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Dissertations / Theses on the topic 'Teacher resistance'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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<p> Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order

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2

Kanyane, C. M. B. "The politics of resistance in the implementation of integrated quality management system." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-154900.

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Sundstrom, Krystal. "Rhizomatic Resistance: Teacher Activism and the Opt-Out Movement." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24223.

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High-stakes testing has grown in scope and impact in recent years, as accountability decisions regarding funding, school sanctions, and teacher evaluations often depend on standardized test results. The shift toward more stringent and punitive testing mandates has not gone unchallenged however, as pockets of resistance have emerged among teachers, parents, and scholars, and a growing "opt-out" movement has picked up steam nationwide. Teachers in particular have played a critical role in resistance to high-stakes testing, even while adhering to these same policies in their professional roles. T

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4

O'Hare, B. O. "Educational innovation and resistance to change : The teacher as adult learner." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242171.

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5

Laight, Jean. "Resistance and resilience : exploring narratives of women teacher trade union activists." Thesis, Leeds Beckett University, 2018. http://eprints.leedsbeckett.ac.uk/5543/.

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This thesis is born out of concern that large numbers of teachers have left the profession. The work involved in teaching has become more time-consuming, and a trend of working longer hours, both at school and at home, has become an expectation. Excessive workload has, therefore, become an important issue within the profession. With so many teachers leaving the profession, particularly women - who make up over 75% of the profession- it was noted that some women teachers were not only staying in the profession but were also giving up their time and energy to take on the work of trade union acti

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6

Brown, Ciara, Natalia Ward, Eileen Galang, Betty Thomason, and Robin F. Scheil. "A Secondary Qualitative Data Analysis: Teacher Resistance to Educating English Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5941.

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This study reports reanalyzed findings from three separate studies that examined the impact of professional development on teachers’ instructional change. The commonality among the studies was content area teachers’ resistance to ESL pedagogy, which inspired the current study in its undertaking and analysis of pooled data. The study aimed to more closely examine the effect of teacher resistance on reform efforts and ultimately its impact on English Learners’ (ELs) academic achievement. The reanalyzed findings show that all participants held strong feelings of resentment toward external mandate

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7

Yasar, Mustafa. "An ethnographic case study of educational drama in teacher education settings resistance, community, and power /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149082511.

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8

Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.

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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.<br>The six teachers participating in this study completed question

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9

Maybaum, Lenore DeBok. "Resistance and engagement in the critical classroom: a psychoanalytic reading of critical pedagogy." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5566.

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This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggest

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Moustakim, Mohamed. "Power and resistance in the classroom : teachers' and pupils' narratives on disaffection." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117485.

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This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils

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11

DiReeze, Gianna. "Becoming and being a teacher, arts-based narratives of relational knowing, response-ability and resistance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/NQ50047.pdf.

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12

Rottmann, Cynthia. "Student response to equity issues in teacher education, pushing the boundaries of resistance and transformation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58892.pdf.

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13

Haerr, Catherine. "Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.

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Weeda, Jocelyn R. "Cultivating the Fire With(In): Teacher's Resistance in an Age of Corporate Reform." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407193226.

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Majerus, Pamela Marie. "Teacher Perceptions of Common Core-Based Evaluations for Students With Cognitive Impairments." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1415.

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Education reform in schools has focused on inclusion of all students in general education environments and accountability measures. Students with cognitive impairments are mandated to participate in standards-based alternate assessments. Special education teachers in a school district in a southeastern state in this study have been faced with the challenge of implementing these assessments. A bounded case study design was used to examine their perceptions of the use of standards-based alternate assessments for students with cognitive impairments. Guiding research questions focused on the natur

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Ibrahim, Eronif. "A case study of Texas regional education service center multicultural/diversity trainers' perception of teacher resistance and structural barriers to multicultural education." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2489.

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Radina, Rachel. "Critical Resistance as an Act of Love: Creating Space for Education as the Practice of Freedom Within Urban Teacher Preparation." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436179173.

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18

Kiess, Kolter. "Rhizomatic Resistance: A Pedagogy for Social Transformation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1248147584.

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Thesis (M.A.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Masood Raja. Keywords: Rhizomatic; resistance; social transformation; pedagogy; radical; education; literature. Includes bibliographical references (p. 157-161).

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Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.

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This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadershi

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James, Caleb Acton. "Learning to Teach Locally: A Case Study of Graduate Students' Teaching Philosophies and Classroom Practices." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1493981597133484.

