Relevant bibliographies by topics / Teachers' Federation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers' Federation'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teachers' Federation"

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Kass, Dorothy, and Martin Sullivan. "The New South Wales Teachers Federation, the Conciliation Committee of 1927-1929, and the Formation of the Educational Workers League." History of Education Review 49, no. 2 (January 23, 2020): 133–47. http://dx.doi.org/10.1108/her-07-2019-0026.

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Purpose Originally written in the 1990s but unpublished, the paper is now revised; the purpose of this paper is to examine the context of the formation of the Educational Workers League of NSW in 1931 with particular emphasis on the NSW Crown Employees (Teachers) Conciliation Committee and the enactment of its agreement in the worsening economic conditions of the Depression. The aims, reception and possible influence of the League on Federation policy and practice are addressed. Design/methodology/approach Primary source material consulted includes the minutes of the Conciliation Committee’s sittings from September 1927 to July 1929; papers relating to the Educational Workers League held in the Teachers Federation Library; and the Teachers Federation journal, Education. Findings The Conciliation Committee’s proceedings and outcomes had far reaching implications. The resultant salary agreement received a hostile reception from assistant teachers and fuelled distrust between assistants and headmasters. As economic depression deepened, dissatisfaction with the conservative leadership and tactics of the Federation increased. One outcome was the formation of the radical, leftist Educational Workers League by teachers, including Sam Lewis, who would later play key roles within the Federation itself. Originality/value While acknowledging the extensive earlier work of Bruce Mitchell, the paper contributes to a deeper understanding of teacher unionism and teacher activism in the 1920s and 1930s. Apart from brief attention by Federation historians in the 1960s and 1970s, there has been no history of the formation, reception and significance of the Educational Workers League.
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Spaull, Andrew. "The Australian teachers’ federation (1921–1991)." Melbourne Studies in Education 42, no. 1 (May 2001): 93–109. http://dx.doi.org/10.1080/17508480109556378.

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Mancini, Chantal. "Austerity, Struggle, and Union Democracy: Bill 115 and the Ontario Secondary School Teachers’ Federation, an Insider View." Labor Studies Journal 45, no. 1 (February 2, 2020): 8–31. http://dx.doi.org/10.1177/0160449x20901646.

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In 2012, unions representing teachers and education workers in Ontario, Canada, were faced with Bill 115, legislation used by the provincial government to impose a collective agreement upon education workers and remove their right to strike. With a specific focus on the Ontario Secondary School Teachers’ Federation, this paper is an insider view of how Bill 115 and the external political contexts of the time affected Ontario Secondary School Teachers’ Federation’s internal democratic practices at the height of the struggle. It employs theories of union democracy in order to consider how external forces can shape teacher unions’ internal democracy, and how the competing pressures faced by union leaders can impact their actions and decisions. This paper takes the view that internal union democracy is an important consideration in teacher unions’ resistance to government austerity agendas.
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Rosenberg, Karen. "National Federation of Nurses to Join Teachers’ Union." AJN, American Journal of Nursing 113, no. 5 (May 2013): 16. http://dx.doi.org/10.1097/01.naj.0000430220.83950.21.

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Phelps, Christopher. "Why Did Teachers Organize? Feminism and Socialism in the Making of New York City Teacher Unionism." Modern American History 4, no. 2 (July 2021): 131–58. http://dx.doi.org/10.1017/mah.2021.11.

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What prompted New York City teachers to form a union in the Progressive Era? The founding of the journal American Teacher in 1912 led to creation of the Teachers’ League in 1913 and then the Teachers Union in 1916, facilitating formation of the American Federation of Teachers (AFT). Despite historiographical claims that teacher union drives needed a focus on bread-and-butter issues to succeed, ideals of educational democracy and opposition to managerial autocracy motivated the Teachers’ League. Contrary to claims that early New York City teacher unionism was unrepresentative because dominated by radical male Jewish high-school instructors, heterogeneous majorities of women and elementary school teachers formed the Teachers’ League and Teachers Union leaderships. Board of Education representation, maternity leave, free speech, and pensions were aims of this radically democratic movement led by socialists and feminists, which received demonstrably greater mass teacher support than the conservative feminism of a rival association.
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Stagg Peterson, Shelley, Cathy Marks Krpan, Larry Swartz, and Jane Bennett. "University Faculty, Colleagues and Teachers’ Federation as Mentors in Collaborative Action Research." Articles 45, no. 2 (February 7, 2011): 255–72. http://dx.doi.org/10.7202/045607ar.

