Dissertations / Theses on the topic 'Curricula'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Curricula.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.
Full textMendonça, Maria Norberta Varela Pires. "Gestão curricular da língua cabo-verdiana : sua integração nos curricula." Master's thesis, Universidade de Aveiro, 2005. http://hdl.handle.net/10773/15283.
Full textCom esta investigação pretendemos analisar as perspectivas e opiniões dos professores de Portugugs, relativamente A questáo da Gestão Curricular da Língua Cabo-vediana e sua integração nos curficula. O trabalho divide-se em duas partes, sendo a primeira parte abrangendo a coniextualizaç~od o problema e objecto de estudo, e o enquadramento tebrico, com base nos suportes te6ricos de referência e a segunda parte abarca a enquadramento metodológico de um estudo prospectivo, concretizado através da realização de um inquérito por questionário aplicado a uma amostra dos professores de Português de Cabo Verde. Na primeira parte do trabalho, para além do conceito de curriculo. que foi largamente descrito a nível teórico, o estudo centra-se no conceito de gesfão cvrricular da Ccv e as suas inter-relaçáes com os conceitos de adequaçio, diferenciação e integra@ curricuiares, a luz das novas tendemias curriculares e de inovação educativa. Um outro ponto que tem merecido destaque, nesta primeira parte diz respeito aos conceitos de crioulo e pidgin e a formação do Ccv e a sua conversão em Ccv. Assim, atribuímos A política linguística ai legiiimaçào da criação de estruturas e meios indispensáveis para a afirmação e valorizaç8a da Lcv e sua integração nos curricula. A concepção da nossa investigação situa-se dentro do paradigma construtívista, conforme definido por Guba & Lincoln (19941, que permite a compreensão da realidade sob a forma de construções mentais e sociais, baseadas na interpretação e analise de conteúdo de dados obtidos junto dos sujeitos, Para a abordagem metodológica utilizada nesta pesquisa utilizou-se o inquérito por question8rio1 com recurso ao método quantitativdqualitativo, visto que se trata de um estudo descritivolinterpretativo de natureza exploratória, que se preocupa mais com o processo do que com os prdutos. A síntese dos resultados demonstra que os professores têm a noção dos conceitos de currículo e de gestão curricular, embora haja algumas divergências na conceptualização dos mesmos. No tocante à Lcv, é clara a ansiedade que os professores deixam transparecer de ver a sua Ilngua materna valorizada, no sentido da sua ascensão A língua oficial em paridade com a Lp. Assim, advoga-se a criação de estruturas e de gestão de meios materiais a humanos para a oficialiração da Lcv e sua integração nos çurricula escolares.
With this inquiry we intend to analyse the perspectives and opinions of the professors of Portuguese, related to Curricular Managernent of Cape Verdean Language and its integration on the curricula. This study is divided into two paizs, which the f irst part encloses the contextuaiisation of the problem nnd object of study, and its theoretical frarning, on ihe basis of the theoretical frame of reference, and the second part holds the methodological frarning, a prospective study, made through an inquiry by questionnaire applied to a representative sample of professors of Portuguese. Beyond the concept of curriculum, which was wide described in a theoretical levei, the first part of this study centers on a concept of curricular management of the Cape Verdean Language and its inter-relations with the mncepts of adequacy, curricular differentration and integration, in light the of new measures oli educative innovation. Another aspect that deserves prominence is the Creole and pidgin concepts and the formation of Ccv and its conversion into Cape Verdean Language. f huç, we aíiribute the linguistic policy the indispensable legitimation of the creation of structures and ways for the affirmation and waluation of the Cape Verdean Language and its integration in curricula. The conception of our enqliiry is placed on a construtivist paradigm, as defined by Guba & Lincoln (1 994), which allows the understanding of reality under mental and social constructions, based on interpretation and content analysis.The methodological steps used in this research is the inquiry by queçtionnaire, as well as lhe quantitylquality method. since it is about a descriptbelinterpretative study o! exploratoty nature, where its main concern is the process and no4 the products. The synthesis of the results demonstrates that professors know the concepts of curriculum and curricular management, although there are some divergentes from the conceptualiçation of thern. What Cape Verdean Language concerns, it is evident the anxiety that professors show to see their mother tongua valued towards its ascensien as a official language in parity to Portuguese Language. Hence, it is advcicated the creafion of structures and the management of material and human rneans in order to make Cape Verdean Language official and its integration in schmling curricula.
