Thèses sur le sujet « Women teachers »
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Burns, Mary Bridget. « The Experience of Women Teachers in Two State-controlled School Districts : ». Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108483.
Texte intégralThis exploratory case study examines the experience of twelve women teachers who taught in two state-controlled school districts that had been taken over by the state authorities due to low academic performance and operational mismanagement. The qualitative methodology of exploratory comparative case analysis allowed for the consideration of the two districts as two parts of the same case, and the foundation for future research in this field (Streb, 2010). Twelve semi-structured interviews, teacher climate survey responses, and fifty-three state government documents were analyzed using an iterative coding process (Yin, 2015, pp. 196-197; Saldaña, 2015). The analysis found that structural and cultural barriers prevented the study participants from succeeding personally and professionally. Their skills as experienced educators were under-utilized and their perspectives as women were not acknowledged. Structurally, the internal organization of the districts asked a great deal of the teachers without recognizing them as professionals or women. Culturally, their gender identities as women placed them at a disadvantage with school and district leadership. The gendered barriers were woven into the fabric of the workplace so that the women teachers were unable to have access to those with power or influence. This study lays the groundwork for larger research endeavors on women in state-controlled schools, as well as policy implications for the state control of public schools and school turnaround. This study contributes to the field by specifically bringing women teachers’ voices into the discussion of school reform and improvement
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Chabalala, Lucky W. « What do women teachers identify as barriers to promotion ? » Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-132225.
Texte intégralCheung, Kwong-leung. « The perception of women teachers in Hong Kong ». Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710225.
Texte intégralHaynes, Michelle Daphne. « Jewish women teachers in secondary schools ». Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.
Texte intégralPierre, Yvette. « Rooted Pedagogies : Black Women Activist Teachers For Social Change ». The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282101174.
Texte intégralBurgess, Frances Anne. « Narratives of women music teachers in Northern Ireland : beyond identity ». Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24328.
Texte intégralDallimore, Elise J. « The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation / ». Thesis, Connect to this title online ; UW restricted, 1998. http://hdl.handle.net/1773/8228.
Texte intégralCavanagh, 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.
Texte intégralRumin, Anna C. « Teacher shadows : giving voice to hidden selves ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44570.pdf.
Texte intégralJames, Jennifer Lynn Hauver. « Care in the lives of women teachers ». College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3860.
Texte intégralThesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Demarse, Joy. « I am a teacher : reflections from female teachers, their stories and passion for education ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.
Texte intégralMoore, Kristal Tatianna Joann Noblit George W. « She who learns, teaches black women teachers of the 1964 Mississippi Freedom schools / ». Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2264.
Texte intégralTitle from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education Culture, Curriculum, and Change." Discipline: Education; Department/School: Education.
Cheung, Kwong-leung, et 張光樑. « The perception of women teachers in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957766.
Texte intégralNorman, J. M. D. « Hill-top and its women teachers : a study of the factors which influence and shape the careers of women teachers ». Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306214.
Texte intégralCalhoun, Lisa. « Women teachers' experiences of gender equity and schooling ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ29977.pdf.
Texte intégralSmith, Joan Margaret. « Life histories and career decisions of women teachers ». Thesis, University of Leeds, 2007. http://etheses.whiterose.ac.uk/2051/.
Texte intégralZheng, Runping. « Chinese academic women in economic transformation ». access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.
Texte intégralJulian, Elizabeth. « Reading the landscapes of their lives an exploration of and resource for the spirituality of women teachers in Catholic schools in the Archdiocese of Wellington, Aotearoa New Zealand / ». Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Texte intégralWarner, Smith Penny, et n/a. « Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984 ». University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.
Texte intégralChabalala, William Lucky. « What do women teachers identify as barriers to promotion ? » Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-12182006-132225/.
Texte intégralVest, Cynthia Ann. « Job Satisfaction Among Women Accounting Educators ». Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.
Texte intégralZhang, Lili. « Stress and coping among women academics in research universities of China / ». Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.
Texte intégralMcDaid, Carolyne. « Job sharing : the career experiences of women primary teachers ». Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/2591.
Texte intégralWard, Beverley Lorraine. « The female professor : a rare Australian species, the who and how ». Thesis, Ward, Beverley Lorraine (2003) The female professor : a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.
Texte intégralWard, Beverley Lorraine. « The female professor : a rare Australian species, the who and how / ». Ward, Beverley Lorraine (2003) The female professor : a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.
Texte intégralGamelin, Anastasia Kamanos. « Home and away : the female artist in academia ». Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.
Texte intégralInquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.
Stoehr, Kathleen Jablon. « From Preface to Practice : A Narrative Study of Women Learning to Teach Mathematics ». Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/314653.
