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You searched for subject:(transformative learning). Showing records 1 – 30 of 374 total matches.

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University of Georgia

1. Moon, Paul Jangsuk. Bereaved elders: transformative learning in late life.

Degree: PhD, Adult Education, 2008, University of Georgia

 The purpose of this study was to understand older adults’ transformative learning through bereavement in late life. A qualitative research approach was implemented including purposive… (more)

Subjects/Keywords: Transformative learning

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APA (6th Edition):

Moon, P. J. (2008). Bereaved elders: transformative learning in late life. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd

Chicago Manual of Style (16th Edition):

Moon, Paul Jangsuk. “Bereaved elders: transformative learning in late life.” 2008. Doctoral Dissertation, University of Georgia. Accessed October 18, 2019. http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd.

MLA Handbook (7th Edition):

Moon, Paul Jangsuk. “Bereaved elders: transformative learning in late life.” 2008. Web. 18 Oct 2019.

Vancouver:

Moon PJ. Bereaved elders: transformative learning in late life. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Oct 18]. Available from: http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd.

Council of Science Editors:

Moon PJ. Bereaved elders: transformative learning in late life. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd


Cornell University

2. Burns, Julia. Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation .

Degree: 2011, Cornell University

 This study explores post-conflict reconciliation in four local organizations promoting reconciliation in Rwanda: two Christian programs and two women's programs. The transformative learning literature from… (more)

Subjects/Keywords: transformative learning; post-conflict reconciliation; transformative reconciliation

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APA (6th Edition):

Burns, J. (2011). Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29344

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):

Burns, Julia. “Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation .” 2011. Thesis, Cornell University. Accessed October 18, 2019. http://hdl.handle.net/1813/29344.

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

MLA Handbook (7th Edition):

Burns, Julia. “Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation .” 2011. Web. 18 Oct 2019.

Vancouver:

Burns J. Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation . [Internet] [Thesis]. Cornell University; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1813/29344.

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

Council of Science Editors:

Burns J. Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/29344

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


University of KwaZulu-Natal

3. Mncina, Violet Iris. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.

Degree: 2018, University of KwaZulu-Natal

 Background The World Health Organization advocates for the strengthening of the healthcare system to improve the quality and efficiency of health service delivery. Transformative learning(more)

Subjects/Keywords: Cgange agents.; Transformative learning.; Community based learning.

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APA (6th Edition):

Mncina, V. I. (2018). Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15970

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):

Mncina, Violet Iris. “Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.” 2018. Thesis, University of KwaZulu-Natal. Accessed October 18, 2019. http://hdl.handle.net/10413/15970.

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

MLA Handbook (7th Edition):

Mncina, Violet Iris. “Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.” 2018. Web. 18 Oct 2019.

Vancouver:

Mncina VI. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10413/15970.

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

Council of Science Editors:

Mncina VI. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2018. Available from: http://hdl.handle.net/10413/15970

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


University of Johannesburg

4. Louw, Kerryn Kathleen. The participant experience of a personal development programme aimed at adult learners.

Degree: 2009, University of Johannesburg

M.Ed.

Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation… (more)

Subjects/Keywords: Adult learning; Adult education; Transformative learning

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APA (6th Edition):

Louw, K. K. (2009). The participant experience of a personal development programme aimed at adult learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2312

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):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/2312.

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

MLA Handbook (7th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Web. 18 Oct 2019.

Vancouver:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/2312.

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

Council of Science Editors:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2312

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


University of Manitoba

5. Webb, Colleen. After the adult learning centre: rural women: decisions and transitions to post-secondary education.

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

 Adult Learning Centres (ALC) provide opportunities for rural women to complete a high school education and pursue career opportunities that may not have been available… (more)

Subjects/Keywords: adult learning; rural women; transformative learning; patriarchy

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APA (6th Edition):

Webb, C. (2017). After the adult learning centre: rural women: decisions and transitions to post-secondary education. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32537

Chicago Manual of Style (16th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Masters Thesis, University of Manitoba. Accessed October 18, 2019. http://hdl.handle.net/1993/32537.

MLA Handbook (7th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Web. 18 Oct 2019.

