019.

Vancouver:

Burns WJ. We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Apr 23]. Available from: https://scholarworks.gsu.edu/eps_diss/54.

Council of Science Editors:

Burns WJ. We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/eps_diss/54


Georgia State University

24. Napoleon, Kerri B. Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  Change all but defines the late nineteenth and early twentieth centuries in American history. In the midst of these tumultuous times, America experienced a… (more)

Subjects/Keywords: Fred Morrow Fling; Source Method; History Education; Social Studies Education; Philosophy of Education; Historical Method; Scientific History; Progressive Era Education

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APA (6th Edition):

Napoleon, K. B. (2016). Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/26

Chicago Manual of Style (16th Edition):

Napoleon, Kerri B. “Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way.” 2016. Doctoral Dissertation, Georgia State University. Accessed April 23, 2019. https://scholarworks.gsu.edu/mse_diss/26.

MLA Handbook (7th Edition):

Napoleon, Kerri B. “Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way.” 2016. Web. 23 Apr 2019.

Vancouver:

Napoleon KB. Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Apr 23]. Available from: https://scholarworks.gsu.edu/mse_diss/26.

Council of Science Editors:

Napoleon KB. Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/26


Loyola University Chicago

25. Robbins, Jean Marie. Black Club Women's Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910.

Degree: PhD, Child Development, 2011, Loyola University Chicago

  Little literature exists that examines black people's efforts to educate their young children during the Progressive Era. It was the period in which early… (more)

Subjects/Keywords: African American; Early Childhood; Josephine Silone Yates; Kindergarten; Mary Church Terrell; Progressive Era; Education

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APA (6th Edition):

Robbins, J. M. (2011). Black Club Women's Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/99

Chicago Manual of Style (16th Edition):

Robbins, Jean Marie. “Black Club Women's Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910.” 2011. Doctoral Dissertation, Loyola University Chicago. Accessed April 23, 2019. https://ecommons.luc.edu/luc_diss/99.

MLA Handbook (7th Edition):

Robbins, Jean Marie. “Black Club Women's Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910.” 2011. Web. 23 Apr 2019.

Vancouver:

Robbins JM. Black Club Women's Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2011. [cited 2019 Apr 23]. Available from: https://ecommons.luc.edu/luc_diss/99.

Council of Science Editors:

Robbins JM. Black Club Women's Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910. [Doctoral Dissertation]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/99


University of Tasmania

26. Rodwell, GW. The influence of progressivism on Tasmanian state primary education, 1904-1920.

Degree: 1989, University of Tasmania

 This thesis examines the influence of progressivism on the development of state primary education in Tasmania between the years 1904- 1920 and attempts an explanation… (more)

Subjects/Keywords: Progressive education; Education; Elementary; Education and state

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APA (6th Edition):

Rodwell, G. (1989). The influence of progressivism on Tasmanian state primary education, 1904-1920. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21430/1/whole_RodwellGrant1989_thesis.pdf

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):

Rodwell, GW. “The influence of progressivism on Tasmanian state primary education, 1904-1920.” 1989. Thesis, University of Tasmania. Accessed April 23, 2019. https://eprints.utas.edu.au/21430/1/whole_RodwellGrant1989_thesis.pdf.

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

MLA Handbook (7th Edition):

Rodwell, GW. “The influence of progressivism on Tasmanian state primary education, 1904-1920.” 1989. Web. 23 Apr 2019.

Vancouver:

Rodwell G. The influence of progressivism on Tasmanian state primary education, 1904-1920. [Internet] [Thesis]. University of Tasmania; 1989. [cited 2019 Apr 23]. Available from: https://eprints.utas.edu.au/21430/1/whole_RodwellGrant1989_thesis.pdf.

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

Council of Science Editors:

Rodwell G. The influence of progressivism on Tasmanian state primary education, 1904-1920. [Thesis]. University of Tasmania; 1989. Available from: https://eprints.utas.edu.au/21430/1/whole_RodwellGrant1989_thesis.pdf

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


University of Edinburgh

27. Makhele, Enos Moeti. Progressive primary education in a South African homeland : a review of Breakthrough to Literacy in Bophuthatswana.

Degree: 1987, University of Edinburgh

 The introduction of adapted versions of the British reading scheme Breakthrough to Literacy in South Africa and her "independent" homelands is significant in several ways.… (more)

Subjects/Keywords: Breakthrough to Literacy; Literacy; Education, Elementary; Progressive education

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APA (6th Edition):

Makhele, E. M. (1987). Progressive primary education in a South African homeland : a review of Breakthrough to Literacy in Bophuthatswana. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8168

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):

Makhele, Enos Moeti. “Progressive primary education in a South African homeland : a review of Breakthrough to Literacy in Bophuthatswana.” 1987. Thesis, University of Edinburgh. Accessed April 23, 2019. http://hdl.handle.net/1842/8168.

