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You searched for subject:(transformative curriculum). Showing records 1 – 30 of 39 total matches.

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University of Exeter

1. Cook, Paul Alexander. Any curriculum will do : structure as a catalyst for adult transformation.

Degree: Thesis (EdD), 2013, University of Exeter

 This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity… (more)

Subjects/Keywords: 374.007; Adult Education Transformation Curriculum; transformative learning

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APA (6th Edition):

Cook, P. A. (2013). Any curriculum will do : structure as a catalyst for adult transformation. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13972

Chicago Manual of Style (16th Edition):

Cook, Paul Alexander. “Any curriculum will do : structure as a catalyst for adult transformation.” 2013. Doctoral Dissertation, University of Exeter. Accessed August 14, 2020. http://hdl.handle.net/10871/13972.

MLA Handbook (7th Edition):

Cook, Paul Alexander. “Any curriculum will do : structure as a catalyst for adult transformation.” 2013. Web. 14 Aug 2020.

Vancouver:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10871/13972.

Council of Science Editors:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/13972


Univerzitet u Beogradu

2. Beko, Lidija, 1962-. Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama.

Degree: Filološki fakultet, 2015, Univerzitet u Beogradu

Primenjena lingvistika (Metodika nastave) - Metodika nastave engleskog jezika / Applied linguistics (Methodology of teaching)- Methodology of teaching English language

Savremeni obrazovni procesi u znaku… (more)

Subjects/Keywords: transformative curriculum; reformative tendencies; CLIL linguistic method; integrative learning; motivation

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APA (6th Edition):

Beko, Lidija, 1. (2015). Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get

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):

Beko, Lidija, 1962-. “Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama.” 2015. Thesis, Univerzitet u Beogradu. Accessed August 14, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get.

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

MLA Handbook (7th Edition):

Beko, Lidija, 1962-. “Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama.” 2015. Web. 14 Aug 2020.

Vancouver:

Beko, Lidija 1. Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama. [Internet] [Thesis]. Univerzitet u Beogradu; 2015. [cited 2020 Aug 14]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get.

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

Council of Science Editors:

Beko, Lidija 1. Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama. [Thesis]. Univerzitet u Beogradu; 2015. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get

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


University of Missouri – Columbia

3. Norell, Jenny. Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program.

Degree: 2012, University of Missouri – Columbia

 The purpose of this study was to understand the experience of offenders and their transformative learning process as it relates to shifts in their understanding… (more)

Subjects/Keywords: transformative learning; parental roles; criminal offenders; curriculum codification

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APA (6th Edition):

Norell, J. (2012). Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15105

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):

Norell, Jenny. “Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program.” 2012. Thesis, University of Missouri – Columbia. Accessed August 14, 2020. https://doi.org/10.32469/10355/15105.

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

MLA Handbook (7th Edition):

Norell, Jenny. “Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program.” 2012. Web. 14 Aug 2020.

Vancouver:

Norell J. Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Aug 14]. Available from: https://doi.org/10.32469/10355/15105.

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

Council of Science Editors:

Norell J. Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15105

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


University of Illinois – Chicago

4. Morales-Doyle, Daniel. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.

Degree: 2015, University of Illinois – Chicago

 This dissertation presents the findings of a retrospective case study of an Advanced Placement (AP) chemistry class in a neighborhood high school that was founded… (more)

Subjects/Keywords: science education; critical pedagogy; culturally relevant pedagogy; secondary chemistry; teaching for social justice; socio-transformative constructivism; socially transformative curriculum; urban education

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APA (6th Edition):

Morales-Doyle, D. (2015). Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19765

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):

Morales-Doyle, Daniel. “Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.” 2015. Thesis, University of Illinois – Chicago. Accessed August 14, 2020. http://hdl.handle.net/10027/19765.

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

MLA Handbook (7th Edition):

Morales-Doyle, Daniel. “Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.” 2015. Web. 14 Aug 2020.

Vancouver:

Morales-Doyle D. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10027/19765.

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

Council of Science Editors:

Morales-Doyle D. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19765

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


Antioch University

5. Chapman, Shelley Ann. A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory.

Degree: PhD, Leadership and Change, 2007, Antioch University

 A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past… (more)

Subjects/Keywords: transformative learning theory; deliberative curriculum theory; graduate professional education; theory building; higher education

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APA (6th Edition):

Chapman, S. A. (2007). A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131

Chicago Manual of Style (16th Edition):

Chapman, Shelley Ann. “A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory.” 2007. Doctoral Dissertation, Antioch University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.

MLA Handbook (7th Edition):

Chapman, Shelley Ann. “A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory.” 2007. Web. 14 Aug 2020.

Vancouver:

Chapman SA. A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory. [Internet] [Doctoral dissertation]. Antioch University; 2007. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.