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This research reports on collaborative research projects supported by a teachers’ federation. We compare research teams involved in the first year of the project, where they had free choice of research purposes with those in the second year who had the subject area defined for them. University faculty, teachers’ colleagues, and the teachers’ federation served as mentors for participating teachers. The action research resulted in change in teachers’ practice and in the development of leadership skills.
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Husnutdinova, M. R. "Social Status of the Teaching Profession: Self-Determination in Russian Teachers." Психологическая наука и образование 22, no. 4 (2017): 38–48. http://dx.doi.org/10.17759/pse.2017220406.

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There is a sharp contradiction between the high importance of work performed for society and a low professional status of general education teachers in the Russian society.The article presents outcomes of a sociological survey “Professional Identity of Modern Teacher” carried out by the Monitoring Research Department of the Moscow State University of Psychology & Education in the spring of 2016.This survey reflects the teachers’ self-assessment of the status of their profession.A total of 1,024 teachers of general education organizations were surveyed in 9 federal districts of the Russian Federation, except the Crimea.The survey was conducted on a three-stage stratified probabilistic sample.The research model of the teacher's social status includes the analysis of the three leading components: prestige, respect and satisfaction with work process.According to the results of the survey, despite the teachers' low assessment of the social prestige of their professional group, they perceive their activities as respected by students and their parents, and also feel satisfied with the results of their work.
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Lines, Patricia A. "Interview with Al Shanker, President, American Federation of Teachers." Religion & Public Education 13, no. 4 (October 1986): 81–84. http://dx.doi.org/10.1080/10567224.1986.11487949.

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Sukarieh, Mayssoun, and Stuart Tannock. "The American Federation of Teachers in the Middle East." Labor Studies Journal 35, no. 2 (October 10, 2008): 181–97. http://dx.doi.org/10.1177/0160449x08325993.

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Cochran, Natasha, and Lynn Lemisko. "Conduct Unbecoming? Teacher Professionalism, Ethical Codes, and Shifting Social Expectations." in education 26, no. 2 (June 3, 2021): 51–74. http://dx.doi.org/10.37119/ojs2021.v26i2.476.

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In this paper, we share findings from a historical investigation into changing expectations regarding teacher conduct as connected to the evolving Saskatchewan Teachers’ Federation Code of Ethics and the eventual proclamation of a Government-mandated teacher regulatory board. This study was based on the idea that views of appropriate conduct embedded in ethical codes evolve in relation to shifting societal norms and values. We demonstrate that the tone and content of ethical codes of conduct for Saskatchewan teachers transformed from explicit and concrete to abstract and ambiguous. Keywords: conduct unbecoming; code of ethics; teacher regulation; teaching profession
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Dissertations / Theses on the topic "Teachers' Federation"

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Hawkins, Laurie, and University of Lethbridge Faculty of Education. "Education and society in Moscow : teachers' perceptions." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999, 1999. http://hdl.handle.net/10133/111.

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Within the span of less than a decade, Russian teachers have lived through the collapse of the Soviet Union, the end of Communist rule, the emergence of a free market economy and levels of inflation which have pushed much of the population into poverty. Restrictive government poliies have been replaced with an infrastructure often described as corrupt and infeffective. New laws on education now allow for innovative curriculums and methodology, but economic restrictions have limited much possiblity for change. The purpose of this descriptive study is to examine the perceptions of Moscow educators regarding public educaion and society in Russia. Selected teachers were surveyed and interviewed about their perceptions of recent soical, political and economic changes within Russia; communism and the future of communism in Russia; democracy in Russia; schooling, students and teachers in general in Moscow; the creditation and training of educators in Russia; their responsibilities as educators in Russia; and the future of their individual professional lives. The study discusses the context of education and schooling in Moscow, provides data from a Likert type quesitonnaire and personal interviews, discusses the quantitative and qualitative data and uses a one way analysis of variance (ANOVA) with teachers' age as the variable. Major findings include teachers' perceptions that the political and economic changes in Russia are "inevitable." Teachers' lives continue to be restricted, however, that restriction is dictated by economics as opposed to political repression. The fall of the communist state is considered desirable and teachers are unsure if the communist party will ever again form the government of Russia. Teachers do not consider themselves to be "free" or Russia to be a true democracy, and most are undecided if Russia will become a true democracy in their lifetime. As well, the quality of public education is seen to have suffered since the end of the Soviet state with severe underfunding limiting the opportunities for innovative practice. Teachers, however, believe that educators in Russia are well- prepared to be professional teachers in post-communist Russia. They also believe that teachers are responsible for fostering a sense of Russian nationalism and instilling proper values in students. They have an important role to play in shaping Russian society in the future and are optimistic about the future of the teaching profession and the role they will play in determing that future.
1 v. (various pagings) ; 29 cm.
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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.