Vancouver:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1993/32537.

Council of Science Editors:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32537


University of Auckland

6. Sorensen, Christine Alison. Formation, Transformative Learning & Theological Education.

Degree: 2007, University of Auckland

 This research applied Mezirow???s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A… (more)

Subjects/Keywords: Theological education; transformative learning; Formation; Pakistan

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APA (6th Edition):

Sorensen, C. A. (2007). Formation, Transformative Learning & Theological Education. (Doctoral Dissertation). University of Auckland. Retrieved from http://hdl.handle.net/2292/2127

Chicago Manual of Style (16th Edition):

Sorensen, Christine Alison. “Formation, Transformative Learning & Theological Education.” 2007. Doctoral Dissertation, University of Auckland. Accessed October 18, 2019. http://hdl.handle.net/2292/2127.

MLA Handbook (7th Edition):

Sorensen, Christine Alison. “Formation, Transformative Learning & Theological Education.” 2007. Web. 18 Oct 2019.

Vancouver:

Sorensen CA. Formation, Transformative Learning & Theological Education. [Internet] [Doctoral dissertation]. University of Auckland; 2007. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2292/2127.

Council of Science Editors:

Sorensen CA. Formation, Transformative Learning & Theological Education. [Doctoral Dissertation]. University of Auckland; 2007. Available from: http://hdl.handle.net/2292/2127


University of Utah

7. Contestable, Christine Marie. Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms.

Degree: PhD, Communication;, 2010, University of Utah

 In recent decades, educational initiatives motivated by a progressive social vision have multiplied, producing a set of overlapping and sometimes competing discourses. These radical pedagogies… (more)

Subjects/Keywords: Agency; Classroom; Deleuze; Learning; Pedagogy; Transformative Education

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APA (6th Edition):

Contestable, C. M. (2010). Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143

Chicago Manual of Style (16th Edition):

Contestable, Christine Marie. “Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms.” 2010. Doctoral Dissertation, University of Utah. Accessed October 18, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143.

MLA Handbook (7th Edition):

Contestable, Christine Marie. “Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms.” 2010. Web. 18 Oct 2019.

Vancouver:

Contestable CM. Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Oct 18]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143.

Council of Science Editors:

Contestable CM. Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143


Royal Roads University

8. Kerr, Susan Patricia. Personal shift : the potential for transformative learning in youth through international service education programs .

Degree: 2014, Royal Roads University

 This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by… (more)

Subjects/Keywords: experiential; international; learning; service; transformative; youth

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APA (6th Edition):

Kerr, S. P. (2014). Personal shift : the potential for transformative learning in youth through international service education programs . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/748

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):

Kerr, Susan Patricia. “Personal shift : the potential for transformative learning in youth through international service education programs .” 2014. Thesis, Royal Roads University. Accessed October 18, 2019. http://hdl.handle.net/10170/748.

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

MLA Handbook (7th Edition):

Kerr, Susan Patricia. “Personal shift : the potential for transformative learning in youth through international service education programs .” 2014. Web. 18 Oct 2019.

Vancouver:

Kerr SP. Personal shift : the potential for transformative learning in youth through international service education programs . [Internet] [Thesis]. Royal Roads University; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10170/748.

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

Council of Science Editors:

Kerr SP. Personal shift : the potential for transformative learning in youth through international service education programs . [Thesis]. Royal Roads University; 2014. Available from: http://hdl.handle.net/10170/748

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


Cornell University

9. Ojeda, Robert. Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment .

Degree: 2012, Cornell University

 COMMUNITY ORGANIZING AND THE SEARCH FOR STRONG DEMOCRACY: A PEDAGOGICAL PARADOX OF GETTING TO COMMITMENT Robert F. Ojeda, Ph. D. Cornell University [2012] Much research… (more)

Subjects/Keywords: Social Action; Community Organizing; Transformative Learning

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APA (6th Edition):

Ojeda, R. (2012). Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31134

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):

Ojeda, Robert. “Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment .” 2012. Thesis, Cornell University. Accessed October 18, 2019. http://hdl.handle.net/1813/31134.