Council of Science Editors:

Chapman SA. A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory. [Doctoral Dissertation]. Antioch University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131


Virginia Commonwealth University

6. Marlowe, Elizabeth P. “I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  The study explored the learning experiences of first-year resident physicians during the first year of graduate medical education. The experiences of four intern physicians… (more)

Subjects/Keywords: transformative learning; medical education; hidden curriculum; professional identity formation; Education; Medical Education

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APA (6th Edition):

Marlowe, E. P. (2016). “I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/GZRK-E487 ; https://scholarscompass.vcu.edu/etd/4327

Chicago Manual of Style (16th Edition):

Marlowe, Elizabeth P. ““I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 14, 2020. https://doi.org/10.25772/GZRK-E487 ; https://scholarscompass.vcu.edu/etd/4327.

MLA Handbook (7th Edition):

Marlowe, Elizabeth P. ““I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION.” 2016. Web. 14 Aug 2020.

Vancouver:

Marlowe EP. “I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2020 Aug 14]. Available from: https://doi.org/10.25772/GZRK-E487 ; https://scholarscompass.vcu.edu/etd/4327.

Council of Science Editors:

Marlowe EP. “I JUST NEED TO GET MYSELF SUPERVISED:” EXPLORING TRANSFORMATIVE LEARNING IN THE DEVELOPMENT OF PROFESSIONALISM AMONG PHYSICIANS IN THE FIRST YEAR OF GRADUATE MEDICAL EDUCATION. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://doi.org/10.25772/GZRK-E487 ; https://scholarscompass.vcu.edu/etd/4327


Iowa State University

7. Baran, Evrim. The transformation of online teaching practice: Tracing successful online teaching in higher education.

Degree: 2011, Iowa State University

 This dissertation was an in-depth investigation of successful online teaching in the context of higher education. It is presented in nontraditional dissertation format as approved… (more)

Subjects/Keywords: Adult education; e-learning; Online education; Online teacher; Teacher education; Transformative learning; Curriculum and Instruction

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

APA (6th Edition):

Baran, E. (2011). The transformation of online teaching practice: Tracing successful online teaching in higher education. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12206

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):

Baran, Evrim. “The transformation of online teaching practice: Tracing successful online teaching in higher education.” 2011. Thesis, Iowa State University. Accessed August 14, 2020. https://lib.dr.iastate.edu/etd/12206.

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

MLA Handbook (7th Edition):

Baran, Evrim. “The transformation of online teaching practice: Tracing successful online teaching in higher education.” 2011. Web. 14 Aug 2020.

Vancouver:

Baran E. The transformation of online teaching practice: Tracing successful online teaching in higher education. [Internet] [Thesis]. Iowa State University; 2011. [cited 2020 Aug 14]. Available from: https://lib.dr.iastate.edu/etd/12206.

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

Council of Science Editors:

Baran E. The transformation of online teaching practice: Tracing successful online teaching in higher education. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/12206

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


Northeastern University

8. Peloquin, Danielle. It's Not Age, It's Awareness: The Impact Of A Social Justice Curriculum On Adult Learners In Higher Education.

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

 The adult learner population attending higher education has been on the rise for decades and is continuing to exceed expectations in regards to enrollments. However,… (more)

Subjects/Keywords: Adult learner; curriculum; identity; social issues; social justice; transformative learning; Adult education; Curriculum development; Social research

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APA (6th Edition):

Peloquin, D. (2019). It's Not Age, It's Awareness: The Impact Of A Social Justice Curriculum On Adult Learners In Higher Education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20317917

Chicago Manual of Style (16th Edition):

Peloquin, Danielle. “It's Not Age, It's Awareness: The Impact Of A Social Justice Curriculum On Adult Learners In Higher Education.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 14, 2020. http://hdl.handle.net/2047/D20317917.

MLA Handbook (7th Edition):

Peloquin, Danielle. “It's Not Age, It's Awareness: The Impact Of A Social Justice Curriculum On Adult Learners In Higher Education.” 2019. Web. 14 Aug 2020.

Vancouver:

Peloquin D. It's Not Age, It's Awareness: The Impact Of A Social Justice Curriculum On Adult Learners In Higher Education. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2047/D20317917.

Council of Science Editors:

Peloquin D. It's Not Age, It's Awareness: The Impact Of A Social Justice Curriculum On Adult Learners In Higher Education. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20317917


University of Victoria

9. Friedmann, Lesley Barbara. International human rights education: an evaluation of treaty compliance in British Columbia's Kindergarten to Grade 12 Social Studies school curriculum.

