Bibliografías temáticas / Lesbian teachers – Western Australia

Literatura académica sobre el tema "Lesbian teachers – Western Australia"

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Publicado: 4 de junio de 2021

Última modificación: 12 de febrero de 2022

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Artículos de revistas sobre el tema "Lesbian teachers – Western Australia"

Beer, Christopher, Natasha Watson, Lisa Caputo, Kathryn Hird y Leon Flicker. "Students and Teachers' Preferences for Undergraduate Dementia Education in Western Australia". Gerontology & Geriatrics Education 32, n.º 3 (julio de 2011): 273–90. http://dx.doi.org/10.1080/02701960.2011.599900.

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Lewis, Philip y Keith Norris. "Demand, Supply and Adjustment in the Teachers Labour Market". Australian Journal of Education 36, n.º 3 (noviembre de 1992): 260–77. http://dx.doi.org/10.1177/000494419203600304.

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There have been important changes in the labour market for teachers in Australia over recent years which have not received much attention from economists. This paper analyses the way in which a particular state, namely Western Australia, has adjusted to these changes. The analysis of how the teachers labour market works is of interest both in Australia and overseas.

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Bruce, Kathy y Ron Cacioppe. "A Survey of Why Teachers Resigned from Government Secondary Schools in Western Australia". Australian Journal of Education 33, n.º 1 (abril de 1989): 68–82. http://dx.doi.org/10.1177/000494418903300106.

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This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.

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Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford y Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia". Australian Review of Applied Linguistics 34, n.º 1 (1 de enero de 2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.

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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.

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Corrie, L. "Vertical Integration: Teachers’ Knowledge and Teachers’ Voice". Australasian Journal of Early Childhood 20, n.º 3 (septiembre de 1995): 1–5. http://dx.doi.org/10.1177/183693919502000302.

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The Ministerial Task Force in Western Australia has stimulated debate on the issue of vertical integration in the early years of school. This paper traces the theoretical basis for vertical integration, and some differences in pedagogy between preprimary and primary teachers. Contrasts are drawn between transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of pupil control. It is suggested that these important issues of pedagogical knowledge should be addressed in order to achieve the underlying principles of vertical integration. In addition, early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and act as advocates for their profession.

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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia". Journal of Visual Impairment & Blindness 83, n.º 1 (enero de 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.

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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.

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Sharplin, Elaine Denise. "Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia". Educational Research 56, n.º 1 (2 de enero de 2014): 97–110. http://dx.doi.org/10.1080/00131881.2013.874160.

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Dawson, Vaille. "Use of Information Communication Technology by Early Career Science Teachers in Western Australia". International Journal of Science Education 30, n.º 2 (5 de febrero de 2008): 203–19. http://dx.doi.org/10.1080/09500690601175551.

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, n.º 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.

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O'Donoghue, Tom y Stephen O'Brien. "Teachers’ Perceptions of Parental Involvement in School Decision Making: A Western Australia Case Study". International Journal of Educational Reform 4, n.º 4 (octubre de 1995): 404–14. http://dx.doi.org/10.1177/105678799500400402.

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Tesis sobre el tema "Lesbian teachers – Western Australia"

McKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.

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This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

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Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.

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Sykes, Heather Jane. "Teaching bodies, learning desires feminist-poststructural life histories of heterosexual and lesbian physical education teachers in western Canada /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34632.pdf.

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Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives". Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12478.

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This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew upon teachers' perspectives and reports of professional development activities in which they had been involved over an eighteen month period.The major focuses of the study were in exploring teachers' perceptions of their professional development activities across the following dimensions: choice, the influence of career stage, rationale for choice, equity in relation to access, levels of participation, gender factors, perceptions of effectiveness, influence of school/educational culture.The conceptual framework in this study (refer to Figure 2.1) acknowledges the teacher as the central point of reference due to his/her importance in the classroom as the architect of the learning experiences for students (Fogarty, 1999. Four aspects were identified as influences on teachers. These were professional development; factors affecting teachers' capacity to develop professionally; technological change in education; and the education system in which teachers work. Literature related to these four aspects was explored.The findings of this study, based upon in-depth interviews with teachers, indicated that the respondents were expending significant amounts of time engaged in professional development. Results demonstrated that half of the reported hours (150 hours/person/year) involved personally selected professional development. Teachers' rationale for choosing professional development was in order to become a more effective practitioner resulting in increased learning opportunities for their students. Effectiveness of professional development was predominantly related to the relevancy to teaching, level of interaction within the session, opportunities to ++
obtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by ++
teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.

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O'Donnell, Brian Charles. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession /". Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030604.092549/index.html.

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Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia". University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.

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[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.

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Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work". University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.

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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.

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Sykes, Heather. "Teaching bodies, learning desires : feminist-poststructural life histories of heterosexual and lesbian physical education teachers in western Canada". Thesis, 1998. http://hdl.handle.net/2429/9611.