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

MLA Handbook (7th Edition):

Ojeda, Robert. “Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment .” 2012. Web. 18 Oct 2019.

Vancouver:

Ojeda R. Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment . [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1813/31134.

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

Council of Science Editors:

Ojeda R. Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31134

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


University of Exeter

10. 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 October 18, 2019. 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. 18 Oct 2019.

Vancouver:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Oct 18]. 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


University of Exeter

11. Osborne, Laura. "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.

Degree: Thesis (EdD), 2012, University of Exeter

 This thesis is an exploratory case study that investigates the epistemological beliefs of students’ on a Foundation degree in Teaching and learning, and the possible… (more)

Subjects/Keywords: 370.11; Epistemology; transformative learning; Foundation degree

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APA (6th Edition):

Osborne, L. (2012). "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/9946

Chicago Manual of Style (16th Edition):

Osborne, Laura. “"It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.” 2012. Doctoral Dissertation, University of Exeter. Accessed October 18, 2019. http://hdl.handle.net/10871/9946.

MLA Handbook (7th Edition):

Osborne, Laura. “"It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.” 2012. Web. 18 Oct 2019.

Vancouver:

Osborne L. "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10871/9946.

Council of Science Editors:

Osborne L. "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10871/9946


University of Edinburgh

12. Wright, Claire Louisa. Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film.

Degree: PhD, 2014, University of Edinburgh

 Arts organisations in receipt of public funding should seek to understand the impact of their work, for a variety of reasons. Contemporary outcome-based arts evaluation… (more)

Subjects/Keywords: transformative learning; arts evaluation; visual research

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APA (6th Edition):

Wright, C. L. (2014). Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9831

Chicago Manual of Style (16th Edition):

Wright, Claire Louisa. “Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed October 18, 2019. http://hdl.handle.net/1842/9831.

MLA Handbook (7th Edition):

Wright, Claire Louisa. “Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film.” 2014. Web. 18 Oct 2019.

Vancouver:

Wright CL. Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1842/9831.

Council of Science Editors:

Wright CL. Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9831


Penn State University

13. Hayduk, Dina. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING.

Degree: EdD, Adult Education, 2011, Penn State University

 This qualitative narrative inquiry explored women‟s self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning(more)

Subjects/Keywords: transformative learning; women; running; narrative inquiry

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APA (6th Edition):

Hayduk, D. (2011). USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12074

Chicago Manual of Style (16th Edition):

Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING.” 2011. Doctoral Dissertation, Penn State University. Accessed October 18, 2019. https://etda.libraries.psu.edu/catalog/12074.

MLA Handbook (7th Edition):

Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING.” 2011. Web. 18 Oct 2019.

Vancouver:

Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Oct 18]. Available from: https://etda.libraries.psu.edu/catalog/12074.

Council of Science Editors:

Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12074


Penn State University

14. McQuiggan, Carol. Preparing to Teach Online as Transformative Faculty Development.

Degree: EdD, Adult Education, 2011, Penn State University

 An action research study was conducted at a campus college of a large Research I institution of higher education to explore transformative learning among higher… (more)

Subjects/Keywords: transformative learning; faculty development; teaching online

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APA (6th Edition):

McQuiggan, C. (2011). Preparing to Teach Online as Transformative Faculty Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11670

Chicago Manual of Style (16th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Doctoral Dissertation, Penn State University. Accessed October 18, 2019. https://etda.libraries.psu.edu/catalog/11670.

MLA Handbook (7th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Web. 18 Oct 2019.

Vancouver:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Oct 18]. Available from: https://etda.libraries.psu.edu/catalog/11670.

Council of Science Editors:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11670

15. LoGiudice, Sarah J., 1985-. A Study of Practices that Foster Transformataive Learning in Higher Education.

Degree: Department of Counseling and Family Therapy, 2013, Central Connecticut State University

The purpose of this thesis is to describe transformative learning, explain why it is an extremely effective form of learning, and analyze the common characteristics… (more)

Subjects/Keywords: Transformative learning.