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

MLA Handbook (7th Edition):

Makhele, Enos Moeti. “Progressive primary education in a South African homeland : a review of Breakthrough to Literacy in Bophuthatswana.” 1987. Web. 23 Apr 2019.

Vancouver:

Makhele EM. Progressive primary education in a South African homeland : a review of Breakthrough to Literacy in Bophuthatswana. [Internet] [Thesis]. University of Edinburgh; 1987. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1842/8168.

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

Council of Science Editors:

Makhele EM. Progressive primary education in a South African homeland : a review of Breakthrough to Literacy in Bophuthatswana. [Thesis]. University of Edinburgh; 1987. Available from: http://hdl.handle.net/1842/8168

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


Miami University

28. Banda, Emmanuel. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.

Degree: PhD, Educational Leadership, 2014, Miami University

 This dissertation explores the transformative learning experiences of Zimbabwean graduate students studying in American higher education and the meanings they impute to their experiences. Anchored… (more)

Subjects/Keywords: Higher Education; Adult Education; Transformative leraning; informational learning; emancipatory epistemology; progressive educators and policymakers; international students

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APA (6th Edition):

Banda, E. (2014). Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972

Chicago Manual of Style (16th Edition):

Banda, Emmanuel. “Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.” 2014. Doctoral Dissertation, Miami University. Accessed April 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

MLA Handbook (7th Edition):

Banda, Emmanuel. “Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education.” 2014. Web. 23 Apr 2019.

Vancouver:

Banda E. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2019 Apr 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

Council of Science Editors:

Banda E. Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education. [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972

29. Wallace, Chelsea Nicole. A Descriptive Case Study Investigating The Perceptions Of Year-Round Education.

Degree: MSin Education in Elementary Education, Childhood Education and Family Studies, 2016, Missouri State University

 This qualitative study investigated potential perceptions of educators from a Southwest Missouri school district regarding a transition from a traditional school calendar to a year-round… (more)

Subjects/Keywords: year-round education; year-round school; modified school calendar; traditional school calendar; progressive school model; teacher perceptions; Elementary Education and Teaching

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

APA (6th Edition):

Wallace, C. N. (2016). A Descriptive Case Study Investigating The Perceptions Of Year-Round Education. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/2979

Chicago Manual of Style (16th Edition):

Wallace, Chelsea Nicole. “A Descriptive Case Study Investigating The Perceptions Of Year-Round Education.” 2016. Masters Thesis, Missouri State University. Accessed April 23, 2019. https://bearworks.missouristate.edu/theses/2979.

MLA Handbook (7th Edition):

Wallace, Chelsea Nicole. “A Descriptive Case Study Investigating The Perceptions Of Year-Round Education.” 2016. Web. 23 Apr 2019.

Vancouver:

Wallace CN. A Descriptive Case Study Investigating The Perceptions Of Year-Round Education. [Internet] [Masters thesis]. Missouri State University; 2016. [cited 2019 Apr 23]. Available from: https://bearworks.missouristate.edu/theses/2979.

Council of Science Editors:

Wallace CN. A Descriptive Case Study Investigating The Perceptions Of Year-Round Education. [Masters Thesis]. Missouri State University; 2016. Available from: https://bearworks.missouristate.edu/theses/2979

30. Joyce, Carmel Ann. A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.

Degree: 2017, RIAN

 Although there has been many developments towards inclusive and progressive education at primary, post-primary and at higher education level, little improvement or advancement has being… (more)

Subjects/Keywords: Challenges; Inclusive; Progressive; Education; Students; Dyslexia; West of Ireland; M.Ed. in Adult and Community Education; M.Ed.

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

APA (6th Edition):

Joyce, C. A. (2017). A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9592/

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):

Joyce, Carmel Ann. “A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.” 2017. Thesis, RIAN. Accessed April 23, 2019. http://eprints.maynoothuniversity.ie/9592/.

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

MLA Handbook (7th Edition):

Joyce, Carmel Ann. “A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.” 2017. Web. 23 Apr 2019.

Vancouver:

Joyce CA. A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland. [Internet] [Thesis]. RIAN; 2017. [cited 2019 Apr 23]. Available from: http://eprints.maynoothuniversity.ie/9592/.

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

Council of Science Editors:

Joyce CA. A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland. [Thesis]. RIAN; 2017. Available from: http://eprints.maynoothuniversity.ie/9592/

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

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