Relevant bibliographies by topics / Victorian Secondary Teachers' Association

Academic literature on the topic 'Victorian Secondary Teachers' Association'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Victorian Secondary Teachers' Association"

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Francis, Rosemary. "Challenging masculine privilege: The women's movement and the Victorian secondary teachers association, 1974–1995." Journal of Australian Studies 27, no. 78 (January 2003): 59–70. http://dx.doi.org/10.1080/14443050309387871.

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Rosemary Francis. "In Pursuit of Union Leadership: Mary Bluett and Susan Hopgood and the Victorian Secondary Teachers Association, 1973-95." Labour History, no. 104 (2013): 131. http://dx.doi.org/10.5263/labourhistory.104.0131.

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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
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Isaacs, Dallas. "SHIFTING CLASS IDENTITY AND INDUSTRIAL PRACTICE: The Case of Victorian Secondary Teachers." Discourse: Studies in the Cultural Politics of Education 14, no. 1 (October 1993): 65–74. http://dx.doi.org/10.1080/0159630930140106.

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Bilal Cheema, Ahmad, Abida Parveen, and Mushtaq Ahmad. "Association of Head Teachers’ Instructional Supervisory Practices with Teachers’ Performance." Journal of Business and Social Review in Emerging Economies 8, no. 1 (March 31, 2022): 97–111. http://dx.doi.org/10.26710/jbsee.v8i1.2151.

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The major objective of the research was an exploration of the impact of Head teachers’ instructional supervisory practices in Government Secondary Schools on teachers’ performance. In this descriptive research, data was collected through a survey. The population was all the female and male head-teachers and teachers of Government high secondary schools of Sargodha. Sample of 75 schools and their head teachers and 225 teachers from each school were selected by multistage random sampling technique. Two rating scales were used to collect data. Pearson r and descriptive statistics watershed for data analysis. The conclusion of the study was that there was a significant positive relationship between head teachers’ supervisory practices and teachers’ performance. On the basis of conclusion, in-service training for both the teachers and the head teachers are commended
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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.
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Carmona-Márquez, José, Ángela Sierra-Robles, Manuel Sánchez-García, Pilar García-Rodríguez, Alicia Muñoz-Silva, Félix Arbinaga, and Inmaculada Tornero-Quiñones. "Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?" European Physical Education Review 27, no. 1 (June 29, 2020): 168–84. http://dx.doi.org/10.1177/1356336x20932187.

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It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.
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Buckland, Theresa Jill. "Crompton's Campaign: The Professionalisation of Dance Pedagogy in Late Victorian England." Dance Research 25, no. 1 (April 2007): 1–34. http://dx.doi.org/10.3366/dar.2007.0016.

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In late Victorian England, dance teachers lacked national representation and means of communication among themselves to address professional concerns. By 1930, at least ten professional associations had emerged in Britain, some of which, such as the Royal Academy of Dance (RAD), The British Association of Teachers and Dancing (BATD) and the Imperial Society of Teachers of Dancing (ISTD), are still active today. Little has been written about the wider context of their foundation and of earlier initiatives to establish a professional body for dance pedagogy in England. A key figure in contemporaneous efforts to develop an infrastructure was Robert Morris Crompton (c.1845–1926), a London-based dancing master. Choreographer, writer, and founder-editor of the first periodical devoted to dance in England (Dancing, 1891–1893), Robert Crompton finally succeeded in establishing a national organisation that was devoted to both social and stage dancing in 1904. As the first president of the ISTD, his visionary ideals of an annual technical congress, improvements in the status of the profession, and the future enhancement of dance as an art were placed on a firm institutional footing. Charlatan practitioners, declining standards in the ballroom, and unhelpful licensing laws, together with a scattered and highly individualised competitive profession, were challenges in the early 1890s that Crompton initially failed to overcome. Records of his dreams and anxieties in Dancing provide valuable insight into the problems that beset the teachers of the time. In tandem with other source material relating to the social context for dance of the period, consideration of the trials and aspirations that lay behind Crompton's campaign for a national professional association help to broaden understanding of the place of dance in late Victorian society in England.
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Kamau, Onesmus, Stephen Muathe, and Lawrence Wainaina. "Demographic factors and turnover intentions of teachers’ in public secondary schools in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 4 (June 14, 2021): 363–74. http://dx.doi.org/10.20525/ijrbs.v10i4.984.