Texte intégralSylvan, Claire Elaine. « The impact of motherhood on teacher career attitudes / ». Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809430.
Texte intégralTypescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Frances S. Bolin. Bibliography: leaves 474-481.
Luther, Frances D. « First Nations preservice women teachers' experiences and perceptions regarding technology ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq23949.pdf.
Texte intégralThompson, Merrilee Susan. « Troubling the taken-for-granted, mentoring relationships among women teachers ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/NQ48729.pdf.
Texte intégralMacDonald, Ann. « Women teachers in post-Presbyterian Scotland : gender, faith and identities ». Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24862.
Texte intégralEuclides, Maria Simone. « Black women, doctors, theorists and university teachers : challenges and achievements ». Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054.
Texte intégralThe objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education.
O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e à tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que là estÃo (nas universidades), realizam um trabalho onde o individual à o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista.
Adams, Gill. « Is anyone listening ? : women mathematics teachers' experiences of professional learning ». Thesis, Open University, 2013. http://oro.open.ac.uk/54932/.
Texte intégralTarling, Isabel. « Women teachers career advancement : an exploration of choice in context ». Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12017.
Texte intégralThis study investigates the career choices of seven female teachers in mesolevel leadership positions at three Western Cape schools. It explores their decisions to apply or refrain from applying for senior leadership positions through an examination of the interplay between their leadership disposition, habitus and the field of schooling.
Crotti, Claudia. « Lehrerinnen - frühe Professionalisierung : Professionsgeschichte der Volksschullehrerinnen in der Schweiz im 19. Jahrhundert / ». Bern [u.a.] : Lang, 2005. http://www.gbv.de/dms/gei/wh/inhalt/k4992.pdf.
Texte intégralSquirrell, Gillian. « The occupational stories of new entrants into teaching 1986-1989 : like Zulus against the gattling gun ». Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385994.
Texte intégralLi, Yaling. « Women instructors in higher education in China ». online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.
Texte intégralDelp, Don J. « The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females ». Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.
Texte intégralDuggan, Eva J. « A phenomenographic study of teacher stress in female primary classroom teachers in south east Queensland ». Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36650/1/36650_Digitised%20Thesis.pdf.
Texte intégralLeDrew, June Elizabeth. « Women and primary physical education, a feminist critical ethnography ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.
Texte intégralRobertson, Nicola Jane. « Rural women teachers : their narrative identities and reflections on community life ». Thesis, University of Canterbury. Department of Sociology, 2000. http://hdl.handle.net/10092/4239.
Texte intégralRakhit, Anuradha. « The career experiences of Asian women teachers : a life-history approach ». Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.
Texte intégralTurner, Lana Gay. « Stress in female secondary classroom teachers ». Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/436367.
Texte intégralKirk, Jacqueline E. « Impossible fictions ? : reflexivity as methodology for studying women teachers' lives in development contexts ». Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84518.
Texte intégralThe thesis is a study researching women teachers' lives but also a critical reflection on the dominant development practices in which research takes place. As text it constitutes a form of feminist practice in and of itself. It analyzes the lived, and embodied experience of teaching, learning and researching, and rewrites this into the predominantly male-dominated literature and theory of education in development.
In the traditions of feminist inquiry, the study is also oriented towards change for women. Given the stated importance of gender equity, and especially the attention to girls' education of the international development community, the study has important implications for the ways that development planners think about women teachers, and design programs and policies for them. Shifting attention from natural nurturing and caring abilities of women teachers, to subjective issues of relational power dynamics, and to the individual and collective positionings of women's bodies within institutions and organizations, this study places women's lived experience as central to theories of pedagogy, curriculum, educational leadership, and to research in gender, education and development.
Cheng, Huei-Chun. « A life history study of Taiwanese female teachers' identities from a poststructural feminist perspective ». Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610081.
Texte intégralMcMahon, Francine L. « A poststructural interrogation of self-formation in female physical education student teachers ». Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36636/1/36636_Digitised%20Thesis.pdf.
Texte intégralYu, Kwan-mei. « Women technical teachers in Hong Kong secondary schools : Chinese feminine values and equal gender roles / ». Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22143282.
Texte intégralReiss, Medwed Karen G. « Three women teachers of Talmud and rabbinics in Jewish non-orthodox day high schools : their stories and experiences / ». Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3166541.
Texte intégralAmin, Nuzhat. « Negotiating nativism, minority immigrant women ESL teachers and the native speaker construct ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ53697.pdf.
Texte intégralHendricks, Frederica M. « Career experiences of black women faculty at research I universities / ». free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717161.
Texte intégral