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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.
Doctor of Philosophy (PhD)
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McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.
A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Cavanagh, Sheila L. "Professionalism as a legislated code of moral conduct the government of the woman teacher in education, Ontario, 1918-1949 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0011/NQ39258.pdf.

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Yan, Man-kit David, and 甄文傑. "Ideology and teacher education in communist Russia and post-communist Russia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962683.

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Drexhage, Glenn. "The future of our past : inside the 2008 B.C. Digitization Symposium." British Columbia Library Association, 2009. http://hdl.handle.net/2429/8545.

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This article, written by Glenn Drexhage, Communications Officer – UBC Library/Irving K. Barber Learning Centre, appeared in the BCLA Browser: Linking the Library Landscape online newsletter (vol.1, no.1 2009). For more information, please visit the BC Digitization Symposium 2008 website at: http://symposium.westbeyondthewest.ca and the BCLA Browser website at: http://bclabrowser.ca.
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Green, Alida Maria. "Dancing in borrowed shoes : a history of ballroom dancing in South Africa (1600s-1940s)." Diss., Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10202009-190259.

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Mendonça, Ana Cláudia Sousa. "Associação de Pais e Amigos dos Excepcionais (APAE) – Aracaju : formação de professores e práticas educativas (1968-1988)." Pós-Graduação em Educação, 2017. http://ri.ufs.br/jspui/handle/riufs/8126.

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This dissertation aims to investigate about the Teacher Training and Educational Practices of the APAE of Aracaju from 1968 to 1988. The time frame is justified by the date of foundation and by the promulgation of the Constitution of the Federative Republic of Brazil of 1988, the seventh Constitution of the country. It investigated as the process of formation of the teachers that entered the association in a period of ignorance of the Special Education in the capital of Sergipe happened. Due to the scarcity of literature and academic work, as evidenced through the State of the Art and laws that ensure the right of people with disabilities in environments common to all. It was a bibliographical and documentary research, with an approach in Cultural History, of exploratory character and focus in the analysis of qualitative content. The methodological pathway was carried out through exploratory visits, observations, document analysis and semi-structured interviews with 14 informants, with 09 teachers, 01 Social Worker, 01 Occupational Therapist, 01 Nursing Technician, 01 Volunteer and 01 Agricultural Technician. Through the Content Analysis based on Bardin (2011), the research evidenced that the formations were essential for the development of the association against the ignorance of Special Education by the informants and that the educative practices, at first they were given by intuition, but with the theoretical foundation acquired in the courses and the exchanges of experiences among colleagues, social blindness was giving way to the “blossoming of daisies” that made "History" within the History of the Aracaju‟s APAE.
Esta dissertação tem como objetivo investigar acerca da Formação dos Professores e as Práticas Educativas da Associação de Pais e Amigos dos Excepcionais (APAE) de Aracaju nos anos de 1968 a 1988. O marco temporal justifica-se pela data da fundação e pela promulgação da Constituição da República Federativa do Brasil em 1988, sétima Constituição do país. Pesquisou-se como se deu a processo de formação dos professores que adentravam a associação em um período de desconhecimento da Educação Especial na capital sergipana, em virtude da escassez da literatura e de trabalhos acadêmicos, como constatado através do Estado da Arte e de leis que assegurassem o direito das pessoas com deficiência em ambientes comuns a todos. Trata-se de uma pesquisa de cunho bibliográfico e documental, com abordagem na História Cultural, de caráter exploratório e enfoque na análise de conteúdo qualitativa. O caminho metodológico percorrido foi realizado por meio de visitas exploratórias, observações, análise de documentos e entrevistas semiestruturadas com 14 informantes, sendo 9 professores, 1 Assistente Social, 1 Terapeuta Ocupacional, 1 Técnico em Enfermagem, 1 Voluntário e 1 Técnico Agrícola. Mediante Análise de Conteúdo operacionada com base em Bardin (2011), a pesquisa evidenciou que as formações foram essenciais para o caminhar da associação frente ao desconhecimento da Educação Especial por parte dos informantes e que as práticas educativas, à princípio, se deram por intuição, mas, com o embasamento teórico adquirido nos cursos e as trocas de experiências entre os colegas, a cegueira social foi dando lugar ao “florescer de margaridas” que fizeram “História” dentro da História da APAE aracajuana.
São Cristóvão, SE
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Vogel, Regina. "Bürgerliche Werte und Statuserhalt." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2008. http://dx.doi.org/10.18452/15823.