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This study aims to investigate the effect of demographic factors on the turnover intentions of teachers in public secondary schools in Murang’a county Kenya. The study was guided by the following specific objectives: To investigate the association between age and education and turnover intentions; to establish the association between gender and turnover intentions; to determine the association between tenure and turnover intentions and to establish the association between educational level and turnover intentions. The study was guided by the Social exchange and Organization equilibrium theories. This study was a cross-sectional study and adopted descriptive and explanatory research designs. The target population was 3752 Teachers Service Commission (TSC) teachers in 304 public secondary schools in Murang’a county Kenya. The study thus used multi-stage random to select a sample size of 400 teachers and 40 schools. A self-administered questionnaire was used to collect the demographic data. Data were analyzed using cross-tabulation and Pearson Chi-square statistics. The study findings indicated that age has a significant association with turnover intentions while employee tenure, gender, and educational level have no significant association with turnover intentions.
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Dissertations / Theses on the topic "Victorian Secondary Teachers' Association"

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Chan, King, and 陳璟. "Linking school and home: parent-teacher association in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626470.

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Chan, King. "Linking school and home parent-teacher association in Hong Kong secondary schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626470.

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Bagh, Marie E. "An investigation of teachers’ experience of applying Community Action Projects in the discipline of Humanities in a Victorian Catholic Secondary School." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/11e4a51ff260449bf4673e32a9b1c5d5171e893291549c6255a88e74c7f7f940/3836567/BAGH_MARIE_E_2014.pdf.

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This qualitative research study aimed to investigate, through focus group action research, teachers’ experience of applying Community Action Projects (hereafter, CAP) in the discipline of Humanities in a Victorian Catholic secondary school. In the context of this study, emanating from the philosophies of a social reconstructionist curriculum framework, teachers facilitated CAP with students born between the years 1995 and 2002. In this study, this group of students are referred to as the ‘current learners’ while much of the recent discourse on generations most commonly refer to them as Generation Z. Located within the constructivist epistemology, and taking its theoretical perspective from interpretivism, this qualitative study took its theoretical impetus from symbolic interactionism as a way of examining and reflecting upon the interview transcripts from the focus group of five secondary school teachers in the discipline of Humanities. This perspective also aided the ability of the researcher to gain insight into the strengths and weakness’ of CAP and to understand the teachers’ perspective and experience of applying CAP into the Humanities curriculum. The researcher met with the focus group on three major occasions. The reflection upon the texts of this present study identified five key themes - experience and engagement for the learners; reflections of curriculum leading to action; perceptions about the current learners; challenges integrating CAP into the current school; and integrating CAP into the current curriculum. In addition, three issues were found that appeared to encroach on the integration of CAP: the current learners are not socially active; the structure of the curriculum; and the structure of secondary schools. First, the key issues were analysed against the existing theories about the current learners, and four key themes were discussed: the current learners as digitally literate; socially active; enjoy excitement and entertainment; and appear to have power and dynamism. Second, the issues were analysed against contemporary Catholic Church documents in relation to education and the responsibilities of teachers and the current learners. Third, the issues were analysed against the literature about the current curriculum ideologies, primarily based on Schiro’s (2008) four visions of education, more specifically, the social reconstruction curriculum ideology. Based on this ideology, the researcher put forward a curriculum construct in an attempt to represent the process of the social reconstructionist ideology. This process was employed by the focus group participants in their Humanities classroom with the current learners. The key issues were found to inhibit the successful integration of CAP in secondary schools. As a result of this investigation, the researcher put forward some recommendations to create positive experiences and practice for teachers responsible for integrating the project. These included compulsory community outreach for all students from Years 7 to 10 within the curriculum and across several subject areas. A further recommendation was that a substantial budget be set aside for the integration of CAP in secondary schools. It was also highly recommended that a leadership position be created to oversee the integration of CAP across several year levels. Finally, continued opportunities for professional development in social reconstructionist education, social justice, and community outreach were recommended in order to preserve the momentum of CAP.
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Raghdo, Mona. "Teacher unions in Victoria, 1982-1995 : an examination of the policies and activities of two principle education unions within the Victorian state education sector during two distinct political phases." Thesis, 1997. https://vuir.vu.edu.au/33010/.

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Wang, Wen-Hai, and 王文海. "A Study on the Satisfactory Extent of Senior Secondary Schools Teachers Participating in Teachers’ Association." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/72811452893032490563.