…PRACTICES THAT FOSTER TRANSFORMATIVE LEARNING 8 makers” (Mezirow, 2000, p. 8)… …If educators intend to facilitate students through a transformative learning experience… …throughout their lives. Studies have shown that transformative learning is “not just an… …undergone a transformative learning experience actively look for ways in which to put their new… …foster a transformative learning experience for their students (Keeling, 2006). How… 

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APA (6th Edition):

LoGiudice, Sarah J., 1. (2013). A Study of Practices that Foster Transformataive Learning in Higher Education. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1942

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):

LoGiudice, Sarah J., 1985-. “A Study of Practices that Foster Transformataive Learning in Higher Education.” 2013. Thesis, Central Connecticut State University. Accessed October 18, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1942.

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

MLA Handbook (7th Edition):

LoGiudice, Sarah J., 1985-. “A Study of Practices that Foster Transformataive Learning in Higher Education.” 2013. Web. 18 Oct 2019.

Vancouver:

LoGiudice, Sarah J. 1. A Study of Practices that Foster Transformataive Learning in Higher Education. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Oct 18]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1942.

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

Council of Science Editors:

LoGiudice, Sarah J. 1. A Study of Practices that Foster Transformataive Learning in Higher Education. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1942

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


Clemson University

16. Bishop, Debbie Lynn. Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study.

Degree: PhD, Education and Organizational Leadership Development, 2019, Clemson University

  The overall purpose of this study was to identify how school leaders, in particular principals, influenced culturally responsive teaching self-efficacy. The goal was to… (more)

Subjects/Keywords: Cultural Responsiveness; Ethical Leadership; Transformative Learning

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

APA (6th Edition):

Bishop, D. L. (2019). Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2388

Chicago Manual of Style (16th Edition):

Bishop, Debbie Lynn. “Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study.” 2019. Doctoral Dissertation, Clemson University. Accessed October 18, 2019. https://tigerprints.clemson.edu/all_dissertations/2388.

MLA Handbook (7th Edition):

Bishop, Debbie Lynn. “Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study.” 2019. Web. 18 Oct 2019.

Vancouver:

Bishop DL. Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2019 Oct 18]. Available from: https://tigerprints.clemson.edu/all_dissertations/2388.

Council of Science Editors:

Bishop DL. Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2388


University of Illinois – Urbana-Champaign

17. Allison, Robert. Transformative leadership for learning: ensuring high levels of learning for all students.

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

 Ensuring that all students are learning at high levels is an important goal for school leaders. This multiple case study examined leadership practices, beliefs, and… (more)

Subjects/Keywords: leadership for learning; instructional leadership; transformative leadership

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

APA (6th Edition):

Allison, R. (2012). Transformative leadership for learning: ensuring high levels of learning for all students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34464

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):

Allison, Robert. “Transformative leadership for learning: ensuring high levels of learning for all students.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed October 18, 2019. http://hdl.handle.net/2142/34464.

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

MLA Handbook (7th Edition):

Allison, Robert. “Transformative leadership for learning: ensuring high levels of learning for all students.” 2012. Web. 18 Oct 2019.

Vancouver:

Allison R. Transformative leadership for learning: ensuring high levels of learning for all students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2142/34464.

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

Council of Science Editors:

Allison R. Transformative leadership for learning: ensuring high levels of learning for all students. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34464

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


Boston College

18. Alvarez, Francis Dizon. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.

Degree: PhD, Religious Education and Pastoral Ministry, 2017, Boston College

 How does one teach Scripture in a way that leads to transformation? To answer that question, this study limits the matter to the Psalter and… (more)

Subjects/Keywords: Pedagogy; Practice; Psalms; Teaching Scripture; Transformative Learning

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APA (6th Edition):

Alvarez, F. D. (2017). The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107369

Chicago Manual of Style (16th Edition):

Alvarez, Francis Dizon. “The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.” 2017. Doctoral Dissertation, Boston College. Accessed October 18, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107369.

MLA Handbook (7th Edition):

Alvarez, Francis Dizon. “The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.” 2017. Web. 18 Oct 2019.

Vancouver:

Alvarez FD. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Oct 18]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107369.

