Thematische Bibliographien / Women teachers – drama

Auswahl der wissenschaftlichen Literatur zum Thema „Women teachers – drama“

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Veröffentlicht am 25. Juli 2024

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Zeitschriftenartikel zum Thema "Women teachers – drama"

1

Rothermel, Beth Ann. „Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools“. Journal for the History of Rhetoric 8, Nr. 1 (01.01.2005): 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking, pedagogy and theatrics, teaching and performance.
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2

Gursoy, Aysun. „Evaluation of prospective teacher’s attitudes regarding creative drama courses“. International Journal of Learning and Teaching 11, Nr. 4 (31.10.2019): 136–46. http://dx.doi.org/10.18844/ijlt.v11i4.4295.

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The aim of this study is to examine the attitudes of prospective teachers attending the teaching department in universities in North Cyprus according to various variables such as gender, age, department, class, place of residence of families and type of high school they graduated from. For this purpose, Attitude Scale Towards Creative Drama Course was applied to prospective teachers who took creative drama course in Preschool Teaching and Hearing Impaired Education programs of Near East University. Before and after creative drama education and attitude scores of prospective teachers were examined according to independent variables. At the end of the study, it was seen that the prospective teachers' attitude scores towards creative drama differed significantly in favor of women before education but this difference disappeared after education. In addition, it was found that the attitude scores of the prospective teachers did not show a statistically significant difference according to the variables of age, department, class, place of residence of families, type of high school they graduated from. Key Words: Creative drama, prospective teacher, Attitude, age, class
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Cockcroft, Anne, Leagajang Kgakole, Nobantu Marokoane und Neil Andersson. „A role for traditional doctors in health promotion: experience from a trial of HIV prevention in Botswana“. Global Health Promotion 27, Nr. 2 (04.10.2018): 114–16. http://dx.doi.org/10.1177/1757975918785563.

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Traditional doctors have been largely ignored in HIV prevention, particularly primary prevention. As part of a structural intervention programme to reduce HIV risk among young women in Botswana, we trained 147 traditional doctors in four districts as well as government health education assistants (HEAs) and teachers to run discussion groups in the community and schools, using an evidence-based eight-episode audio-drama, covering gender roles, gender violence, and how these are related to HIV risk. One year later, we contacted 43 of the 87 trained traditional doctors in two districts. Most (32) were running discussion groups with men and women, with links to the local HEAs and teachers. They were adept at recruiting men to their groups, often a challenge with community interventions, and reported positive changes in attitudes and behaviour of group participants. Traditional doctors can play an important role in primary prevention of gender violence and HIV.
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Brown, Margaret Lynn. „Faust, Mothers Of Invention - Women Of The Slaveholding South In The American Civil War“. Teaching History: A Journal of Methods 22, Nr. 2 (01.09.1997): 109–10. http://dx.doi.org/10.33043/th.22.2.109-110.

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In an award-winning new book, Drew Gilpin Faust provides another side to the Civil War: the experiences of slaveholding women in the South. After mining the diaries, letters, essays, memoirs, fiction, and poetry of more than 500 Confederate women, Faust pledged herself to writing an accessible yet scholarly work on this important topic. "After two decades as an academic historian, I sometimes fear I no longer can communicate in a manner that will engage a general reader," she writes, "but the compelling nature and human drama of this war story have made me want to try." The results are happy ones for teachers, as this is a volume that will overcome the usual undergraduate resistance to serious monographs.
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Uno, Roberta, Kathy Perkins und Honor Ford-Smith. „Contemporary Plays by Women of Color: An Anthology“. Canadian Theatre Review 94 (März 1998): 75–77. http://dx.doi.org/10.3138/ctr.94.018.