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碩士
國立彰化師範大學
工業教育與技術學系
93
The purposes of this research were to probe into the satisfactory level of vocational senior high school teachers who participate in teachers’ association, and to provide vocational senior high school teachers association and educational administrative units with the results as reference. Related documents were first reviewed to establish the theoretical framework. Second, questionnaire survey was conducted for collecting actual suggestions of senior high school teachers to be used as the analyzing foundation of this research. For this research, 800 random sample questionnaires had been sent out, 730 questionnaires were returned, the returned rate was 91.3%. After invalid questionnaires being eliminated, there were 649 valid questionnaires in total. And then, mean, standard deviation, t-test and ANOVA were used as methods for data analysis. Lastly, statistical results and document discussions were synthesized to form the conclusions and suggestions of this research. The conclusions of this research are as follows. 1. Most senior high school teachers affirm the functions of school teachers association. 2. The satisfactory level of senior high school teachers participating in school teachers’ association varies with organizational variants. 3. The satisfactory level of senior high school teachers participating in school teachers, association varies with individual variants. The suggestions of this research are as follows. 1. School teachers’ association should clarify the core meaning of its establishment. 2. School teachers’ association should set up a volunteer work system to help promote association affairs. 3. Related researches regarding school teachers association should be conducted in depth.
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Shamoail, Edison. "Teachers' Perceptions and Experiences in Adopting "Blackboard" Computer Program in a Victorian Secondary School: A Case Study." Thesis, 2005. https://vuir.vu.edu.au/322/.

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Over the past decade, information and communication technology (ICT) has become increasingly prevalent in our schools. With the emergence of new technologies in the classrooms, there is a pressing need to study how teachers experience and feel about the integration of new technology in their teaching practice. This study investigated seven teachers' perceptions and experiences in adopting 'Blackboard' computer program into their teaching. This research contributes to our understanding of how teachers adapt to the introduction and integration of new technology in their classrooms. The study combined theory and practice, identifying connections between the experiences of teachers and existing literature and research. One Catholic secondary school was the focus of the study. This school was selected because of its adoption of cutting-edge Information and Communication Technologies (ICT). Data were drawn from four sources: individual teacher interviews; direct observation; email dialogues and school documents during the 2004 academic year. Teachers were interviewed three times; the transcripts of 21 semi-structured, open-ended interviews and observation data were analysed using the system of content analysis that involved identifying, coding, and categorising the main themes in the data. To expedite the research, I identified seven constructs to structure the data analysis: (a) change; (b) teachers' workload/time management; (c) student management; (d) enhancing student learning; (e) skill development; (f) access; (g) online pedagogy. Case profiles were created for each teacher and then compared across the seven teachers to discern both common and unique patterns of perceptions and experiences related to 'Blackboard' integration and implementation processes. Results of the study identified the importance of access to computers, ongoing professional development and leadership support for the integration of 'Blackboard' and other related technologies into teaching. The results also indicated that teachers need sufficient time to practise and plan their lessons with the new technology. The importance of a planned change process, created by all stakeholders, concerning integration of new technologies in the school emerged as an important outcome of this study. The results indicated teachers were most receptive to learning from and with their colleagues about the integration of the 'Blackboard' program into their classroom practice. Based on these research outcomes, a set of recommended strategies to support the integration of 'Blackboard' into teacher pedagogy and school curricula is included in the final chapter. Information gained from this study will provide some insights for the case study school and those schools that are interested in pursuing a similar path in the future.
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Shamoail, Edison. "Teachers' Perceptions and Experiences in Adopting 'Blackboard' Computer Program in a Victorian Secondary School: A Case Study." 2005. http://eprints.vu.edu.au/322/1/322contents.pdf.

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Over the past decade, information and communication technology (ICT) has become increasingly prevalent in our schools. With the emergence of new technologies in the classrooms, there is a pressing need to study how teachers experience and feel about the integration of new technology in their teaching practice. This study investigated seven teachers' perceptions and experiences in adopting 'Blackboard' computer program into their teaching. This research contributes to our understanding of how teachers adapt to the introduction and integration of new technology in their classrooms. The study combined theory and practice, identifying connections between the experiences of teachers and existing literature and research. One Catholic secondary school was the focus of the study. This school was selected because of its adoption of cutting-edge Information and Communication Technologies (ICT). Data were drawn from four sources: individual teacher interviews; direct observation; email dialogues and school documents during the 2004 academic year. Teachers were interviewed three times; the transcripts of 21 semi-structured, open-ended interviews and observation data were analysed using the system of content analysis that involved identifying, coding, and categorising the main themes in the data. To expedite the research, I identified seven constructs to structure the data analysis: (a) change; (b) teachers' workload/time management; (c) student management; (d) enhancing student learning; (e) skill development; (f) access; (g) online pedagogy. Case profiles were created for each teacher and then compared across the seven teachers to discern both common and unique patterns of perceptions and experiences related to 'Blackboard' integration and implementation processes. Results of the study identified the importance of access to computers, ongoing professional development and leadership support for the integration of 'Blackboard' and other related technologies into teaching. The results also indicated that teachers need sufficient time to practise and plan their lessons with the new technology. The importance of a planned change process, created by all stakeholders, concerning integration of new technologies in the school emerged as an important outcome of this study. The results indicated teachers were most receptive to learning from and with their colleagues about the integration of the 'Blackboard' program into their classroom practice. Based on these research outcomes, a set of recommended strategies to support the integration of 'Blackboard' into teacher pedagogy and school curricula is included in the final chapter. Information gained from this study will provide some insights for the case study school and those schools that are interested in pursuing a similar path in the future.
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Munsamy, Gabriel Somasundram. "The role played by the Teachers' Association of South Africa in expressing and fulfilling the educational aspirations of the Indian community." Diss., 1994. http://hdl.handle.net/10500/17543.