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Die Reaktionen von Hochschullehrern und Unternehmern auf Bildungsreformen und -expansion in Westdeutschland und Britannien nach dem Zweiten Weltkrieg sind Gegenstand dieser Arbeit. Sie untersucht, wie sich beide Gruppen zu Hochschul- und Schulreformen im Besonderen und zur sozialen Öffnung im Allgemeinen äußerten. Welche bildungs- und hochschulpolitischen Interessen verfolgten diese Gruppen? Mit welchen Argumentationen versuchten sie, ihre Interessen durchzusetzen? Spielten bürgerliche Werte und Bildungsideale dabei noch eine Rolle? Herrschte eine bildungspolitische Werte- und Interessenübereinstimmung zwischen Hochschullehrern und Unternehmern, und knüpften sie gemeinsame Netzwerke zur Durchsetzung dieser Interessen? Die Arbeit bietet im ersten Teil einen Überblick über bildungspolitische Veränderungen und über gesellschaftliche Entwicklungstendenzen der Vermögens- und Einkommensverteilung sowie der Einordnung der beiden Akteursgruppen in die jeweilige Prestige- und Sozialstruktur ihrer Länder. Im zweiten Teil folgt eine Analyse ihrer bildungspolitischen Aussagen auf Hinweise einer Existenz von bürgerlichen Werten und Abgrenzungsversuchen gegenüber nicht-bürgerlichen Schichten. Im dritten Teil werden schließlich bildungspolitische Netzwerke und Gremien nach ihrer Zusammensetzung und -arbeit betrachtet. Damit möchte die Arbeit einen Beitrag zur Frage leisten, ob nach 1945 weiterhin ein Bürgertum mit einem Berufsgruppen übergreifenden Standesbewusstsein existierte, oder ob dieses in einzelne Berufsgruppen wie Hochschullehrer und Unternehmer mit je eigenen Interessen und Identifikationen zerfallen war.
This thesis compares the responses of university lecturers and business people to educational reform and expansion in West Germany and Britain in the postwar period. It examines how these groups reacted to increased social mobility in general, and university and school reform in particular. How did they attempt to persuade others of their position? Did middle-class values and educational ideals play a role? To what extent did the values and interests of university lecturers and business people intersect, and did they create networks to achieve their goals? The first part of this study surveys the postwar social and educational landscape, changes in income and wealth distribution, as well as the position of university lecturers and business people in each country. Part two analyses both groups’ positions on education, with particular reference to the existence of middle-class values and attempts to define themselves in relation to other classes. The final part explores how networks and bodies on education issues were set up and how they pursued their work. This study contributes to the debate as to whether a middle-class group identity existed in the postwar period, or whether this identity had disintegrated into individual professional groups, each with their own interests and identifications.
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Walczyk, Christine. "Building an Understanding of International Service Learning in Librarianship." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955057/.

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From the very beginning, library education has been a mixture of theory and practice. Dewey required apprenticeships to be part of the first library school at the University of Chicago as a method to indoctrinate new professional. Today, acculturation is incorporated into the professional education through a large variety of experiential learning techniques, including internships, practicum, field work, and service learning projects, all of which are designed to develop some level of professional skills within an information organization. But, what is done for understanding library culture? It is said that one cannot truly recognize the extent of one's own cultural assumptions, until they have experienced another. This study followed a group of LIS graduate students that took that next step – going to Russia. By employing a critical hermeneutic methodology, this study sought to understand what value students gain by from working on an assessment project in an international school library. Using a horizon analysis, the researcher established the worldview of participants prior to their departure, analyzed their experience through post-experience interviews, and constructed an understanding of value. Among other concepts, the researcher looked specifically to see whether "library cultural competency", understanding library culture in global context, was developed through working on a service learning project within an international school library. This dissertation provides feedback for the program leaders and ideas for future research.
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Books on the topic "Teachers' Federation"

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Gallén, Verna. Saskatchewan Teachers' Federation study of teaching. Saskatoon, SK: Saskatchewan Teachers' Federation, 1989.