Degree: Department of Curriculum and Instruction, 2016, University of Victoria

 In this thesis I probe into British Columbia’s (BC) Kindergarten to Grade 12 Social Studies curriculum to determine how adequately it adheres to Canada’s international… (more)

Subjects/Keywords: human rights education; curriculum; Social Studies curriculum; global citizenship; peaceful coexistence; transformative action; treaty compliance; dissemination of human rights

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APA (6th Edition):

Friedmann, L. B. (2016). International human rights education: an evaluation of treaty compliance in British Columbia's Kindergarten to Grade 12 Social Studies school curriculum. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/7290

Chicago Manual of Style (16th Edition):

Friedmann, Lesley Barbara. “International human rights education: an evaluation of treaty compliance in British Columbia's Kindergarten to Grade 12 Social Studies school curriculum.” 2016. Masters Thesis, University of Victoria. Accessed August 14, 2020. http://hdl.handle.net/1828/7290.

MLA Handbook (7th Edition):

Friedmann, Lesley Barbara. “International human rights education: an evaluation of treaty compliance in British Columbia's Kindergarten to Grade 12 Social Studies school curriculum.” 2016. Web. 14 Aug 2020.

Vancouver:

Friedmann LB. International human rights education: an evaluation of treaty compliance in British Columbia's Kindergarten to Grade 12 Social Studies school curriculum. [Internet] [Masters thesis]. University of Victoria; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1828/7290.

Council of Science Editors:

Friedmann LB. International human rights education: an evaluation of treaty compliance in British Columbia's Kindergarten to Grade 12 Social Studies school curriculum. [Masters Thesis]. University of Victoria; 2016. Available from: http://hdl.handle.net/1828/7290


Macquarie University

10. Karunaratne, Prashan Shayanka Mendis. Transformative learning and teaching in economics: the why of learning and teaching economics using threshold concepts : the how of learning and teaching economics using learning taxonomies.

Degree: 2019, Macquarie University

Thesis by publication.

Introductory chapter  – Chapter 1. Transformative learning and teaching in economics - why, what, how and for whom?  – Chapter 2. Transforming… (more)

Subjects/Keywords: Economic theory  – Study and teaching (Higher); Transformative learning; threshold concepts; learning taxonomies; learning and teaching; curriculum design; higher education; microeconomics curriculum; macroeconomics curriculum; economics curriculum

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APA (6th Edition):

Karunaratne, P. S. M. (2019). Transformative learning and teaching in economics: the why of learning and teaching economics using threshold concepts : the how of learning and teaching economics using learning taxonomies. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1269466

Chicago Manual of Style (16th Edition):

Karunaratne, Prashan Shayanka Mendis. “Transformative learning and teaching in economics: the why of learning and teaching economics using threshold concepts : the how of learning and teaching economics using learning taxonomies.” 2019. Doctoral Dissertation, Macquarie University. Accessed August 14, 2020. http://hdl.handle.net/1959.14/1269466.

MLA Handbook (7th Edition):

Karunaratne, Prashan Shayanka Mendis. “Transformative learning and teaching in economics: the why of learning and teaching economics using threshold concepts : the how of learning and teaching economics using learning taxonomies.” 2019. Web. 14 Aug 2020.

Vancouver:

Karunaratne PSM. Transformative learning and teaching in economics: the why of learning and teaching economics using threshold concepts : the how of learning and teaching economics using learning taxonomies. [Internet] [Doctoral dissertation]. Macquarie University; 2019. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1959.14/1269466.

Council of Science Editors:

Karunaratne PSM. Transformative learning and teaching in economics: the why of learning and teaching economics using threshold concepts : the how of learning and teaching economics using learning taxonomies. [Doctoral Dissertation]. Macquarie University; 2019. Available from: http://hdl.handle.net/1959.14/1269466


University of Kentucky

11. Brashear, Taylor. TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM.

Degree: 2015, University of Kentucky

 Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students.… (more)

Subjects/Keywords: Communication Across the Curriculum; Adult Theory of Transformative Learning; Faculty Professional Development; Faculty Fellows Program; Transformation of Worldview; Other Communication

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APA (6th Edition):

Brashear, T. (2015). TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/comm_etds/35

Chicago Manual of Style (16th Edition):

Brashear, Taylor. “TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM.” 2015. Masters Thesis, University of Kentucky. Accessed August 14, 2020. http://uknowledge.uky.edu/comm_etds/35.

MLA Handbook (7th Edition):

Brashear, Taylor. “TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM.” 2015. Web. 14 Aug 2020.

Vancouver:

Brashear T. TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2020 Aug 14]. Available from: http://uknowledge.uky.edu/comm_etds/35.