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Roberta Uno and Kathy Perkins have put together a riveting collection of plays from the United States called Contemporary Plays by Women of Color. This unique anthology brings together a multitude of Latina, African American, Asian and Native American voices which tell richly varied stories of racialized existence in America. The collection is provocative because it challenges us to think about the complexity of the politics of race, gender, class, sexuality and disability. Given the burden of demands often placed on the work of individual women of colour, this collection is sensibly and firmly heterogeneous in voice and form. It takes delicious liberties with the English language, undermining its limits, even as it also challenges and bends the limits of “western ” theatre. It provides essential reading for both students and teachers of theatre and drama and is a proverbial “pot of gold” for actors, directors and producers longing to enjoy socially engaging and entertaining scripts.
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Lanters, José. „Women and Marriage: Hazel Ellis' Gate Theatre Plays of the 1930s in Context“. Review of Irish Studies in Europe 5, Nr. 2 (12.12.2022): 2–18. http://dx.doi.org/10.32803/rise.v5i2.3070.

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This essay considers two unpublished plays written by Hazel Ellis in the 1930s and produced by the Gate Theatre, Dublin, where Ellis had started out as an actor. While the two plays appear to have little in common, the substance of each echoes the public debate in Ireland at the time regarding marriage, divorce, and women in the workplace. These were the years leading up to the adoption of the 1937 Constitution, which sanctified the nuclear family and the central role of the wife and mother within it as the moral cornerstone of society. In both plays the female characters struggle to make meaningful choices within a restrictive, patriarchal environment. Portrait in Marble (1936) is a historical biographical drama dealing with Lord Byron’s turbulent relationships with two very different women: his lover, the outrageous (and married) Lady Caroline Lamb, and his wife, the intellectual and prudent Annabella Milbanke, who eventually chooses to separate from her husband. Women without Men (1938) features an all-female cast and is set in the teachers’ sitting room of a private girls’ boarding school modelled on the French School in Bray, Co. Wicklow, which Ellis had attended. It focusses on the anxieties, obsessions and grievances of the school’s teachers, all of whom are unmarried. This essay considers Ellis’ plays in the context of contemporary newspaper reporting about the low marriage rate in Ireland, legislation curtailing the right of married women to work in certain positions (the ‘marriage bar’), and the clerical and legal debate concerning divorce. Keywords: Hazel Ellis, Gate Theatre Dublin, Irish theatre, women, marriage, divorce, marriage bar.
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Appiah, Kofi Nyantakyi, Emmanuel Aboagye und Daniel Darkwa Mensah. „Students’ Perception of Integration of Physical Education, Music, and Dance (PEMD) as a Course in Colleges of Education in Ghana“. European Journal of Education and Pedagogy 4, Nr. 2 (20.04.2023): 237–45. http://dx.doi.org/10.24018/ejedu.2023.4.2.627.

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The integration of courses (subjects) is currently trending in all facets of the educational curriculum. Therefore, studies must be done to holistically look into the impacts and perceptions of teachers and learners on the integration of courses in our educational systems. This paper examined students’ perception of the combination of Physical Education and Music and Dance as an integrated course in colleges of education in Ghana. Semi-structured interviews were used to collect data from 10 purposively sampled students (five women and five men) in two strategically selected colleges of education in the Ashanti Region, Ghana. Content analysis was used as a tool for data analysis. Based on the results, the students found the PEMD course the most enjoyable, especially the practical aspects of PE and the dance drama aspect of the music. The students further envisaged that playing musical instruments was a challenge during the music course and the PE course was primarily full of classroom work (theory). In advance, the students recommended that, with the PEMD, the PE aspect should be separated from the music since both are comprehensive courses, and each can stand on its own as a course. Again, the participants asserted that the course should be more practically oriented than before. Therefore, the PEMD course should be more practical than theory and separated to allow PE and Music to stand on their own as a course since they have no apparent relationship.
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Virtanen, Anniina, Jessica De Bloom und Ulla Kinnunen. „Relationships between recovery experiences and well-being among younger and older teachers“. International Archives of Occupational and Environmental Health 93, Nr. 2 (24.09.2019): 213–27. http://dx.doi.org/10.1007/s00420-019-01475-8.