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The study offers a historico-educational investigation of the extent to which the Teachers' Association of South Africa (TASA) satisfied the educational aspirations of the Indian coIIDllunity in South Africa. The discussion begins with a theoretical exposition of characteristic features of teachers' associations. It considers the origin, nature and purpose of teachers' associations. A brief survey of some teachers' associations in the Republic of South Africa is also made. The development and the organisation of the Teachers' Association of South Africa (TASA) is highlighted. In this regard special emphasis is placed on the role of the Association's forerunners, and the nature and functioning of the various organisational structures within the Association. An elaborate discussion is devoted to the achievements of the Association in satisfying the educational aspirations of the Indian coIIDllunity in South Africa. The researcher also offers recoIIDllendations on the role that teachers' associations may play in the future.
Educational Studies
M. Ed. (History of Education)
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Books on the topic "Victorian Secondary Teachers' Association"

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Association, Retired Secondary Teachers', ed. The first 50 years: The Retired Secondary Teachers' Association. Dublin: Drumcondra Publications, 2014.

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Great Britain. Parliament. House of Commons. Education and Skills Committee. Teaching unions: Minutes of evidence, Wednesday 6 March 2002 : Association of Teachers and Lecturers; National Association of Head Teachers; Secondary Heads' Association. London: Stationery Office, 2002.

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Association, National Science Teachers. Scope, sequence, and coordination of secondary school science: A project of the National Science Teachers Association. Washington, D.C: National Science Teachers Association, 1992.

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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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J, Campbell R. The workloads of secondary school teachers: Final report : a study commissionedby AMA, Assistant Masters and Mistresses Association. Warwick: Policy Analysis Unit, Department of Education, University of Warwick, 1991.

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Sizer, Theodore R. Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 2004.

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Sizer, Theodore R. Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 1985.

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Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 2004.

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Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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Biology for Senior Secondary Schools (Ghana Association of Science Teachers). Macmillan Education Ltd, 1992.

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Book chapters on the topic "Victorian Secondary Teachers' Association"

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Wong, Kapo, Alfred Tsz Shing Lai, Xiangcheng Meng, Fion Choi Hung Lee, and Alan Hoi Shou Chan. "Work–Life Balance of Secondary Schools Teachers in Hong Kong." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 819–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74602-5_112.

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Pedersen, Joyce Senders. "The Lady-Teachers II: The Impulse to Reform." In The Reform of Girls’ Secondary and Higher Education in Victorian England, 132–70. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-6.

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Jacob, W. M. "Religion and Education in Victorian London: Secondary, Adult, and Higher Education." In Religious Vitality in Victorian London, 288–307. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.003.0012.

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hristianly motivated people transformed secondary education in London, which until 1870 was largely provided through ancient endowed foundations teaching the classics, and private schools teaching modern and commercial subjects, all of which were small-scale. Clergy and laypeople promoted the reform of ancient endowments to increase the provision of modern education, including for girls to be educated to the same level as boys, and established numerous new schools on sound financial educational bases. Similarly motivated groups also provided opportunities for adult education for working people. The initiative to provide higher education in London in the 1820s, on a different model from the ancient universities, came from religiously motivated groups, as did pioneering initiatives to provide higher education for women. These initiatives fed the expanding need for secondary school teachers and the growing newer professions.
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Pedersen, Joyce Senders. "The Lady-Teachers I: The Lady-Teacher and the Family-Like School." In The Reform of Girls’ Secondary and Higher Education in Victorian England, 102–31. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-5.