Council of Science Editors:

Brashear T. TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM. [Masters Thesis]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/comm_etds/35


Pontifícia Universidade Católica de São Paulo

12. Martha Maria Prata Linhares. Arte na formação pedagógica de professores do ensino superior.

Degree: 2008, Pontifícia Universidade Católica de São Paulo

Esta pesquisa investiga como a arte contribui para a formação pedagógica de professores do ensino superior. Seus fundamentos teóricos estão alicerçados em uma proposta de… (more)

Subjects/Keywords: Scholarship; EDUCACAO; Teacher education; Art; Aprendizagem transformativa; Arte; Docência universitária; Transformative learning; Formação de professores; Professores universitarios  – Formacao profissional; Currículo; Curriculum

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APA (6th Edition):

Linhares, M. M. P. (2008). Arte na formação pedagógica de professores do ensino superior. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=6570

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):

Linhares, Martha Maria Prata. “Arte na formação pedagógica de professores do ensino superior.” 2008. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed August 14, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=6570.

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

MLA Handbook (7th Edition):

Linhares, Martha Maria Prata. “Arte na formação pedagógica de professores do ensino superior.” 2008. Web. 14 Aug 2020.

Vancouver:

Linhares MMP. Arte na formação pedagógica de professores do ensino superior. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2008. [cited 2020 Aug 14]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=6570.

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

Council of Science Editors:

Linhares MMP. Arte na formação pedagógica de professores do ensino superior. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2008. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=6570

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

13. Beko Lidija. Content and language integrated learning (CLIL) in earth science.

Degree: PhD, Philology, 2013, University of Belgrade

Modern educational processes are in the light of dynamic changes and reformative integrative tendencies. The ascertainment of integration and transformation refers to all aspects of… (more)

Subjects/Keywords: transformative curriculum; reformative tendencies; CLIL linguistic method; integrative learning; motivation; transformacioni kurikulum; reformska nastojanja; CLIL jezička metoda; integrisano učenje; motivacija

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APA (6th Edition):

Lidija, B. (2013). Content and language integrated learning (CLIL) in earth science. (Doctoral Dissertation). University of Belgrade. Retrieved from http://dx.doi.org/10.2298/BG20131015BEKO ; http://eteze.bg.ac.rs/application/showtheses?thesesId=859 ; https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=44852495

Chicago Manual of Style (16th Edition):

Lidija, Beko. “Content and language integrated learning (CLIL) in earth science.” 2013. Doctoral Dissertation, University of Belgrade. Accessed August 14, 2020. http://dx.doi.org/10.2298/BG20131015BEKO ; http://eteze.bg.ac.rs/application/showtheses?thesesId=859 ; https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=44852495.

MLA Handbook (7th Edition):

Lidija, Beko. “Content and language integrated learning (CLIL) in earth science.” 2013. Web. 14 Aug 2020.

Vancouver:

Lidija B. Content and language integrated learning (CLIL) in earth science. [Internet] [Doctoral dissertation]. University of Belgrade; 2013. [cited 2020 Aug 14]. Available from: http://dx.doi.org/10.2298/BG20131015BEKO ; http://eteze.bg.ac.rs/application/showtheses?thesesId=859 ; https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=44852495.

Council of Science Editors:

Lidija B. Content and language integrated learning (CLIL) in earth science. [Doctoral Dissertation]. University of Belgrade; 2013. Available from: http://dx.doi.org/10.2298/BG20131015BEKO ; http://eteze.bg.ac.rs/application/showtheses?thesesId=859 ; https://fedorabg.bg.ac.rs/fedora/get/o:7239/bdef:Content/get ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=44852495


University of South Florida

14. Partin, Christina M. Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants.

Degree: 2018, University of South Florida

 Graduate teaching assistants (GTAs) are becoming increasingly responsible for undergraduate instruction in the landscape of higher education. These experiences may serve as a pipeline for… (more)

Subjects/Keywords: Training; TA; Mentoring; Professional Development; Transformative Experiences; Curriculum and Instruction; Higher Education and Teaching; Social Psychology

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APA (6th Edition):

Partin, C. M. (2018). Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7701

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):

Partin, Christina M. “Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants.” 2018. Thesis, University of South Florida. Accessed August 14, 2020. https://scholarcommons.usf.edu/etd/7701.

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

MLA Handbook (7th Edition):

Partin, Christina M. “Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants.” 2018. Web. 14 Aug 2020.

Vancouver:

Partin CM. Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants. [Internet] [Thesis]. University of South Florida; 2018. [cited 2020 Aug 14]. Available from: https://scholarcommons.usf.edu/etd/7701.