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Abstract Purpose The study had three aims. We investigated, first, how six recovery experiences (i.e., detachment, relaxation, control, mastery, meaning, and affiliation) during off-job time suggested by the DRAMMA model (Newman et al. in J Happiness Stud 15(3):555–578. 10.1007/s10902-013-9435-x, 2014) are related to well-being (i.e., vitality, life satisfaction, and work ability). Second, we examined how age related to these outcomes, and third, we investigated whether age moderated the relationships between recovery experiences and well-being outcomes. Methods A sample of 909 Finnish teachers responded to an electronic questionnaire (78% women, average age 51 years). The data were analyzed with moderated hierarchical regression analyses. Results Detachment from work, relaxation, control, and mastery were associated with higher vitality. Detachment, relaxation, meaning, and affiliation were related to higher life satisfaction. Older age was related to lower work ability, but not to vitality or life satisfaction. Older teachers benefited more from control and mastery during off-job time than did younger teachers in terms of vitality, whereas younger teachers benefited more from relaxation in terms of all well-being outcomes. Conclusions Detachment, relaxation, control, mastery, meaning, and affiliation during off-job time were related to higher well-being, supporting the DRAMMA model. Age moderated the relationships between control, mastery, and relaxation and vitality and life satisfaction. The role of aging in recovery from work needs further research.
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Huttenbach, Henry R. „In Memoriam: Donald W. Treadgold (1922–1994): Teacher, Scholar, Humanist“. Nationalities Papers 23, Nr. 2 (Juni 1995): 259–60. http://dx.doi.org/10.1080/00905999508408376.

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Don—by which name I knew him since I became his graduate student in 1956—belonged to a rare breed of academicians: he was a devout man for whom the personal adventure of life and human history in its totality had a moral dimension; in his quest for understanding himself and others, there was always an underlying moral drama; there was not just the realm of the true and the false but also a fundamental layer of the right and the wrong. For Don, there was always the issue of good and evil. In the end, men and women, the lofty, such as Stolypin (about whom he wrote insightfully), and the humble, such as the Russian peasants in Siberia (to whom he also gave considerable scholarly attention), all were accountable for their individual and collective actions. We are all free moral agents, he observed, including Lenin (about whose early political struggles he wrote brilliantly). It is a perspective Don never abandoned as the Soviet Union dissolved into the amorphous and morally complex post-Soviet era, a characteristic which qualified Don as a persistent humanist. The individual human person endowed with the capacity to sustain immutable moral values was Don's ultimate interest as an historian and teacher.
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張惠思, 張惠思. „南洋女學的印跡：近現代畫報與雜誌中南洋知識女性圖像的意涵“. 中正漢學研究 37, Nr. 37 (Juni 2021): 139–56. http://dx.doi.org/10.53106/2306036020210600370005.

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<p>教育一直是南洋華人念茲在茲的民族事業，早在一九零八年即有女子學校。除了近現代南洋書籍與報刊的新聞或文化記述，上海出版的畫報雜誌亦偶見南洋知識女性圖像。這些照片提供我們回溯近現代南洋微觀卻具體的小歷史。本文因而嘗試通過近現代刊物中的南洋女子圖像，勾勒南洋知識女性的面貌以及圖像所凸顯出來的南洋知識女性教育與校園生活。這些畫報與雜誌中刊出的多為女教員與女學生身影。知識身份成為她們姿容重要的添加物，展現了知識女性新氣度、時代精神及積極展現自我的自覺。一些畫報也突出女運動員的英姿風貌，強調女性得以步入現代化的教育方式，注重女性身體健康與自我超越。此外，通過女學集體照，我們可以看見隨著時間逐漸增長的人數以及女學生大型集體活動如運動會、演劇、西式體操等，拓展女性身體的公共空間。</p> <p>&nbsp;</p><p>Prior to the formation of the Federation of Malaya, the Chinese community which has settled in Nanyang sees education as a very important issue. Hence in 1908, the girls&rsquo; schools were established. There are images and accounts which depict the condition of women’s education in Nanyang, either in the local news report or cultural narrative. Occasionally, there are also some photos of Nanyang female intellectuals published in Shanghai&rsquo;s pictorials and magazines. This paper examines the graphics of Nanyang female in pictorials and magazines, and tries to highlight their educational environment and life in schools. These visual materials mostly feature female principals, teachers and students, which exhibit the lively character of female intellectuals. Besides that, the print media also drew attention to the heroic appearance of sportswomen, emphasized the women&rsquo;s ability to integrate themselves well in the modern education system and responded with a consciousness on physical health and self-transcendence. Furthermore, group photos of their participation in gymnastics, sports competition and drama performance were also published on the pictorials and magazines. The increase of female participants in large-scale group activities as presented in this paper shows the expansion of the female public sphere in that era.</p> <p>&nbsp;</p>
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Dissertationen zum Thema "Women teachers – drama"