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Privy Council of Canada. Citizens' Forum on Canada's Future. Young people speak/ by Canadian Teachers' Federation. Ottawa: Privy Council, 1991.

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LeBlanc, J. Clarence. Retraining teachers for French second language instruction: A study for the Canadian Teachers' Federation. Ottawa: The Federation, 1988.

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McDonald, Nancy. Today at SFT: A history of the Scranton Federation of Teachers. Dunmore, Pa: BernPaul Pub., 2002.

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Weil, Oscar. Teachers beyond the law: How teachers changed their world. Bloomington: iUniverse, Inc., 2012.

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Marie, Coleman. IFUT: A history : The Irish Federation of University Teachers, 1963-99. Dublin: Irish Federation of University Teachers, 2000.

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Where he stands: Albert Shanker of the American Federation of Teachers. Westport, Conn: Praeger, 1995.

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K-16 Teacher Education Task Force (American Federation of Teachers). Building a profession: Strengthening teacher preparation and induction : report of the K-16 Teacher Education Task Force, American Federation of Teachers. [Washington, DC]: American Federation of Teachers, 2000.

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Tough liberal: Albert Shanker and the battles over schools, unions, race, and democracy. New York: Columbia University Press, 2007.

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Federation, Ontario Teachers'. Response of the Ontario Teachers' Federation to the Transition years consultation paper. [Toronto, Ont: OTF/FEO, 1991.

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Book chapters on the topic "Teachers' Federation"

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Selwood, Ian, and Fang-Kai Tang. "Use of ICT by Primary Teachers." In IFIP International Federation for Information Processing, 53–60. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-69312-5_7.

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Newton, Leonard R. "Supporting Teachers’ Professional Development Through ICT." In IFIP International Federation for Information Processing, 43–51. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-69312-5_6.

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de Carvalho, Ap Fabiano Pinatti, Junia C. Anacleto, and Vania P. de Almeida Neris. "Supporting Teachers to Plan Culturally Contextualized Learning Activities." In IFIP – The International Federation for Information Processing, 171–74. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09729-9_26.

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Tattersall, Amanda. "Using Their Sword of Justice: The NSW Teachers Federation and its Campaigns for Public Education Between 2001 and 2004." In Community Unionism, 161–86. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242180_8.

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Kalimullin, Aydar, and Roza Valeeva. "From Soviet Union to Russian Federation 1985–2000." In Teacher Education in Russia, 76–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429325281-5.

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Kosyrev, Vasiliy P., Petr F. Kubrushko, and Andrei N. Kouznetsov. "TVET Teacher-Training Requirements in the Russian Federation." In International Handbook of Education for the Changing World of Work, 1219–28. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_80.

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"Elementary Teachers’ Federation of Ontario, Toronto." In Kuwabara Payne McKenna Blumberg Architects, 242–45. Birkhäuser, 2013. http://dx.doi.org/10.1515/9783034614283.242.

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Quental, Carlos, and Luis Borges Gouveia. "Participation Sphere." In Handbook of Research on Civic Engagement and Social Change in Contemporary Society, 16–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4197-4.ch002.

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In the context of Portuguese teacher unions, the adoption of information and communication technologies is nowadays a reality. This chapter presents a brief analysis of e-participation and e-democracy, proposes a conceptual communication model for digital mediation on teachers' trade unions, and addresses an initiative carried out by the most representative teacher's union of Portugal. This proposal is based on social media principles, designed to gather teachers and unions in a shared deliberative space. The Liberopinion platform enables effective participation in formal and informal decision-making processes via the Internet, with full integration into any Website. It is improved to support Participatory budgeting. The actors were chosen from the National Federation of Teachers due to its representativeness regarding associate teachers and provide an opportunity to assess the platform potential to support participation in a union context.
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Feffer, Andrew. "The Educational Front." In Bad Faith, 108–28. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823281169.003.0007.