Stuska, Susan Jolene. "Needs-based curricular content goals for two-year equine curricula." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08032007-102241/.
Full textBennett, Sandra. "An investigation into curriculum alignment in building construction curricula." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.
Full textWang, Xiaoli (Li). "Integrating information literacy into higher education curricula: An IL curricular integration model." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41747/1/Xiaoli%20Wang%20Thesis.pdf.
Full textOhene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.
Full textAlharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.
Full textPang, Xing. "On the nature of academic rankings: The relationship between the academic rankings’ quality of education and the curriculum in Ph.D. C&I programs in America." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1603500247163977.
Full textElizabeth, Tracy. "Media, Curricula, & Socioacademics." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663231.
Full textBezuidenhout, Daniel M. "Situasie-analise as 'n komponent van kurrikulumontwikkeling van technikonkursusse." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23156.
Full textEasterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.
Full textBrown, Ryan A. "Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.
Full textSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).
Leung, Chit-wan, and 梁哲雲. "The new sixth form curriculum (1992): an issue of implementing innovation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959556.
Full textClark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.
Full textShaughnessy, Erin. "Sexuality health programs curricula assessment." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2202.
Full textHo, Yam Leung, and 何蔭良. "Target oriented curriculum: An analysis of the making of education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965519.
Full textBalasooriya, Chinthaka Damith Public Health & Community Medicine Faculty of Medicine UNSW. "The best laid plans: medical students' responses to new curricula." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2005. http://handle.unsw.edu.au/1959.4/22475.
Full textPetersen, Neal Theo. "Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.
Full textThis study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
Kern, Yolanda. "Qualitative analysis of Junior Reserve Officers Training Corps curricula : should the Services' four curricula be merged? /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FKern.pdf.
Full textToney, Mayra P. "Cultural Competence in Nursing School Curricula." Thesis, Carlow University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600816.
Full textThe purpose of this study was to determine the benefit of both classroom instruction and an immersive clinical experience for the development of cultural competence skills among student nurses. The 3-D Model for Culturally Congruent Care was the framework used for this quantitative descriptive correlational study. The premise of the model is to draw upon the knowledge that culturally competent care derives from the healthcare provider and client level, an essential factor to the delivery of culturally competent healthcare. A convenience sample of 74 student nurses from two separate cohorts enrolled in a diploma-based program were asked to complete the Cultural Competence Assessment (CCA) survey as a pre-intervention (2017 Cohort) and post-intervention (2016 Cohort).
Data from the CCA were analyzed utilizing measures of central tendency and bivariate statistics. This analysis revealed significant associations between both groups of students and levels of cultural awareness and sensitivity. The results of this study affirm the value of both the classroom and clinical immersion experience in the development of cultural competence among student nurses.
Zepf, Arthur L. IV. "Cyber-security curricula for basic users." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37750.
Full textThere have been only a small number of attempts at creating a cyber-security curriculum that can be used to teach children the concepts of cyber security and information assurance. There is a significant shortage of attempts at creating a computer-security curricula and cyber-security training for people who have only basic computer skills. Also, the integration of computer-security and information assurance principles into formal and accepted primary and secondary education is nearly non-existent. Our research has been aimed at evaluating the current computer-security curricula according to widely accepted educational standards. The objective is to (i) create a set of requirements to analyze the effectiveness of computer-security curricula, (ii) determine the best current disseminated cyber-security curriculum for children, (iii) and make recommendations for a cyber-security curriculum by utilizing the best traits of the surveyed programs. Literature includes studies on previously created computer-security curricula; and the most effective means of teaching children new concepts. Our research questions include: Is it important for a curriculum to be flexible enough to affect a variety of age groups? Is it important for a computer-security education to be interactive and motivational? Is it possible to teach difficult computer-security concepts in a way that children can understand?
Smith, Mary. "Content Analysis of Conflict Resolution Curricula." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/399.
Full textVan, Niekerk Roelf. "Economic responsiveness in organisational psychology curricula." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003952.
Full textSmith, Sandra Ellen. "Impacts and implications of integrated curricula." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Smith_SMITthesis2009.pdf.
Full textFagelson, Marc A., and G. Panayiotou. "The Current Content of Au.D. Curricula." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1600.