Council of Science Editors:

Alvarez FD. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107369


University of North Texas

19. Tran, Nghi. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.

Degree: 2011, University of North Texas

 Using Mezirow's (1991) transformative learning theory as a framework, this qualitative case study investigated conditions conducive to transformative learning experiences among theological students in an… (more)

Subjects/Keywords: Transformative learning; online education; theological education

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

APA (6th Edition):

Tran, N. (2011). Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68056/

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):

Tran, Nghi. “Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.” 2011. Thesis, University of North Texas. Accessed October 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc68056/.

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

MLA Handbook (7th Edition):

Tran, Nghi. “Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.” 2011. Web. 18 Oct 2019.

Vancouver:

Tran N. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Oct 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68056/.

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

Council of Science Editors:

Tran N. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68056/

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


University of Manitoba

20. Boerchers, Morrissa. Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning.

Degree: Natural Resources Management, 2016, University of Manitoba

 Mining has left many long-lasting effects, often negative. Mining continues to this day and questions persist; “what are the legacies of mining, to what extent… (more)

Subjects/Keywords: Environmental Assessment; Mining; Legacy Effects; Transformative Learning

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

APA (6th Edition):

Boerchers, M. (2016). Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31158

Chicago Manual of Style (16th Edition):

Boerchers, Morrissa. “Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning.” 2016. Masters Thesis, University of Manitoba. Accessed October 18, 2019. http://hdl.handle.net/1993/31158.

MLA Handbook (7th Edition):

Boerchers, Morrissa. “Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning.” 2016. Web. 18 Oct 2019.

Vancouver:

Boerchers M. Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1993/31158.

Council of Science Editors:

Boerchers M. Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31158


Queens University

21. Troop, Meagan. Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular Vision of Teaching and Learning .

Degree: Education, 2013, Queens University

 The promotion of creative culture in the higher education classroom holds the potential to prepare students for their contemporary roles in an increasingly diverse and… (more)

Subjects/Keywords: transformative learning; adult education; graduate coursework; creativity

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APA (6th Edition):

Troop, M. (2013). Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular Vision of Teaching and Learning . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8506

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):

Troop, Meagan. “Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular Vision of Teaching and Learning .” 2013. Thesis, Queens University. Accessed October 18, 2019. http://hdl.handle.net/1974/8506.

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

MLA Handbook (7th Edition):

Troop, Meagan. “Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular Vision of Teaching and Learning .” 2013. Web. 18 Oct 2019.

Vancouver:

Troop M. Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular Vision of Teaching and Learning . [Internet] [Thesis]. Queens University; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1974/8506.

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

Council of Science Editors:

Troop M. Traversing Creative Space, Transforming Higher Education: A Contemporary Curricular Vision of Teaching and Learning . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8506

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


Queens University

22. Mack, Heidi. A Querencetic Life: Enacting Source .

Degree: Education, 2014, Queens University

 As a psychotherapist, my work with thousands of clients over the last two decades has illuminated a theme––when there is a misalignment between one’s values… (more)

Subjects/Keywords: Transformative; Learning; Querencia; Authenticity; Querencetic; Complexity; Hermeneutics

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

APA (6th Edition):

Mack, H. (2014). A Querencetic Life: Enacting Source . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12214

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):

Mack, Heidi. “A Querencetic Life: Enacting Source .” 2014. Thesis, Queens University. Accessed October 18, 2019. http://hdl.handle.net/1974/12214.

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

MLA Handbook (7th Edition):

Mack, Heidi. “A Querencetic Life: Enacting Source .” 2014. Web. 18 Oct 2019.

Vancouver:

Mack H. A Querencetic Life: Enacting Source . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1974/12214.

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

Council of Science Editors:

Mack H. A Querencetic Life: Enacting Source . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12214

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


Queens University

23. Fostaty Young, C. Susan. TRANSFORMATIVE EFFECTS OF LEARNING&ASSESSMENT-FOCUSED EDUCATIONAL DEVELOPMENT .

Degree: Education, 2012, Queens University

 This heuristic inquiry outlines the chronology of my own theory-building, developing awareness and understanding of my educational development practice; I define my practice as learning&assessment-focused… (more)

Subjects/Keywords: Educational Development; Assessment; Higher Education; Transformative Learning

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

APA (6th Edition):

Fostaty Young, C. S. (2012). TRANSFORMATIVE EFFECTS OF LEARNING&ASSESSMENT-FOCUSED EDUCATIONAL DEVELOPMENT . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7112

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):

Fostaty Young, C Susan. “TRANSFORMATIVE EFFECTS OF LEARNING&ASSESSMENT-FOCUSED EDUCATIONAL DEVELOPMENT .” 2012. Thesis, Queens University. Accessed October 18, 2019. http://hdl.handle.net/1974/7112.