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Physical education is a profession where heterosexuality has historically been regarded as normal, if not compulsory. The location of female physical education (PE) teachers at the nexus of discourses about masculinist sport, women's physical education and pedagogies of the body has exerted unique historical pressures on their sexualities. In North America and Western Europe, female PE teachers have frequently been suspected of being lesbian. This suspicion has enveloped lesbian teachers in a shroud of oppressive silence, tolerated only as an 'open secret' (Cahn, 1994). This study examined the life histories of six women from three generations who had taught physical education in western Canada. Previous life history research has focused exclusively on lesbian PE teachers (Clarke, 1996; Sparkes, 1992, 1994a, 1994b; Squires & Sparkes, 1996; Sparkes & Templin, 1992) which risks reinforcing a hierarchical relationship between 'lesbian' and 'heterosexual'. Accordingly, three women who identified as 'lesbian' and three as 'married' or 'heterosexual' were involved in this study which incorporated poststructural, psychoanalytic and queer theories about sexual subjectivity into a feminist approach to life history. The notions of 'understanding' and 'overstanding' were used to analyze data which meant interpreting not only had been said during the interviews but also what was left unsaid. The women's life histories revealed how lesbian sexualities have been marginalized and silenced, especially within the physical education profession. A l l the women grew up in families where heterosexuality was normalized, and all except one experienced pressure to date boys during their high school education in Canada. As teachers, identifying as a 'feminist' had a greater affect on their personal politics and approaches to teaching than their sexual identities. The life histories also provided limited support to the notion that PE teacher's participation in various women's sports accentuated the suspicion of lesbianism. For two of the 'lesbian' women, team sports continued to provide valuable lesbian communities from the 1950s to the present day. In contrast, one 'lesbian' women established her lesbian social network through individual sports and urban feminist groups. The 'heterosexual' women had all participated in gender-neutral sports. Overall the sporting backgrounds of these teachers did little to dispel the long-standing association between women's sports and lesbianism which, in turn, has affected female PE teachers. Drawing on queer theory and the notion of 'overstanding' data, deconstructive interpretations suggested how heterosexuality had been normalized in several institutional discourses within women's physical education. These interpretations undermined the boundaries of 'the closet', sought out an absent lesbian gaze and suggested that homophobia has been, in part, rooted in the social unconscious of the physical education profession.

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Libros sobre el tema "Lesbian teachers – Western Australia"

O'Donoghue, T. A. Teachers and teaching in vocational education and training institutions: Reflections from Western Australia. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Lewis, Philip. Demand, supply, and adjustment in the teachers' labour market. Murdoch, W.A: Murdoch University, Economics Programme, 1990.

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Western Australia. Ministerial Committee to Assist in the Development of Amendments to Legislation to End the Discrimination Encountered by Lesbians and Gay Men in a Wide Range of Areas. Lesbian and gay law reform: Report of the Ministerial Committee. [Perth, W.A: the Committee], 2001.

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Barr, Nevada. Bittersweet. San Francisco: Spinsters/Aunt Lute, 1989.

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Barr, Nevada. Bittersweet. New York: HarperCollins, 2007.

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Jamieson, Ronda. What harmony is this?: 75 years of the Music Teachers' Association in Western Australia. Western Australia: West Australian Music Teachers' Association, 1986.

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Jamieson, Ronda. What harmony is this?: 100 years of the Music Teachers' Association in Western Australia 1910-2010. Victoria Park, WA: West Australian Music Teachers' Association, 2010.

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Jamieson, Ronda. What harmony is this?: 100 years of the Music Teachers' Association in Western Australia 1910-2010. Victoria Park, WA: West Australian Music Teachers' Association, 2010.

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Australian Association for Research in Music Education. Conference. Music education research & development for a new millennium: Proceedings of the XX Annual Conference, 26 September-29 September, 1998, School of Music, The University of Western Australia. Sydney: AARME, 1998.

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Barr, Nevada. Bittersweet. Tandem Library, 2000.

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Capítulos de libros sobre el tema "Lesbian teachers – Western Australia"

Rochecouste, Judith y Rhonda Oliver. "Introducing the Teaching and Learning Benefits of the WWW in Aboriginal Schools". En Optimizing K-12 Education through Online and Blended Learning, 128–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch007.

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In this chapter, projects undertaken at two independent Aboriginal boarding schools in remote Western Australia are described. Both projects have sought to provide instructional advice for teachers and to enhance students' literacy levels through access to the internet. A dedicated website was developed for each school to respond specifically to the students' language and literacy needs. Several positive outcomes resulted from the projects. At the first school, code-switching was accepted throughout the school and even formed part of classroom instruction. At the second school, staff in general showed great interest in supporting their students' use of the online resource. Students who accessed the website were excited by the prospect of having their photos and videos uploaded and even suggested improvements to the site. Despite the above successes, the introduction of the websites at each school did not occur without problems which are described in this chapter.

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Rochecouste, Judith y Rhonda Oliver. "Introducing the Teaching and Learning Benefits of the WWW in Aboriginal Schools". En Indigenous Studies, 77–86. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch005.

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