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This chapter recounts the history of conflicts between communist teachers and liberal educators, inside the teachers union and in the educational reform movement generally. It focuses on communist teacher-activists Alice Citron, Isidor Begun, and Williana Burroughs, who came into conflict with liberal union leaders over their emphases on the use of “mass action” and community mobilization to achieve higher salaries, better schools, and racial equality, as well as to promote the Popular Front against fascism. In reaction to their confrontational activism, perceived as a challenge to his authority, Linville and other liberals and social democrats tried once more to oust the communist “factions” from the union in 1935, supported by liberals, social democrats, and conservatives in the American Federation of Labor (AFL). Failing, the liberals walked out of Local 5 to form an explicitly anti-communist organization, the Teachers Guild.
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Feffer, Andrew. "The Threshold." In Bad Faith, 21–35. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823281169.003.0002.

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This chapter covers the first public hearings of the Rapp-Coudert investigation, held in December 1940 and directed by liberal Paul Windels, protégé of reformer and Fusion activist Judge Samuel Seabury. Though challenged by the teachers unions (Locals 5 and 537 of the American Federation of Teachers) and civil libertarians, Windels unfolded a sophisticated witch-hunt based on the investigative powers of the state legislature. Violating fundamental constitutional rights, including those protected by the First and Fifth Amendments, Windels forced teachers to lie about their political associations in order to avoid fingering friends and colleagues while under oath. Meanwhile, Windels built a case against the Communist party based on his and others misrepresentations—a “countersubversive” myth that teachers used their classrooms to propagandize for the party and to subvert American democracy
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Conference papers on the topic "Teachers' Federation"

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Anisimova, Olga Sergeevna. "Conditions for improving the professional competence of primary school teachers in educational work." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22222.

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The teacher is a significant figure in the formation and development of the student's personality. In this regard, the task of preparing a primary school teacher of a new type is relevant. This article discusses such a topic of educational development in the Russian Federation as conditions for increasing the professional competence of an elementary school teacher. The urgency of the problem is caused by the strengthening of the requirements in all spheres of labor activity for professional training in the conditions of a market economy. The author dwells on the analysis of those qualities that are necessary for a modern primary school teacher to meet the needs of society in bringing up an adaptive, highly intelligent and free individual with basic competences and capable of subsequent adequate self-determination in the professional sphere. The teacher’s figure in the work is viewed as a tutor and facilitator.
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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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Antipina, Olga Vladimirovna. "To the problem of additional vocational training in conditions of export of Russian educational services." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21410.

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The article considers the problem of additional vocational training in the system of higher education of the Russian Federation. The author gives main characteristics of a modern refresher course or a course of vocational training, based on the experience of attending courses of additional vocational training by the teachers of the Department of foreign languages of the Irkutsk State Medical University (ISMU). In the end, there is an example of an innovative course of vocational training worked out by the specialists of the mentioned department that can answer the challenges of the modern system of higher education.
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Meiwei, Yan, and O. V. Zalesskaya. "The role of academic mobility of teachers of Blagoveshchensk state pedagogical university in the development of humanitarian cooperation with the people’s Republic of China." In Online conference devoted to the study of demographic and migration processes in the Russian Federation. Federation, countries of the Asia-Pacific region, and the relationship between migration processes and sustainable development. Знание-М, 2020. http://dx.doi.org/10.38006/907345-84-3.2020.174.184.

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Авторы, основываясь на практическом опыте реализации двустороннего взаимодействия КНР и РФ в области образования, описывают характер академической мобильности преподавателей университетов России и Китая. В статье рассматриваются различные формы академической мобильности российских и китайских преподавателей, анализируется значение академических мероприятий в развитии и укреплении гуманитарного сотрудничества вузов Амурской области с соседним Китаем. Приводятся конкретные примеры из опыта работы Благовещенского государственного педагогического университета с китайскими партнерами. Показана роль БГПУ в объединении преподавателей и ученых из разных регионов России для реализации различных программ и форм академической мобильности с вузами и научно-исследовательскими учреждениями КНР. Сделан вывод о значении и роли академической мобильности преподавателей БГПУ в укреплении гуманитарного сотрудничества между странами, развитии трансграничного сотрудничества между приграничными территориями России и Китая, формировании толерантной среды российско-китайского взаимодействия в межрегиональных российско-китайских отношениях на Дальнем Востоке.
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Ivanova, A. N. "Generalization of pedagogical experience of teachers of the Russian Federation on the development of cognitive interest of primary school children in primary school." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair E. V. Nikolaev. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-141.