Full textNewbold, Curtis Robert. "Teaching Creativity in Technical Communication Curricula." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/4.
Full textBowzer, Angela D. "Professional identity and curricular construction a study of teacher interaction with mathematics curricula of two types /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5610.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.
Yangki, Tshering. "The intended and the taught curricula in grade 6 geography in Bhutan, a curriculum audit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ35545.pdf.
Full textHo, Moon-tim, and 何滿添. "A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" bythe Education Department in a technical secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960881.
Full textSilva, Marcio Antonio da. "Currículos de matemática no ensino médio: em busca de critérios para escolha e organização de conteúdos." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/11393.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work focus on the Mathematics Curricula for the Brazilian Ensino Médio, analyzing the criteria used in order to select and organize contents, once official orientations, as well as much of the research already carried out in our country, do not focus explicitly on what the guiding fundaments for selecting mathematic themes would be. The research is methodologically characterized as a theoretical essay, once we aim, using the argumentation, through the theoretical support, at the idea that it is necessary to search for criteria to select and organize mathematical contents to Ensino Médio, and they should take into consideration cultural features and the objectives of each community in order to fulfill the objectives of a school that aims equality through social transformation and, at the same time, valuing scientific knowledge built through many civilizations throughout the history of Humankind. In order to accomplish that, we look at Philosophy of Mathematics so we can understand how certain tendencies and conceptions about some concepts and the Mathematics itself can be explained; we think about William Doll Jr s work and his curricular criteria in a post-modern perspective; we use the concept of Critical Mathematical Education, following Skovsmose and we analyze the social and cultural factors of a curriculum. As far as the work organization is concerned, we emphasize the importance of breaking with the linear paradigm, which is still present in the Mathematics curricula, building a disposition based on net ideas. We resume our ideas through eight propositions concerning what the criteria to select and organize a critical and post-modern curricula would be: richness, recursion, relations, rigor, reflection, reality, responsibility and resignification. Finally, throughout our studies, we have concluded that Mathematics Curricula for Ensino Médio must present this science in its main plenitude, with all its research areas, reflecting that the inefficiency of certain contents in real situations do not make them less important, which is different from what has been currently done, as far as we are concerned, once Mathematics is divided and presented in an incomplete way. This creates an opportunity only for students who will keep on their studies in Educação Superior to study Mathematics in its richness and interconnections
Essa tese trata dos Currículos de Matemática no Ensino Médio brasileiro buscando reflexões sobre critérios para escolha e organização de conteúdos, pois as orientações oficiais e grande parte das pesquisas já realizadas em nosso país não enfocam explicitamente quais seriam os fundamentos norteadores para selecionar temas matemáticos. A pesquisa é metodologicamente caracterizada como um ensaio teórico, pois buscamos com a argumentação, através do aporte teórico apresentado, a defesa da asserção de que é necessário buscar critérios para escolha e organização de conteúdos matemáticos para o Ensino Médio e que estes devem levar em conta características culturais e os objetivos próprios de cada comunidade, para atender aos objetivos de uma escola comprometida com a busca pela igualdade, por meio da transformação social e, ao mesmo tempo, valorizando os conhecimentos científicos construídos por várias civilizações, ao longo da história da humanidade. Para isso, olhamos para a Filosofia da Matemática com a intenção de compreendermos como certas tendências e concepções sobre conceitos e sobre a própria Matemática podem ser explicadas, refletimos sobre o trabalho de William Doll Jr. e seus critérios curriculares em uma perspectiva pós-moderna, nos apropriamos do conceito de Educação Matemática Crítica, segundo Skovsmose e analisamos os fatores sociais e culturais de um currículo. No aspecto organizacional, enfatizamos a importância de quebrar o paradigma linear, ainda presente nos currículos de Matemática, construindo uma disposição pautada na ideia de rede. Sintetizamos nossas reflexões por meio de oito proposições a respeito de quais seriam os critérios para escolha e organização de um currículo crítico e pós-moderno: riqueza, recursão, relações, rigor, reflexão, realidade, responsabilidade e ressignificação. Finalmente, em decorrência dos nossos estudos, concluímos que os Currículos de Matemática para o Ensino Médio devem apresentar esta ciência na sua plenitude, com todos os seus campos de pesquisa e variedade de eixos articuladores, mostrando que a inaplicabilidade de alguns conteúdos em situações reais não diminui a importância dos mesmos, diferente do que atualmente é feito, ao nosso ver, seccionando a Matemática e apresentando-a de maneira incompleta, proporcionando, apenas aos alunos que seguirão seus estudos na Educação Superior, a oportunidade de vê-la e estudá-la na riqueza de suas interconexões
Ye, Wangbei, and 叶王蓓. "Power and school-based curriculum development in moral education in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996799.