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

MLA Handbook (7th Edition):

Fostaty Young, C Susan. “TRANSFORMATIVE EFFECTS OF LEARNING&ASSESSMENT-FOCUSED EDUCATIONAL DEVELOPMENT .” 2012. Web. 18 Oct 2019.

Vancouver:

Fostaty Young CS. TRANSFORMATIVE EFFECTS OF LEARNING&ASSESSMENT-FOCUSED EDUCATIONAL DEVELOPMENT . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1974/7112.

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

Council of Science Editors:

Fostaty Young CS. TRANSFORMATIVE EFFECTS OF LEARNING&ASSESSMENT-FOCUSED EDUCATIONAL DEVELOPMENT . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7112

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


University of New Mexico

24. Stanton, Michael. WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?.

Degree: Organization, Information & Learning Sciences, 2009, University of New Mexico

 High schools suffer from poor performance in attendance, achievement, literacy development, and postsecondary outcomes. Teachers cannot redesign schools by trying harder; new models of collaboration… (more)

Subjects/Keywords: High school teachers – In-service training; Professional learning communities; Transformative learning; Transformative learning; Group problem solving

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

APA (6th Edition):

Stanton, M. (2009). WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9354

Chicago Manual of Style (16th Edition):

Stanton, Michael. “WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?.” 2009. Doctoral Dissertation, University of New Mexico. Accessed October 18, 2019. http://hdl.handle.net/1928/9354.

MLA Handbook (7th Edition):

Stanton, Michael. “WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?.” 2009. Web. 18 Oct 2019.

Vancouver:

Stanton M. WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1928/9354.

Council of Science Editors:

Stanton M. WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9354


University of Pretoria

25. du Toit, Ina-Mari. Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 The purpose of this case study was to explore and describe educational psychology students' experiences of academic service learning (ASL) as part of a higher… (more)

Subjects/Keywords: UCTD; Academic service learning; Transformative learning; Educational psychology; Community engagement

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

APA (6th Edition):

du Toit, I. (2017). Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60941

Chicago Manual of Style (16th Edition):

du Toit, Ina-Mari. “Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools.” 2017. Masters Thesis, University of Pretoria. Accessed October 18, 2019. http://hdl.handle.net/2263/60941.

MLA Handbook (7th Edition):

du Toit, Ina-Mari. “Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools.” 2017. Web. 18 Oct 2019.

Vancouver:

du Toit I. Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2263/60941.

Council of Science Editors:

du Toit I. Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60941


University of the Western Cape

26. Hamman, Liza. Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme .

Degree: 2018, University of the Western Cape

 Mindfulness and the mindfulness-based stress reduction (MBSR) programme is becoming increasingly popular in the Western world. These days, there are many institutes and organisations that… (more)

Subjects/Keywords: Emancipation; Mindfulness; Transformative learning; Critical theory; Emancipatory learning

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APA (6th Edition):

Hamman, L. (2018). Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6646

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):

Hamman, Liza. “Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme .” 2018. Thesis, University of the Western Cape. Accessed October 18, 2019. http://hdl.handle.net/11394/6646.

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

MLA Handbook (7th Edition):

Hamman, Liza. “Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme .” 2018. Web. 18 Oct 2019.

Vancouver:

Hamman L. Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/11394/6646.