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

Council of Science Editors:

Partin CM. Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7701

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


Duquesne University

15. Doody, Lurea Joan. Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2018, Duquesne University

  The purpose of this study was to understand if a green chemistry laboratory design facilitated students’ transformative experiences in a first-semester general chemistry course… (more)

Subjects/Keywords: green chemistry; transformative experience; improvement science; practical measurement; STEM motivation and retention; Chemistry; Curriculum and Instruction

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APA (6th Edition):

Doody, L. J. (2018). Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1435

Chicago Manual of Style (16th Edition):

Doody, Lurea Joan. “Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry.” 2018. Doctoral Dissertation, Duquesne University. Accessed August 14, 2020. https://dsc.duq.edu/etd/1435.

MLA Handbook (7th Edition):

Doody, Lurea Joan. “Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry.” 2018. Web. 14 Aug 2020.

Vancouver:

Doody LJ. Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2020 Aug 14]. Available from: https://dsc.duq.edu/etd/1435.

Council of Science Editors:

Doody LJ. Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1435


University of Plymouth

16. Magne, Pollyanna. A case study of 'internationalisation at home' leading to a proposal for Critical Global Pedagogies.

Degree: Thesis (EdD), 2019, University of Plymouth

 This thesis examines current practice around 'internationalisation at home' (Jones, 2014). This is contextualised in single case study institution, in an isolated region of the… (more)

Subjects/Keywords: Critical global pedagogies; Internationalisation; Difficult territory; cultural competence; international curriculum; global curriculum; social justice; cultural norms and bias; hegemonisation; protectionist and nationalist discourses; transformative learning

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APA (6th Edition):

Magne, P. (2019). A case study of 'internationalisation at home' leading to a proposal for Critical Global Pedagogies. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/15141

Chicago Manual of Style (16th Edition):

Magne, Pollyanna. “A case study of 'internationalisation at home' leading to a proposal for Critical Global Pedagogies.” 2019. Doctoral Dissertation, University of Plymouth. Accessed August 14, 2020. http://hdl.handle.net/10026.1/15141.

MLA Handbook (7th Edition):

Magne, Pollyanna. “A case study of 'internationalisation at home' leading to a proposal for Critical Global Pedagogies.” 2019. Web. 14 Aug 2020.

Vancouver:

Magne P. A case study of 'internationalisation at home' leading to a proposal for Critical Global Pedagogies. [Internet] [Doctoral dissertation]. University of Plymouth; 2019. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10026.1/15141.

Council of Science Editors:

Magne P. A case study of 'internationalisation at home' leading to a proposal for Critical Global Pedagogies. [Doctoral Dissertation]. University of Plymouth; 2019. Available from: http://hdl.handle.net/10026.1/15141


Liberty University

17. Mitchell, Sherrie. Phenomenology of Transformation through Participation in A General Education Development Program.

Degree: 2015, Liberty University

 The purpose of this qualitative, phenomenological study was to describe how young adults experience transformation through participation in a federally funded General Education Development (GED®)… (more)

Subjects/Keywords: Adult Basic Education; General Education Development; Transformation; Transformative Learning Theory; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

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

APA (6th Edition):

Mitchell, S. (2015). Phenomenology of Transformation through Participation in A General Education Development Program. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1046

Chicago Manual of Style (16th Edition):

Mitchell, Sherrie. “Phenomenology of Transformation through Participation in A General Education Development Program.” 2015. Doctoral Dissertation, Liberty University. Accessed August 14, 2020. http://digitalcommons.liberty.edu/doctoral/1046.

MLA Handbook (7th Edition):

Mitchell, Sherrie. “Phenomenology of Transformation through Participation in A General Education Development Program.” 2015. Web. 14 Aug 2020.

Vancouver:

Mitchell S. Phenomenology of Transformation through Participation in A General Education Development Program. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2020 Aug 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1046.

Council of Science Editors:

Mitchell S. Phenomenology of Transformation through Participation in A General Education Development Program. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1046


The Ohio State University

18. Mhlauli, Mavis B. Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

 The purpose of this study was to explore the social studies teachers conceptualizations, experiences and practices of developing citizens in primary schools in Botswana. The… (more)

Subjects/Keywords: African Studies; Education Policy; Gender; Social Studies Education; Teacher Education; Teaching; Citizenship education; post colonial theory; naturalistic inquiry; global citizenship; transformative knowledge; democracy; social studies; curriculum

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

APA (6th Edition):

Mhlauli, M. B. (2010). Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441

Chicago Manual of Style (16th Edition):

Mhlauli, Mavis B. “Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana.” 2010. Doctoral Dissertation, The Ohio State University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.

MLA Handbook (7th Edition):

Mhlauli, Mavis B. “Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana.” 2010. Web. 14 Aug 2020.

Vancouver:

Mhlauli MB. Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.

