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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 Invisible Identities: The Selective Racialization of Iranian Students Sabihi, Samantha Sama. - 2020 BASE Show details 2 I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope Tobin, Leah Kreimer. - 2020 BASE Show details 3 Exploring Identities and Relationships: Narratives of Second-Generation, Black, West Indian College Students From Boston English, Shelvia R.. - 2019 BASE Show details 4 Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program Nyunt, Gudrun. - 2018 BASE Show details 5 "They're my kryptonite but they also empower me": The double-edged sword of familismo Goldthrite, Antoinette Marie. - 2016 BASE Show details 6 "Backing Away from the Cliff": A Theory of Education for Sustainability in the Postsecondary Classroom Buckley, Jessica Belue. - 2014 Abstract: Despite growing efforts for Education for Sustainability (EfS), little empirical research documents EfS in the postsecondary classroom and the ways in which sustainability is defined in these classrooms. The purpose of this study was to provide a theory of EfS in the postsecondary classroom in the United States. I sought to understand how postsecondary educators understand sustainability, how they engage in EfS in the classroom, and what contexts influence their work in EfS. Using a constructivist, grounded theory methodology, I selected three institutions - East State University, Liberal Arts College, and Religious University - for this study given both their diversity of mission and their commitment to EfS. I observed 27 different courses, comprising a total of 67 class meetings, and interviewed a total of 42 individuals, 29 of whom were educators, 11 of whom were students, and 2 who were primarily administrators. Findings revealed that a macro-narrative of sustainability in the classroom concerns (a) the relationship between humanity and the environment, including relationships between communities that are mediated by the environment; (b) the ways in which people come to understand those relationships; and (c) the responsibilities individuals have because of those relationships. Educators described that the term sustainability is complex but also invites dialogue. Variations of EfS in the classroom existed along two continua, one concerning the role of sustainability (whether fundamental or supplemental) and another concerning the teaching framework (practical or theoretical). When used together, these continua created a typology of courses that helped students conceptualize, operationalize, contextualize, or synthesize sustainability. Although variations of EfS existed, a number of pedagogical characteristics were similar in EfS classrooms, including educators' desire to teach beyond content, multiple sources of knowledge, the use of pedagogical partnerships, invitation to conversation among disciplines, and values orientations. These characteristics together demonstrate a path from knowledge to practice in an EfS classroom. Findings provide a theory for understanding sustainability within the context of a postsecondary classroom and possible variations for EfS in the classrooms. They reveal implications for educators - both inside the classroom and within the co-curriculum - as they provide an empirically grounded theory for EfS. Keyword: Higher education; Pedagogy; Sustainability URL: http://hdl.handle.net/1903/15196 BASE Hide details 7 The Experiences of Non-Signing Deaf and Hard-of-Hearing Students and Their Academic and Social Integration Into A Primarily Signing Deaf University Environment Dorminy, Jerri Lyn. - 2013 BASE Show details 8 Teachers' Ratings of Relationships with Students: Links to Student and Teacher Characteristics Buhl, Sara J.. - 2012 BASE Show details 9 AN EXPLORATORY STUDY OF A MEASURE OF VOCATIONAL IDENTITY FOR SPANISH-SPEAKING PERSONS Tosado, Luis. - 2012 BASE Show details 10 Alternative Break Programs and the Factors that Contribute to Changes in Students' Lives Niehaus, Elizabeth K. - 2012 BASE Show details 11 PERCEPTIONS OF SPANISH/ENGLISH BILINGUAL SCHOOL PSYCHOLOGISTS REGARDING COMPETENCY IN ASSESSMENT AND FUTURE TRAINING NEEDS Pena, Anne Marie. - 2012 BASE Show details 12 An Examination of the Factors that Contribute to Undergraduate Persistence and Graduate Degree Aspirations for First-Generation College Students Attending Elite Universities McCarron, Grazziella Pagliarulo. - 2012 BASE Show details 13 Navigating Multiple Worlds: A Grounded Theory of Latina Students' Identity as Latina First-Generation College Students Alvarez, Patricia Lynn. - 2011 BASE Show details 14 Removing the college involvement "research asterisk": Identifying and rethinking predictors of American Indian college student involvement Garland, John L.. - 2010 BASE Show details 15 Measures of Writing Skills as Predictors of High Stakes Assessments for Secondary Students Jones, Karen Anne. - 2008 BASE Show details 16 Internalized Racism and Ethnic Identity in Chicana/o and Latina/o College Students Hipolito-Delgado, Carlos Porfirio. - 2007 BASE Show details 17 THE RELATIONSHIPS OF RACIAL IDENTITY AND GENDER-ROLE CONFLICT TO SELF-ESTEEM OF ASIAN AMERICAN UNDERGRADUATE MEN Shek, Yen Ling. - 2005 BASE Show details

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