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Rapley, Eve. ""Taking the path of least resistance" : a constructivist grounded theory of H.E. teacher practice enactments at a UK landbased college." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622834.

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Landbased Studies Foundation and Bachelor degrees (FD and BSc) are generally taught in specialist FE landbased colleges, with teachers typically teaching both FE (Ofqual RQF Levels 0–3) and HE (Ofqual RQF Levels 4–6). Such teachers are designated in the literature as being HE in FE (Higher Education in Further Education) or CBHE (College Based Higher Education) teachers. Using a single case study landbased college, this study adopts a qualitative, naturalistic methodology using intensive interviewing and classroom observations of six Animal, Equine and Veterinary Nursing Studies HE in FE teach

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Sarsilmaz, Defne. ""I am a Teacher, a Woman's Activist, and a Mother": Political Consciousness and Embodied Resistance in Antakya's Arab Alawite Community." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3542.

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Often pointed to as the region’s model secular state, Turkey provides an instructive case study in how nationalism, in the name of conjuring ‘unity’, often produces the opposite effect. Indeed, the production of nationalism can create fractures amongst, as well as politicize, certain segments of a population, such as minority groups and women. This dissertation examines the long-term and present-day impacts on nationalist unity of a largely understudied event, the annexation of the border-city of Antakya from Syria in 1939, and its implications on the Arab Alawite population. In doing so, it d

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23

Shultz, Colby Rebekah. "RESISTANCE AS NEGOTIATION: STRATEGIES AND TACTICS FOR REDEFINING POWER RELATIONSHIPS IN THE COMPOSITION CLASSROOM." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149196934.

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Aldrich, Debora Lynn Hill. "Heteroglossia and persuasive discourses for student writers and teachers: Intersections between out-of-school writing and the teaching of English." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5405.

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Research studies have investigated issues in the teaching of writing, particularly at the elementary and university levels. Studies of out-of-school writing done by adolescents have focused on digital contexts and social media. This study examines the intersections of the out-of-school and in-school writing worlds of three high school writers: a poet, a novelist, and a contest essay writer. I use data gathered over seven years from the student writers and four of their English language arts teachers. Research questions focused on how notions of student writers and the teaching of high school E

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Weggelaar, Cristy Lauren. ""It's All Because I Like the Person That's Teaching Me": Masculinities, Engagement, and Caring Relationships in Secondary Schools." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5007.

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U.S. schools face a well-documented gender gap within some important educational and social indicators. In the United States, boys and young men are significantly more likely than girls and young women to be diagnosed with a learning disability, leave high school without a diploma, receive failing grades in core classes, and be suspended or expelled from school. This study uses an interpretive research framework to investigate the relationship between this gender gap in education and constructions of masculinity, social and cultural capital, agency, caring and resistance in secondary schools.

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Gay, Ronald L. "Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2069.

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This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the SWPBIS program's effectiveness. The purpose of this study was to identify barriers that hindered teachers' fidelity in implementing SWPBIS. Teacher resistance to change, change leadership framework, and the model for effective professional development

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Jensen, Filip, Daniel Åström, and Freddy Jakobsen. "Motstånd till förändring." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24574.

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The aim of this study is to compare attitudes to change among innovation and economics students and teachers at one of the universities in Sweden.Data about students’ and teachers’ attitudes to change was gathered using a survey.Keeping in mind that knowledge can lower ones resistance this study is based on a hypothesis that individuals from the innovations program have a lower resistance to change. The study is also based on earlier research in regards to comparisons between students and teachers.The results of the study show that teachers have less resistance to change than students. Individ

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Paraguassú, Alita Carvalho Miranda. "O discurso da desistência do professor: estratégia de resistência e governo de si mesmo." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/6888.

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Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-03-02T20:22:15Z No. of bitstreams: 2 Tese - Alita Carvalho Miranda Paraguassú - 2017.pdf: 3144179 bytes, checksum: 6f5c63964be3315fe439f49a26d1cfbd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-03T11:38:47Z (GMT) No. of bitstreams: 2 Tese - Alita Carvalho Miranda Paraguassú - 2017.pdf: 3144179 bytes, checksum: 6f5c63964be3315fe439f49a26d1cfbd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5

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Silva, Odália Bispo de Souza e. "A profissionalização e a conduta ético-política do professor no Brasil: as relações saber/poder nos processos discursivos de objetivação/subjetivação e as possibilidades de resistência." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6652.