Council of Science Editors:

Mhlauli MB. Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441


Liberty University

19. Dempsey, Patrick. The Relationship Between a Community of Inquiry and Transformative Learning.

Degree: 2017, Liberty University

 To prepare learners for success in the 21st century, institutes of higher education must provide students with meaningful learning opportunities, including participation in discourse and… (more)

Subjects/Keywords: Community of Inquiry; Confirmation Bias; Critical Reflection; Online Education; Transformative Learning; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Online and Distance Education; Other Education

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APA (6th Edition):

Dempsey, P. (2017). The Relationship Between a Community of Inquiry and Transformative Learning. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1473

Chicago Manual of Style (16th Edition):

Dempsey, Patrick. “The Relationship Between a Community of Inquiry and Transformative Learning.” 2017. Doctoral Dissertation, Liberty University. Accessed August 14, 2020. http://digitalcommons.liberty.edu/doctoral/1473.

MLA Handbook (7th Edition):

Dempsey, Patrick. “The Relationship Between a Community of Inquiry and Transformative Learning.” 2017. Web. 14 Aug 2020.

Vancouver:

Dempsey P. The Relationship Between a Community of Inquiry and Transformative Learning. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2020 Aug 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1473.

Council of Science Editors:

Dempsey P. The Relationship Between a Community of Inquiry and Transformative Learning. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1473


Liberty University

20. Sears, Mandy. Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students.

Degree: 2016, Liberty University

 Gifted education has undergone recent changes because of the decrease in funding set aside for gifted students in the public school system. The use of… (more)

Subjects/Keywords: Elementary; Gifted Inclusion; Learning; Self-Efficacy; Transformative; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Gifted Education; Other Education

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

APA (6th Edition):

Sears, M. (2016). Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1283

Chicago Manual of Style (16th Edition):

Sears, Mandy. “Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students.” 2016. Doctoral Dissertation, Liberty University. Accessed August 14, 2020. http://digitalcommons.liberty.edu/doctoral/1283.

MLA Handbook (7th Edition):

Sears, Mandy. “Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students.” 2016. Web. 14 Aug 2020.

Vancouver:

Sears M. Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Aug 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1283.

Council of Science Editors:

Sears M. Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1283

21. Marshall, Julia. Making Meaning Transformative Art Education for Middle School.

Degree: Doctor of Education (EdD), 1998, University of San Francisco

  The problems this study addresses are the purpose and the methodology of contemporary art education in middle school. The research explores art-making as a… (more)

Subjects/Keywords: Art Curriculum; Middle School; Transformative Education; Art-making; Art Education; Elementary Education

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

APA (6th Edition):

Marshall, J. (1998). Making Meaning Transformative Art Education for Middle School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/473

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):

Marshall, Julia. “Making Meaning Transformative Art Education for Middle School.” 1998. Thesis, University of San Francisco. Accessed August 14, 2020. https://repository.usfca.edu/diss/473.

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

MLA Handbook (7th Edition):

Marshall, Julia. “Making Meaning Transformative Art Education for Middle School.” 1998. Web. 14 Aug 2020.

Vancouver:

Marshall J. Making Meaning Transformative Art Education for Middle School. [Internet] [Thesis]. University of San Francisco; 1998. [cited 2020 Aug 14]. Available from: https://repository.usfca.edu/diss/473.

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

Council of Science Editors:

Marshall J. Making Meaning Transformative Art Education for Middle School. [Thesis]. University of San Francisco; 1998. Available from: https://repository.usfca.edu/diss/473

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


Tampere University

22. Khairil Azhar. Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level .

Degree: 2017, Tampere University

 The study started from a general question on why some pupils are moved to act meaningfully for the sake of themselves or/and others while some… (more)

Subjects/Keywords: curriculum; human agency; self-determination (freedom); self-expression (moral intelligence); self-evaluation (fallibility); agents of learning; passive recipients; receptive-reproductive; reflective-transformative; standardization determinism.

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APA (6th Edition):

Azhar, K. (2017). Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101688

Chicago Manual of Style (16th Edition):

Azhar, Khairil. “Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level .” 2017. Masters Thesis, Tampere University. Accessed August 14, 2020. https://trepo.tuni.fi/handle/10024/101688.

MLA Handbook (7th Edition):

Azhar, Khairil. “Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level .” 2017. Web. 14 Aug 2020.

Vancouver:

Azhar K. Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2020 Aug 14]. Available from: https://trepo.tuni.fi/handle/10024/101688.

Council of Science Editors:

Azhar K. Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101688

23. Kulkarni, Dilip. Community Engagement: Missing Link In Peace And Conflict Studies.

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

 Violent conflicts, resistance movements, and the humanitarian crises that are taking place across the globe reflect a need for peace and conflict studies to teach… (more)

Subjects/Keywords: critical race theory; experiential learning; peace and conflict studies;

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APA (6th Edition):

Kulkarni, D. (2019). Community Engagement: Missing Link In Peace And Conflict Studies. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320147

Chicago Manual of Style (16th Edition):

Kulkarni, Dilip. “Community Engagement: Missing Link In Peace And Conflict Studies.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 14, 2020. http://hdl.handle.net/2047/D20320147.