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

Council of Science Editors:

Hamman L. Critical theory, transformative learning and mindfulness: A case study of a mindfulness training programme . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6646

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


Brock University

27. Damianoff, Danny. Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism .

Degree: Department of Graduate and Undergraduate Studies in Education, 2011, Brock University

 This study examines the connection between leisure group participation and learning activities undertaken by participants in the Society for Creative Anachronism (SCA), a medieval recreationist… (more)

Subjects/Keywords: Society for Creative Anachronism; Transformative learning; Adult learning

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APA (6th Edition):

Damianoff, D. (2011). Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3355

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):

Damianoff, Danny. “Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism .” 2011. Thesis, Brock University. Accessed October 18, 2019. http://hdl.handle.net/10464/3355.

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

MLA Handbook (7th Edition):

Damianoff, Danny. “Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism .” 2011. Web. 18 Oct 2019.

Vancouver:

Damianoff D. Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism . [Internet] [Thesis]. Brock University; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10464/3355.

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

Council of Science Editors:

Damianoff D. Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism . [Thesis]. Brock University; 2011. Available from: http://hdl.handle.net/10464/3355

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


University of Manitoba

28. Lozecznik, Vanessa. The role of protests as platforms for action on sustainability in the Kullu Valley, India.

Degree: Natural Resources Management, 2010, University of Manitoba

 The Himalayan region of India has a surprisingly fragile ecosystem due in part to its geomorphic characteristics. In recent years the Himalayan ecosystem has been… (more)

Subjects/Keywords: transformative learning; protest; social movements; non-formal learning

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

APA (6th Edition):

Lozecznik, V. (2010). The role of protests as platforms for action on sustainability in the Kullu Valley, India. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4288

Chicago Manual of Style (16th Edition):

Lozecznik, Vanessa. “The role of protests as platforms for action on sustainability in the Kullu Valley, India.” 2010. Masters Thesis, University of Manitoba. Accessed October 18, 2019. http://hdl.handle.net/1993/4288.

MLA Handbook (7th Edition):

Lozecznik, Vanessa. “The role of protests as platforms for action on sustainability in the Kullu Valley, India.” 2010. Web. 18 Oct 2019.

Vancouver:

Lozecznik V. The role of protests as platforms for action on sustainability in the Kullu Valley, India. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1993/4288.

Council of Science Editors:

Lozecznik V. The role of protests as platforms for action on sustainability in the Kullu Valley, India. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4288


Queens University

29. Fahim, Rasha. Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom .

Degree: Education, Queens University

 The purpose of this project is to design a resource informed by Transformative Learning Theory for teachers of English as a Second Language (ESL), It… (more)

Subjects/Keywords: ESL; Adult learning; Transformative Learning

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

APA (6th Edition):

Fahim, R. (n.d.). Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/22917

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fahim, Rasha. “Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom .” Thesis, Queens University. Accessed October 18, 2019. http://hdl.handle.net/1974/22917.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fahim, Rasha. “Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom .” Web. 18 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Fahim R. Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom . [Internet] [Thesis]. Queens University; [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1974/22917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Fahim R. Practical Implementation of Transformative Learning in the Adult English as a Second Language Classroom . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/22917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Manitoba

30. Backer, Justine. Contributions to sustainability practices of faith communities in Canada: the roles of learning, action and faith.

Degree: Natural Resources Institute, 2019, University of Manitoba

 In a world of environmental crisis, set-backs, and political cloudiness, learning provides a bridge for individuals to achieve sustainability through action at a grass-roots level… (more)

Subjects/Keywords: Sustainability; Faith community; Learning; Transformative learning theory; Environment

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APA (6th Edition):

Backer, J. (2019). Contributions to sustainability practices of faith communities in Canada: the roles of learning, action and faith. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34272

Chicago Manual of Style (16th Edition):

Backer, Justine. “Contributions to sustainability practices of faith communities in Canada: the roles of learning, action and faith.” 2019. Masters Thesis, University of Manitoba. Accessed October 18, 2019. http://hdl.handle.net/1993/34272.

MLA Handbook (7th Edition):

Backer, Justine. “Contributions to sustainability practices of faith communities in Canada: the roles of learning, action and faith.” 2019. Web. 18 Oct 2019.

Vancouver:

Backer J. Contributions to sustainability practices of faith communities in Canada: the roles of learning, action and faith. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1993/34272.

Council of Science Editors:

Backer J. Contributions to sustainability practices of faith communities in Canada: the roles of learning, action and faith. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34272

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