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Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-19T11:29:37Z No. of bitstreams: 2 Tese - Odália Bispo de Souza e Silva - 2016.pdf: 2425471 bytes, checksum: fb7c042a92d0b7baa35c3c45c1652e09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-27T12:32:17Z (GMT) No. of bitstreams: 2 Tese - Odália Bispo de Souza e Silva - 2016.pdf: 2425471 bytes, checksum: fb7c042a92d0b7baa35c3c45c1652e09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made

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Ferreira, Waldinéia Antunes de Alcântara. "Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/87960.

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A Educação Escolar Indígena na atualidade das Comunidades Mayrob, Apiaká e Kayabi tem vivenciado uma constante ressignificação no intuito de se tornar diferenciada, específica e bilíngue. A mesma vem se constituindo num processo de negociações que ocorrem com as instituições do Estado: a Universidade do Estado de Mato Grosso (UNEMAT), na formação de professores indígenas; o Centro de Formação e Atualização dos Profissionais da Educação Básica (CEFAPRO), na formação continuada; e diálogos entre os saberes indígenas e os da academia, na perspectiva da interculturalidade crítica. Há na constituiç

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Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.

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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity. Focused on two elementary schools in a cen

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Ketabdar, Zohreh. "A program for reducing teacher''s resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 307 - 311, 2012. https://slub.qucosa.de/id/qucosa%3A1756.

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Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. The

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Soroko, Agata. "The Politics of Teaching Financial Literacy Education: A Case Study of Critical High School Teachers’ Beliefs and Practices in Ontario and Québec." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42779.

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Teachers’ voices have been largely excluded from the academic and political debates regarding the aims and merits of financial literacy education. Through case study research, this project examined the beliefs, practices, and lives of 10 teachers in Québec and Ontario who teach financial literacy at the intermediate and senior levels. Specifically, the teachers in this study report taking a critical approach to financial literacy education–a subject that tends to be framed in simplistic and individualistic terms as mere personal financial decision-making. In an analysis of in-depth interviews

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Klatt, Suzanne. "They're just kids: Residential educators' frustration and hope expressed as action." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1367600530.

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Pérez, Marina Daniel. "Makt i klassrummet : En maktanalys av relationen mellan lärare och elev." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11558.

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This essay is about power in the classroom. It is about the power dimension of the student-teacher relationships that arise in that space. The overall aim has been to investigate which categories are fruitful in a power analysis of these relationships. My aim has therefore been to develop power categories and to use them to identify and to categorise cases of power interaction that take place between those particular actors in that particular setting. In order to gather material for my study I have both read literature that approaches the study of the student-teacher relationships from a power

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36

Cupelli, Rodrigo Launikas. "Inventar é (re) existir: a produção de sentidos na constituição de professores educadores ambientais." reponame:Repositório Institucional da FURG, 2008. http://repositorio.furg.br/handle/1/2912.

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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2008.<br>Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-10-08T19:51:50Z No. of bitstreams: 1 Rodrigo (1).pdf: 995235 bytes, checksum: f525f6132cc45fecbe1297489d399e0f (MD5)<br>Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-12-01T14:58:57Z (GMT) No. of bitstreams: 1 Rodrigo (1).pdf: 995235 bytes, checksum: f525f6132cc45fecbe1297489d399e0f (MD5)<br>Made available in DSpace on 2012-12-01T14:58:57Z (GMT). No. of b

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Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.

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<p> Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of pr

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Medeiros, Rosa Maria da Silva. "O professor é um profissional? ‘Verdades’ da Grécia Clássica e de dicionários brasileiros de Língua Portuguesa." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8233.

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Submitted by Maike Costa (maiksebas@gmail.com) on 2016-06-08T11:20:35Z No. of bitstreams: 1 arquivo total.pdf: 2477689 bytes, checksum: a9d728b9ec29faf923c3ae254210d0a7 (MD5)<br>Made available in DSpace on 2016-06-08T11:20:35Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 2477689 bytes, checksum: a9d728b9ec29faf923c3ae254210d0a7 (MD5) Previous issue date: 2015-07-24<br>In this thesis, we reflect about what form of rationality we are dealing with by consulting meanings about the teacher in Brazilian dictionaries of Portuguese language. Do we come across a form of rationality that represe

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Steinhoff, George. "Examining and addressing resistance to change in an elementary school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 232 p, 2008. http://proquest.umi.com/pqdweb?did=1456290041&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Fisher, James, and University of Lethbridge Faculty of Education. "D.A.R.E. (Drug abuse resistance education) : perceptions of teachers, principals, and school resource officers." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/179.