MLA Handbook (7th Edition):

Kulkarni, Dilip. “Community Engagement: Missing Link In Peace And Conflict Studies.” 2019. Web. 14 Aug 2020.

Vancouver:

Kulkarni D. Community Engagement: Missing Link In Peace And Conflict Studies. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2047/D20320147.

Council of Science Editors:

Kulkarni D. Community Engagement: Missing Link In Peace And Conflict Studies. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20320147

24. Norell, Jenny. Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program.

Degree: 2012, University of Missouri – Columbia

 The purpose of this study was to understand the experience of offenders and their transformative learning process as it relates to shifts in their understanding… (more)

Subjects/Keywords: transformative learning; parental roles; criminal offenders; curriculum codification

…Results: Research Question One: Transformative Learning Data Results: Research Question Two… …and Methods Summary of Findings: Research Question One: Transformative Learning Summary of… …Precursor steps toward transformative learning Integration of findings: Disorienting dilemmas… …experience of offenders and their transformative learning process as it relates to shifts in their… …transformative learning. These steps were (1) experiencing disorienting dilemmas, (2… 

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APA (6th Edition):

Norell, J. (2012). Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15105

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):

Norell, Jenny. “Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program.” 2012. Thesis, University of Missouri – Columbia. Accessed August 14, 2020. http://hdl.handle.net/10355/15105.

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

MLA Handbook (7th Edition):

Norell, Jenny. “Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program.” 2012. Web. 14 Aug 2020.

Vancouver:

Norell J. Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10355/15105.

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

Council of Science Editors:

Norell J. Framing the world : transformative learning experiences of women offenders in the 4-H LIFE program. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15105

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


The Ohio State University

25. Subreenduth, Solotchnee Sharon. Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum.

Degree: PhD, Educational Policy and Leadership, 2003, The Ohio State University

 This qualitative case study explored the narratives of Black South African teachers as they seek to (re)define/construct and (re)negotiate their pedagogy as critical agents in… (more)

Subjects/Keywords: Education, Curriculum and Instruction; transformative pedagogy; South Africa; curriculum; anti-apartheid pedagogy; post-apartheid pedagogy

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APA (6th Edition):

Subreenduth, S. S. (2003). Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178

Chicago Manual of Style (16th Edition):

Subreenduth, Solotchnee Sharon. “Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum.” 2003. Doctoral Dissertation, The Ohio State University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178.

MLA Handbook (7th Edition):

Subreenduth, Solotchnee Sharon. “Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum.” 2003. Web. 14 Aug 2020.

Vancouver:

Subreenduth SS. Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum. [Internet] [Doctoral dissertation]. The Ohio State University; 2003. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178.

Council of Science Editors:

Subreenduth SS. Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum. [Doctoral Dissertation]. The Ohio State University; 2003. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178


Liberty University

26. McKee, Pamela. Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital 1:1 Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.

Degree: 2016, Liberty University

 In an effort to improve educational experiences and provide differentiated instruction, both public and private schools alike are requiring the inclusion of 21st century digital… (more)

Subjects/Keywords: 1:1 Technology; 21st Century Technology; Experienced Teachers; Pre-millennial Teachers; Transformative Learning; Veteran Teachers; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

McKee, P. (2016). Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital 1:1 Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1270

Chicago Manual of Style (16th Edition):

McKee, Pamela. “Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital 1:1 Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.” 2016. Doctoral Dissertation, Liberty University. Accessed August 14, 2020. http://digitalcommons.liberty.edu/doctoral/1270.

MLA Handbook (7th Edition):

McKee, Pamela. “Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital 1:1 Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.” 2016. Web. 14 Aug 2020.

Vancouver:

McKee P. Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital 1:1 Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Aug 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1270.

Council of Science Editors:

McKee P. Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital 1:1 Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1270


Ohio University

27. Ongito, Ongoro J. Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums.

Degree: PhD, Curriculum and Instruction (Education), 2012, Ohio University

  Previous studies indicate that in comparison to face-to-face learning environment, online discussion requires students to engage each other at higher levels of thinking and… (more)

Subjects/Keywords: Adult Education; Continuing Education; Curriculum Development; Education; Educational Technology; Information Technology; Teacher Education; Teaching; Transformative learning; rational discourse; disorienting dilemma; knowledge building; Online learning environment; Epistemological beliefs; Online discussion, Communication pattern; Reflective thinking

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APA (6th Edition):

Ongito, O. J. (2012). Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363

Chicago Manual of Style (16th Edition):

Ongito, Ongoro J. “Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums.” 2012. Doctoral Dissertation, Ohio University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363.

