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Books on the topic 'Victorian secondary schools'

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Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Ainley, John G. School organization and the quality of schooling: A study of Victorian government secondary schools. Hawthorn, Victoria: Australian Council for Educational Research, 1986.

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2

Allsobrook, David Ian. Schools for the shires: The reform of middle-class education in mid-Victorian England. Manchester [Greater Manchester]: Manchester University Press, 1986.

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3

Schools for the shires: The reform of middle-class education in mid-Victorian England. Manchester: Manchester University Press, 1986.

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4

Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.

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5

Teese, Richard. For the common weal: The public high school in Victoria, 1910 - 2010. North Melbourne: Australian Scholarly, 2014.

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6

Small victories: The real world of a teacher, her students, and their high school. New York: HarperPerennial, 1991.

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7

Small victories: The real world of a teacher, her students, and their high school. New York: Harper & Row, 1990.

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8

Australia. Commonwealth Department of Human Services and Health. Secondary School students' drug use: Comparison of patterns in Victoria and New South Wales 1992. Canberra: Australian Government Publishing Service, 1994.

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9

Campbell, Craig. Toward the state high school in Australia: Social histories of state secondary schooling in Victoria, Tasmania and South Australia, 1850 - 1925. Sydney: ANZHES, 1999.

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10

Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.

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11

Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students and Their High School. Tandem Library, 1999.

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12

Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.

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13

Western Australia. Health Promotion Service. and Anti-Cancer Council of Victoria. Centre for Behavioural Research in Cancer., eds. Alcohol consumption among Western Australian secondary school students in 1993: A joint project between the Health Promotion Service, Health Department of Western Australia and the Centre for Behavioural Research in Cancer, Anti-Cancer Council of Victoria. [Perth, W.A.?]: Health Dept. of Western Australia, 1995.

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14

Cigarette consumption among Western Australian secondary school students in 1993: A joint project between the Health Promotion Service, Health Department of Western Australia and the Centre for Behavioural Research in Cancer, Anti-Cancer Council of Victoria. [Perth, W.A.?]: Health Dept. of Western Australia, 1994.

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15

Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, Adriana Soely André de Souza Melo, Alexsandro Vaz, Andréia da Conceição Dias de Lima, Carla Alexsandra Sena Souza, and Cláudia Nina Ramos. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.

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Abstract:

The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classrooms, of difference, and diversity. Each chapter is motivated by the following key question: How did I get here? Such a provocation seeks to interweave the several journeys made by each of these teachers, their challenges, victories, learnings, and inspirations. Bringing these teachers together in this publication aims to inspire many other professionals through important elements, actions, and life experiences as a permanent challenge in the professional field. Retrieving such elements, which result in several learnings within the formative process proposed, represents resistance and persistence in this union of pedagogical knowledge and teaching practices. The narratives recorded in this book invite and inspire through inexperienced experiences that give birth to the teacher-educator, the passion for teaching, the discovery of the new based on the already lived, but not perceived, the hopes implicit in life and in the classroom, the universe already discovered and yet to discover, the come into being in teaching; the presence of the school ground materialized in words that come together to speak about the knowledge constituted by the pedagogical experience in Basic Education.

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