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This study employs interviews to measure the perceptions of sixteen teachers, nine school principals, and seven School Resource Officers on the Drug Abuse Resistance Education (DARE) program, offered to grade six students in one small (population approximately 70,000) city in western Canada. Perceptions in three areas are examined: curricular content, program delivery, and efficacy. Subjects overwhelming viewed the curricular content favourably. Similarly, there was strong agreement that the program was well delivered. The efficacy of the program was judged less positively; however, this did n

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Downey-Skochdopole, Laura. "Teachers in an online Earth Systems Science course : mediating tensions of resistance and reproduction /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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Lusher, Katelyn J. "Recognizing Student Emotion: Resistance and Pathos in the Composition Classroom." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492017509722133.

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Zisook, Karla J. "Professional Development, Writer's Workshop and Identity: A Case Study of Women Elementary School Teachers Using Writing as Resistance." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/84.

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The purpose of this qualitative case study was to uncover the ways that women elementary school teachers negotiate their identities within the context of writer’s workshop by exploring issues of gender, literacy, and identity. The two central participants were women elementary school teachers who were involved at their Professional Development School with university partnership and were learning how to implement a writer’s workshop instructional model. This study considers how the participants’ involvement in professional development with a university faculty member shaped their identities a

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Slinn, Hazel Ann. "The development and performance of professional identity within a resistance culture: Kosovo-Albanian teachers' stories from the conflict years." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488574.

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This study explores how teachers create and perform their professional identities within a resistance culture. It is set in Kosovo and covers the period from 1974 when the province was granted autonomy within the Federal Republic of Yugoslavia, through to the present day, when Independence has recently been declared. It presents the experiences of a small selection of Kosovo-Albanian teachers who were part of a widespread civil resistance, taking the view that a group's collective history is created by bringing together individual experiences. This study interprets some of these experiences.

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Harness, Oliver. "Change and power in the profession : a study of the lived experiences of teachers' opposition and resistance witin a neoliberal hegemony." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/31658/.

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Schools in England have undergone huge change since neoliberal ideologies introduced notions of choice and competition. This study seeks to understand how teachers rationalised their roles alongside the demands of performativity associated with managerialisation and marketisation. As such, this research explores the lived experiences of teachers within a neoliberal hegemony. Methodologically, I used a social constructionist paradigm and an interpretative phenomenological analysis after Smith, Flowers and Larkin (2009). I conducted six in-depth semi-structured interviews with teachers in primar

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Brewer, Helene. "In search of a transformative pedagogy – a study of experiences and consequences amongst teachers facing resistance to workplace based gender training." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28650.

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Syftet med denna masteruppsats är att söka en transformerande pedagogisk praktik omjämställdhet och jämställdhetsintegrering. Det är en studie av några pedagogersupplevelser och konsekvenser av motstånd i arbetsplatsbaserad undervisning omjämställdhet och jämställdhetsintegrering.Den svenska retoriken kring jämställdhet bidrar till att det inte talas om det motståndsom pedagoger möter, ett motstånd emot jämställdhet och jämställdhetsintegrering. Trefokusgrupper med totalt tretton deltagare har träffats runtom i Sverige och samtalat omundervisning och transformativ pedagogik utifrån frågeställn

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Eayrs, Ansel. "The effect of cognitive bias video instruction on high school biology student acceptance of evolution: Implications for teachers and educational leaders." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/63.

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Cognitive biases have long been studied for their effects on an individual's decision-making. This study is the first of its kind to link these preferential thinking patterns to high school biology students' acceptance of evolution. At five urban high schools, 164 high school biology students were surveyed using a new instrument called the Cognitive Bias Assessment For Science Students – Evolution. The CBASS-E assesses both the level of non-acceptance of evolution, as well as how intensely participants demonstrate four specific cognitive biases. The four biases measured on the CBASS-E are anch

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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred

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Ketabdar, Zohreh. "A program for reducing teacher's resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80350.

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Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. The

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Rebecca, Sjösvärd. "Barns reaktioner mot avbrott - Om maktrelationer i förskolan." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31232.

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Studiens syfte är att undersöka olika typer av avbrott i förskolans verksamhet, hur barn reagerar på dessa och vilka maktrelationer som kan skapas i dessa situationer. Barnen i förskolan blir ofta avbrutna i sin lek eller aktiviteter som de håller på med och utifrån ett maktperspektiv har jag undersökt dessa avbrott och barns reaktioner på dessa. För att kunna undersöka detta har jag gjort en kvantitativ studie i form av observationer på en förskola. För att analysera materialet använde jag mig av Michael Foucaults teorier kring makt och tidigare forskning om bland annat makt och motstånd.I mi

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