MLA Handbook (7th Edition):

Ongito, Ongoro J. “Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums.” 2012. Web. 14 Aug 2020.

Vancouver:

Ongito OJ. Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums. [Internet] [Doctoral dissertation]. Ohio University; 2012. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363.

Council of Science Editors:

Ongito OJ. Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums. [Doctoral Dissertation]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363


University of Manitoba

28. Zalis, Zane. A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning.

Degree: Curriculum, Teaching and Learning, 2015, University of Manitoba

 This study examines knowing and knowledge at the intersection of feeling and reason. As an instance of arts based educational research (ABER) through the composition… (more)

Subjects/Keywords: ABER; Arts based educational research; Knowledge/knowing; Empathy; Empathic learning; Music; Music composition; Lyrics/words; Critical thinking; Critical pedagogy; Transformative learning; Emotion/feeling; Reason/cognition; Arts/science; Morality; Social Justice; Curriculum development; Creativity; Choir; Orchestral music; Human rights; Decision making; Rationality; Humanity; Conscious/unconscious; Holocaust; Subjectivity/objectivity

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

APA (6th Edition):

Zalis, Z. (2015). A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30798

Chicago Manual of Style (16th Edition):

Zalis, Zane. “A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning.” 2015. Masters Thesis, University of Manitoba. Accessed August 14, 2020. http://hdl.handle.net/1993/30798.

MLA Handbook (7th Edition):

Zalis, Zane. “A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning.” 2015. Web. 14 Aug 2020.

Vancouver:

Zalis Z. A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1993/30798.

Council of Science Editors:

Zalis Z. A retrospective/prospective arts based educational research study of i believe: a modern oratorio for empathic learning. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30798

29. Yacobi, Elizabeth. Unconscious or unwanted? High School curriculum priorities: leadership perspectives.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 While there has been much attention focused on the “effectiveness” of high schools meeting NCLB standards and their ability to produce students who are “college… (more)

Subjects/Keywords: critical consciousness; high stakes testing; high school curriculum; transformative leadership; critical pedagogy

…as a curriculum priority promotes 3 the intellectual development necessary to create a… …school curriculum. Curriculum that affords students the opportunity to examine and investigate… …develop critical consciousness, high school curriculum can develop students’ capacity to think… …focus on critical consciousness requires strong curriculum leadership with a social justice… …society. Curriculum leadership must consider a broader definition of “teaching and learning… 

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

APA (6th Edition):

Yacobi, E. (2012). Unconscious or unwanted? High School curriculum priorities: leadership perspectives. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31089

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):

Yacobi, Elizabeth. “Unconscious or unwanted? High School curriculum priorities: leadership perspectives.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed August 14, 2020. http://hdl.handle.net/2142/31089.

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

MLA Handbook (7th Edition):

Yacobi, Elizabeth. “Unconscious or unwanted? High School curriculum priorities: leadership perspectives.” 2012. Web. 14 Aug 2020.

Vancouver:

Yacobi E. Unconscious or unwanted? High School curriculum priorities: leadership perspectives. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2142/31089.

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

Council of Science Editors:

Yacobi E. Unconscious or unwanted? High School curriculum priorities: leadership perspectives. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31089

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


University of Melbourne

30. FLYNN, ALICIA. Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education (SE).

Degree: 2014, University of Melbourne

 This research investigated how three whole-school communities in Melbourne, Australia engaged with the current paradigm of Education for Sustainability (EfS). Local and international literature across… (more)

Subjects/Keywords: sustainable Education; whole systems; ecological; eco-pedagogies; heads-hands-hearts-spirit; place pedagogies; transformative learning; teacher praxis; experiential; embodiment; multi-sensory; context; hidden curriculum; emergence/becomings; Indigenous Knowledge; critical spirituality; the Universe Story; Ecozoic Era

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

APA (6th Edition):

FLYNN, A. (2014). Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education (SE). (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/42203

Chicago Manual of Style (16th Edition):

FLYNN, ALICIA. “Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education (SE).” 2014. Masters Thesis, University of Melbourne. Accessed August 14, 2020. http://hdl.handle.net/11343/42203.

MLA Handbook (7th Edition):

FLYNN, ALICIA. “Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education (SE).” 2014. Web. 14 Aug 2020.

Vancouver:

FLYNN A. Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education (SE). [Internet] [Masters thesis]. University of Melbourne; 2014. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11343/42203.

Council of Science Editors:

FLYNN A. Learning for three schools in Education for Sustainability (EfS): a case for reorienting whole school systems towards Sustainable Education (SE). [Masters Thesis]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/42203

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