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"The Social Science Association and middle-class education: secondary schooling, endowments, and professionalisation in mid-Victorian Britain." In Science, Reform, and Politics in Victorian Britain, 236–61. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511490545.010.

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Crone, Rosalind. "Education and the Changing Penal Regime." In Illiterate Inmates, 206–44. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198833833.003.0007.

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Chapter 6 continues to explore the consequences of penal reform for the provision of education in prisons in the mid-Victorian period. It focuses, in particular, on the delivery of education in prisons. Although the use of separation for reformatory purposes was largely discredited after 1850, a new generation of penal reformers was attracted to its painful properties. In order to limit association in prisons even further, penal reformers insisted on the implementation of cellular instruction: one-to-one tuition delivered by teachers to prisoners in their cells. This transformed the experience of learning and heralded another significant divergence from mainstream elementary education. It also had a dramatic impact on the time that prisoners spent ‘at school’. Renewed emphasis on the performance of hard labour gave rise to new pressures to schedule instruction in the evening. The new network of convict prisons established to facilitate sentences of penal servitude encouraged the professionalisation of teachers in that sector. In local prisons, the persistent use of prison warders as teachers prevented the achievement of better working conditions and professionalisation for prison schoolmasters and schoolmistresses.
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7

Cohen, Robert. "Activist Impulses." In When the Old Left Was Young. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195060997.003.0013.

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No sooner had the student movement emerged than speculation began about the sources of campus activism. Since such large scale student protest was unprecedented in the nation’s history, it was natural that a variety of theories would evolve as Depression America sought to explain this new phenomenon. An assortment of conservatives—which included superpatriots, redbaiting editors, and politicians— wrote the most and screamed the loudest about the causes of student radicalism during the 1930s; they did so because of their outrage at the growth of Left-led organizations and student anti-war demonstrations on campus. Their most frequent explanation for this unwelcome upsurge of student activism centered on the faculty, whom they blamed for corrupting and radicalizing youth. The conservative press depicted college faculty as dangerously subversive. Professors emerged in these pages as a sort of academic branch of the Red Army. “There are few colleges or universities where parents may send their sons and daughters without their being contaminated with some phase of the vilest of Communistic and allied teaching,” warned Roscoe J.C. Dorsey, in the The National Republic, a superpatriot magazine which crusaded against faculty and student radicalism. In this same journal E.D. Clark, president of the Indiana State Medical Association, diagnosed “Red Microbes in Our Colleges,” evoking fears of political and sexual radicalism. The Hoosier doctor claimed that “under the guise of ‘academic freedom’ many professors . . . are not only teaching communism, socialism, anarchy . . . but are also endorsing ‘free love’ and unrestricted sex relations between unmarried people.” This rightwing indictment of the faculty was not confined, however, to the college level. Conservatives hurled similar charges against teachers in secondary and even elementary schools. The Hearst press, which did so much to give such charges national circulation, claimed in 1935 that thanks to the work of subversives in the nation’s school systems “two hundred thousand Soviet schoolbooks have been imported into America.” According to these rightwing critics, youths’ support for radicalism in college derived from exposure to subversion by teachers at all levels of the American educational system.
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Conference papers on the topic "Victorian Secondary Teachers' Association"

1

Reston, Enriqueta, and Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity building are primarily done through the Philippine Statistical System and the Philippine Statistical Association . The challenges encountered in these reform efforts are examined as basis for recommended courses of action towards more effective institutionalization of reforms in statistics education.
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2

Peck, Roxy. "Developing statistical reasoning in a “piecemeal” secondary statistics curriculum—the next step." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09103.

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In the last decade, statistics and data analysis have become a more visible component of the secondary school mathematics curriculum in the United States. In most cases, statistics and data analysis topics have been divided up and spread through the mathematics curriculum. However, many important concepts of statistics are not mathematical in nature and are not easily integrated into existing mathematics courses. As a consequence, most students complete their secondary education having seen a number of graphical and numerical statistical methods but having not encountered many key concepts required for mature statistical reasoning. Recognizing that the addition of a separate statistics course to the secondary curriculum is unlikely, an alternate approach is proposed. With support from the American Statistical Association (ASA) and the ASA/NCTM (National Council of Teachers of Mathematics) Joint Committee on Probability and Statistics in the K-12 Curriculum, a capstone experience for secondary students has been designed. Making Sense of Statistical Studies is a coordinated and coherent set of case studies that can be integrated into mathematics courses to provide students with an understanding of the data analysis process and help them develop the conceptual understanding that provides the foundation for statistical reasoning. This paper contributes to the conference topic of curricular materials and tools for improving students’ learning at school level.
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