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Gallucci-Maggisano, Carmen. „A narrative inquiry into understanding the drama of encounter at the borders of identity, six second-generation Italian Canadian women teachers speak“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ45671.pdf.

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Bücher zum Thema "Women teachers – drama"

1

Lucas, Craig. Missing persons. New York: Dramatists Play Service, 1996.

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Lucas, Craig. Missing persons. New York: Dramatists Play Service, 1996.

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3

William, Gibson. The miracle worker: And related readings. Evanston, IL: McDougal Littell, 1998.

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William, Gibson. The miracle worker: And related readings. Evanston, IL: McDougal Littell, 1998.

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5

William, Gibson. The miracle worker: And related readings. Evanston, IL: McDougal Littell, 1998.

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Secret thoughts: A play for two actors : based on the novel Thinks... London: Harvill Secker, 2011.

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Stubbs, Norman. The patio window: A play. London: Samuel French, 1994.

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Barrie, J. M. Quality Street. Studio City, CA: Players Press, 2009.

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9

Sagal, Peter. Denial: A drama in two acts. Woodstock, Ill: Dramatic Pub., 1999.

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Murray-Smith, Joanna. The female of the species. London: Nick Hern Books, 2008.

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Buchteile zum Thema "Women teachers – drama"

1

Guadamillas Gómez, María Victoria. „Analysis of the Fictional Elements and Their Connection With Gender Stereotypes in EFL Learners' Productions“. In Teaching Language and Literature On and Off-Canon, 1–15. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3379-6.ch001.

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This contribution analyses short biographies written by pre-service infant and primary school teachers about fictional women in history. The pieces of writing were produced by upper-intermediate English learners within a project carried out in two different classes, and in which reading, storytelling, and creative writing were combined with the main purpose of contributing to women's empowerment and visibility in society as well as writing and oral skills' development. In this regard, students read a selected group of biographies, and, later, they created their own fictional biography in which language use, drama—storytelling—and arts were utilised. For the analysis of the stories, attention is paid to the fictional elements introduced (validity of the story, interiority in the main character/s, and narrative congruence, among others), and the presence of adjectives which tend to be attached to female characteristics. In general, the results have shown that there is not a direct relationship between fictional elements and female stereotypes in the stories.
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Bond, Jennifer. „Establishing Missionary Schools for Girls in East China“. In Dreaming the New Woman, 20–51. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197654798.003.0002.

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Abstract Chapter 1 traces the development of missionary schools for girls in East China in the context of the changes that were taking place in private and government education for girls. Missionary schools retained some unique selling points throughout the Republican era. They remained the main providers of higher level middle schoolgirls’ education, outside the teacher training system, well into the 1920s. This meant that for the tiny minority of elite women who aspired to go to university in the first few decades of the twentieth century, missionary middle schools often offered the best academic training that could prepare them for higher education. They maintained their Sino-foreign campus cultures and strengths in English, Music, Dance, and Drama. Rather than civics classes, missionary schools utilized different religious aspects of school life, from daily prayer and chapel services to songs, hymns, and literature, as the main means by which they attempted to mold moral citizens.
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Konferenzberichte zum Thema "Women teachers – drama"

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Noguchi, Mary Goebel. „The Shifting Sub-Text of Japanese Gendered Language“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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