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Slusareva, Elena, and Maria Plugina. "Psychological Characteristics of Inclusive Educational Environments." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-45.

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Inclusive education practices are now widespread in the Russian Federation and are aimed at ensuring the rights of everyone to education. One of the conditions for the effectiveness of inclusive education is the creation of an inclusive educational environment that ensures the personal and professional development of all the subjects of educational relations. Based on this, this article aims to provide a theoretical foundation and empirical investigation into the psychological characteristics of an inclusive educational environment. The following research methods were used to implement the goal: theoretical (systematic analysis of scientific and methodological literature on the research problem); empirical (experiment, interview method, method of expert evaluation); methods of primary mathematical statistics. The article covers the conception of the inclusive educational environment, thoroughly describing its constituents. The psychological characteristics of an inclusive educational environment based on the concept of psychological safety of the educational environment: attitude (positive, neutral, negative), satisfaction with interaction with the environment and subjects of educational relations, psychological safety (protection from psychological violence in the educational environment). For the empirical study of the psychological characteristics of an inclusive educational environment, an expert approach was used. The experts were the subjects of educational relations: teachers and parents, bringing up children with disabilities (sample size - 110 persons). Theoretically justified and empirically identified psychological and pedagogical conditions that ensure psychological comfort in an inclusive educational environment: the tolerance of subjects of educational relations, the professional and personal preparedness of teachers to positive interaction, parents’ readiness to build an educational route for a child with disabilities.
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Gagarkina, Iu N., I. I. Okhlopkova, and E. V. Nikolaev. "Analysis of the pedagogical experience of teachers of the Russian Federation and the RS (Y) on the development of memory in children younger preschool age with disabilities." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-138.

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Cizelj, Leon, Jörg Starflinger, Veronique Decobert, Behrooz Bazargan-Sabet, Filip Tuomisto, Michèle Coeck, Pascal Anzieu, John Roberts, Tzanny Kokalova Wheldon, and Pedro Dieguez Porras. "15 Years of the European Nuclear Education Network (ENEN Association)." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82611.

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The European Nuclear Education Network (ENEN) was established in 2003 through an EU Fifth Framework Programme (FP) project, as a legal nonprofit-making body. Its main objective is the preservation and further development of expertise in the nuclear fields by higher education and training. This objective is realized through the cooperation between EU universities involved in education and research in nuclear disciplines, nuclear research centers and the nuclear industry. As of March 2018, ENEN has 66 members in 18 EU countries and has concluded Memoranda of Understanding (MoU) with partners beyond Europe for further cooperation, including organizations in, Russian Federation, Ukraine, Canada and Japan. ENEN also has good collaboration with national networks and international organizations such as the Belgian Nuclear Education Network (BNEN) and the International Atomic Energy Agency (IAEA). The main activities developed, and results achieved, within the first 15 years of the ENEN Association are presented and discussed. These include, for example, the launch of the European Master of Science in Nuclear Engineering (EMSNE), the annual ENEN Ph.D. competition and the portfolio of more than 10 EURATOM projects dealing with nuclear education, training and knowledge management through development of teaching methods and materials, courses, and exchange of students and teachers within EU and beyond. Those projects were all supported by the European Commission with the ENEN Association acting as the coordinator or as a partner.
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Drozdikova-Zaripova, Albina, Svetlana N. Bashinova, Seimbika U. Bichurina, and Nataliya D. Koletvinova. "The Scientific Basis of Mentoring in the System of Preschool Education in the Russian Federation." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0681.

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Novik, Natalia N., Olga N. Khrustaleva, and Foat K. Zinnurov. "Linguistic Identity of a Teacher of Federal and Departmental Higher Educational Establishments of the Russian Federation: General and Special Issues." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1803.

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Reports on the topic "Teachers' Federation"

1

Ryazantsev, Sergey, and Tamara Rostovskaya. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. ООО Издательско-торговый дом «ПЕРСПЕКТИВА», November 2020. http://dx.doi.org/10.38085/978-5-905-790-45-4-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.
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Ryazantsev, Sergey, and Tamara Rostovskaya, eds. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. Perspectiva Publishing, November 2020. http://dx.doi.org/10.38085/978-5-905-790-47-8-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.
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