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Books on the topic 'Post-primary teachers'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Hazel, John Mabin. Inequality and women post-primary teachers in Northern Ireland. [S.l: The author], 1993.

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2

Andrews, Liam S. The Irish language in Northern Ireland: The training of primary and post-primary teachers. Ljouwert: Fryske Akademy/EMOL Project, 1993.

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3

Weafer, John A. Whither religious education?: A survey of post-primary teachers in Ireland. Dublin: Columba Press, 1991.

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4

Crane, C. D. Applying for a primary school post: A guide for students and teachers. [U.K.]: Education Appointments Council, 1993.

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5

Different planets?: Gender attitudes and classroom practice in post-primary teaching. Dublin: The Liffey Press, 2006.

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6

Those who can teach: A history of secondary education in New Zealand from the union perspective. Wellington, N.Z: Steele Roberts, 2003.

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7

National Centre for Guidance in Education. Guidance and counselling in post-primary schools: Reviewing pupils' needs developing a school's response : in-school activities for school managment, guidance counsellor, subject teachers. Dublin: NCGE, 1999.

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8

Kelly, Breda. The health promoting school: An exploration and analysis of post-primary school teachers' experiences and perspectives of schools as health promoting settings in the South East of the Republic of Ireland. [s.l: The Author], 2001.

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9

McEntee, Seán. Walk in my presence: Teacher's book for sixth class/first year post-primary. Dublin: Veritas Publications, 1987.

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10

O'Grady, P. J. An investigation of the management role of the senior teacher in post primary schools in the Belfast area. [S.l: The author], 1985.

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11

McGowan, Ceola. Home economics in the post-primary curriculum: Comparing two types of teacher-made objective tests to monitor student progress at junior certificate level. Dublin: University College Dublin, 1995.

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12

John, Cunningham. Unlikely Radicals: Irish Post-Primary Teachers and the ASTI, 1909-2009. Cork University Press, 2010.

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13

(Editor), Ian Menter, ed. Work and Identity in the Primary School: A Post-Fordist Analysis. Open University Press, 1996.

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14

Phipps, Rob. An analysis of the views and perceptions of post-primary school teachers of the content, concepts, principles and practice of preventive drug education in the classroom setting in Northern Ireland. 1997.

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15

Bates, Katherine. Working together: An investigation of team-teaching as a model of teacher collaboration in an urban post-primary school. 2004.

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16

von Ferber, Christian, and Alexander Brandenburg, eds. Menschenbild und Gesellschaft. Verlag Karl Alber, 2022. http://dx.doi.org/10.5771/9783495998878.

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The first part of the studies contains a fundamental work on "Helmuth Plessner. Philosoph und Soziologe-Wissenschaft als Beruf in der Endzeit des bürgerlichen Humanismus" (Philosopher and Socio-Logical Science as a Profession in the Last Days of Bourgeois Humanism), on which Christian von Ferber wrote until old age and whose discussion is still pending. In the second part of the studies, von Ferber describes his career in the post-war period under the influence and in the circles of Helmuth Plessner and other teachers, up to becoming a professor of sociology. He followed three orientations: Science is more than the acquisition of methodological and theoretical competence. Scepticism is appropriate towards statements that cannot relate to primary reality, and science is related to the values of human life. Funda-mental reflections on the freedom-securing character of sociology and on central questions of health policy and social medicine illuminate Christian von Ferber's life's work and the topicality of his questions,

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17

Saylor, Eric. Vaughan Williams. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190918569.001.0001.

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This single-volume life-and-works biography of Ralph Vaughan Williams provides a contemporary reassessment of one of the twentieth century’s most versatile, influential, and enduringly popular British musicians. Throughout his wide-ranging career—as composer, conductor, editor, scholar, folk-song collector, teacher, author, administrator, and philanthropist—Vaughan Williams worked tirelessly to improve the standards and quality of British musical life. His compelling and original musical language—inspired in part by elements drawn from English folk song, French impressionism, Wagnerian post-chromaticism, Tudor-era sacred music, and Anglican hymnody—presented a distinctively British response to musical modernism over his sixty-year-long career, and in works ranging from art songs for amateurs to perhaps the finest symphonic cycle of the twentieth century. Alternating between biographical and analytical chapters, it draws upon previously inaccessible primary sources alongside a wealth of secondary material to craft a concise and engaging overview of Vaughan Williams’s life and music.

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18

Grace, Nancy M., ed. The Beats. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781949979954.001.0001.

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This volume is the first-ever collection devoted to teaching Beat literature in high school to graduate-level classes. Essays address teaching topics such as the history of the censorship of Beat writing, Beat spirituality, the small press revolution, Beat composition techniques and ELL, Beat multiculturalism/globalism and its legacies, techno-poetics, the road tale, Beat drug use, the Italian-American Beat heritage, Beats and the visual arts of the 1960s, the Beat and Black Mountain confluence, Beat comedy, Beat performance poetry, Beat creative non-fiction, West coast-East/coast Beat communities, and Beat representations of race, gender, class, and ethnicity. Individual essays focus on Gary Snyder’s ecopoetics, William S. Burroughs’s post- and transhumanism, Jack Kerouac’s On the Road (teaching it in the U.S. and abroad) and his Quebecois novels, Allen Ginsberg, Diane di Prima, ruth weiss, Joyce Johnson, Joanne Kyger, Bob Kaufman, and Anne Waldman. Many additional Beat-associated writers, such as Amiri Baraka Gregory Corso, are featured in the other essays. The collection opens with a comprehensive essay by Nancy M. Grace on a history of Beat literature, its reception in and out of academia, and contemporary approaches to teaching Beat literature in multidisciplinary contexts. Many of the essays highlight online resources and other materials proven useful in the classroom. Critical methods range from feminism/gender theory, to critical race theory, formalism, historiography, religious studies, and transnational theory to reception theory. The volume concludes with selected scholarly resources, both primary and secondary, including films, music, and other art forms; and a set of Beat-related classroom assignments recommended by active Beat scholars and teachers.

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