Full textWise, Wendy E. "The Effects Of The Wise Self-Esteem Project Upon The Development Of Self-Esteem In Primary Grade Children." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3474.
Full textRogers, Pamela. "Problematizing social studies curricula in Nova Scotia." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104888.
Full textCette étude question l'implémentation du programme des sciences humaines en Nouvelle-Écosse. Les connaissances indigènes (autochtones), et les principes de l'éducation anti-raciste forment la base des programmes d'études secondaires créés à partir de la perspective des Afro-Nouvelle-Écossais et des Micmacs. Les cours, d'études afro-canadiennes et d'études Micmaques, ont été mis en place en 2002. Pour comprendre la différence entre les objectifs visés et les réalités du programme, trois méthodes ont été utilisées : le narratif, l'analyse critique du discours et les entrevues avec les enseignants. Le narratif a servi comme point d'accès pour l'analyse qui suit, en situant le contexte de la salle de classe. Centré sur le langage employer, l'analyse critique du discours a lié les problèmes d'exécution des cours aux discours utilisés dans chaque document du programme. ont été formulées. L'analyse lie les trois méthodes pour illustrer les questions d'implémentation dans un contexte plus large.
Al-Jarrah, Abdallah Azzam. "Democracy in the Jordanian social studies curricula." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247471.
Full textLisauckis, Lisa Elena. "Herbal supplement education in dental hygiene curricula." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2326.
Full textTitle from document title page. Document formatted into pages; contains viii, 63 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 48-50).
Veal, David. "An investigation into computer and network curricula." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1331.
Full textNigh, Jennifer L. "The Use of Conceptual and Practical Tools to Teach Writing in Fourth Grade Online Classrooms: A Multiple Case Study." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1616961888964338.
Full textDingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
Bay, Jennifer M. "Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.
Full textKelwon, Isaiah K. (Isaiah Kiprop). "Curriculum implementation : a study in two secondary schools in Kenya." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.
Full textImplementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were too few. Moreover, the textbooks were reported as being shallow and sketchy. In addition, the content of some topics was too difficult especially at the lower secondary (Forms I and II) level. The syllabus was also too wide for satisfactory coverage in the four-year duration of secondary education.
An additional problem found was that there were no inservice courses for the biology teachers. It was also found that the head teachers played a limited role as instructional supervisors because most of their time was spent on administrative duties.
Vogt, Blythe A. "Elating building information modeling & architectural engineering curricula." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3884.
Full textJanz, Edwin. "A protocol for authoring curricula for technology education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32930.pdf.
Full textMadison, III Eddie, and III Eddie Madison. "Journalistic Learning: Rethinking and Redefining Language Arts Curricula." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12520.
Full text10000-01-01
Iglar, A. F., and Phillip R. Scheuerman. "Computer Aided Instruction in the Environmental Health Curricula." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etsu-works/2884.
Full textBellew, Sheilah Marie. "Integrating folk literature into a meaning center curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/709.
Full textMarc, Rosales R. "A Modified Delphi Study to Determine QSEN Informatics Competencies Recommended for Associate Degree Nursing Curricula." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492195505156655.
Full textWong, Yin-ha Ann, and 王燕霞. "Implementation of career oriented diversified curriculum (CODC) in thebusiness curriculum for senior secondary schools in Hong Kong withspecial reference to the education reform: apilot study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30271630.
Full textAkin, Jeanne Ellen. "Site principals' leadership strategies for changing high school staff cultures to support successful restructuring of curriculum and instruction." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2587.
Full textFlynn, Lauren. "The Role of School Psychologists in Social-Emotional Learning Programs." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.
Full textSchneider, Jennifer L. "CENTERING AESTHETICALLY WITHIN PLACE: A GEOSTORY COMPOSED FROM AN ARTS-BASED PRAGMATIST INQUIRY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573255985836785.
Full text