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Książki na temat „Permanent teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 19 lutego 2022

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1

Organisation, Irish National Teachers'. Information booklet for teachers in non-permanent teaching posts. Dublin: INTO, 1992.

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2

Connecticut. Permanent Commission on the Status of Women. The economic status of workers in caregiving professions: Public hearing report of the CT General Assembly's Permanent Commission on the Status of Women. Hartford, CT: The Commission, 2002.

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País Vasco (Spain). Dpto. de Educación, Universidades e Investigación. Plan de formación permanente del profesorado (P.F.P.P.). Vitoria: Servicio Central de Publicaciones, Gobierno Vasco, 1990.

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4

Teacher development: Induction, renewal, and redirection. New York: Falmer Press, 1987.

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5

Finkin, Matthew W. The case for tenure. Ithaca: ILR Press, 1996.

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6

Salgado, Adelina Castañeda. Trayectorias, experiencias y subjetivaciones en la formación permanente de profesores de educación básic. México, D.F: Universidad Pedagógica Nacional, 2009.

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7

ERIC Clearinghouse on Higher Education., Association for the Study of Higher Education. i George Washington University, red. Posttenure faculty development: Building a system for faculty improvement and appreciation. San Fransisco, [Calif.]: Jossey-Bass, 2000.

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8

M, Diamond Robert, red. Serving on promotion, tenure, and faculty review committees: A faculty guide. Wyd. 2. Bolton, Mass: Anker Pub. Co., 2002.

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9

Amyot, Michel, i Claude Hamel. La formation continue des personnels de l'éducation: Mali, Tunisie, Haïti, Guyana. Québec: Éditions MultiMondes, 2006.

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10

Michael, Collins. Adult education as vocation: A critical role for the adult educator. London: Routledge, 1991.

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11

Marque, Bagshaw, Masland Andrew T, ERIC Clearinghouse on Higher Education. i Association for the Study of Higher Education., red. Flexibility in academic staffing: Effective policies and practices. Washington, D.C: Association for the Study of Higher Education, 1985.

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12

Joyce, Bruce R. Student achievement through staff development. New York: Longman, 1988.

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13

Joyce, Bruce. Student achievement through staff development: Fundamentals of school renewal. Wyd. 2. New York: Longman, 1995.

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14

Beverly, Showers, red. Student achievement through staff development. New York: Longman, 1988.

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15

Tenure, discrimination, and the courts. Ithaca, N.Y: ILR Press, 1993.

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16

Leap, Terry L. Tenure, discrimination, and the courts. Wyd. 2. Ithaca, NY: ILR Press, 1995.

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17

Baez, Benjamin. Tenure, promotion, and reappointment: Legal and administrative implications. Washington: Graduate School of Education and Development, the George Washington University, 1995.

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18

Teaching in further education: An outline of principles and practice. Wyd. 6. London: Continuum, 2003.

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19

Jonathan, Tummons, red. Teaching in further education: An outline of principles and practice. London: Bloomsbury Academic, 2013.

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20

Jesús, Rul, Alvarez i. Les Carmina i Omnium Cultural. Delegació d'Ensenyament Català., red. L' educació permanent dels professionals docents: Experiència d'un pla de formació dels professors al Prat de LLobregat, 1989-91. Barcelona: La Llar del Llibre, 1992.

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21

New York (State). Permanent Commission on Public Employee Pension and Retirement Systems, red. Report to the New York State Permanent Commission on Public Employee Pension and Retirement Systems. New York, N.Y: State of New York, Executive Dept., Permanent Commission on Public Employee Pension and Retirement Systems, 1986.

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22

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

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

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23

1841-1917, Bell Robert, red. Testimonials in favor of Robert Bell, Esq., civil engineer, of the Geological Survey of Canada, and interim professor of chemistry and natural history in Queen's University and College, Kingston: As an applicant for permanent appointment to the chair just named (first series). [Montréal?: s.n., 1993.

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24

Uma análise da percepção docente, gestora e familiar sobre a qualidade da educação básica em escolas públicas em defesa do modelo cívico-militar. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp07.2021.33.

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The objective of this study was to analyze the perception of teachers, managers and family members of the municipal and state education system in a city in the Metropolitan Region of Recife / PE regarding the quality of basic education, difficulties faced, student performance and the process of implementing the civic-military model in the the public school. 64 subjects participated in the study, which were subdivided into 13 managers, 30 teachers working in elementary and high school and 21 parents / guardians of a municipal school and a state school. The instruments used for data collection were 3 (three) electronic questionnaires developed in Google forms, containing objective and subjective questions, directed to managers, teachers and parents / guardians. Quantitative data were treated statistically by the PRISMA for Windows program - Version 4.03 and analyzed by the Chi-square test, with p <0.05, expressed in percentages, and the data referring to the qualitative evaluation were treated through analysis of content, with data represented qualitatively and expressed in a table. It was found in this study, from the perception of teachers, managers and parents about basic education, that the main problems faced are associated with the low interest of students in studies (69.2%; 76.7%, p= 0.032) and lack of adequate structure (50%, p= 0.038). Regarding the contribution of the civic-military model, the study pointed out the improvement of students' behavior in the family, school and social environment (71.4% p= 0.053), improving the quality of basic education with an emphasis on access, permanence and in learning (66.7% p= 0.036), makes the teacher feel valued (61.9% p= 0.042), contributes to preventing violence in the school environment and improving school performance (66.7% p= 0.024), contributes to the promotion of society's moral, civic and patriotic values (81.0 p= 0.031), and based on the current model (55%; 54.2% p= 0.005) of teachers and parents feel dissatisfied. We conclude that the civic-military model can contribute to reducing evasion, valuing the teacher, improving student behavior, improving the quality of basic education with an emphasis on access, permanence and learning and contributing to the promotion of society’s family, civic and patriotic end moral values.

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25

Books, Grandpa's. Autumn Notebook: College Ruled Blank Notebook Especially for the Fall Season. Perfect for Classroom, Office or Home Study. Keep a Permanent Record of Your Notes in This Bound Composition Notebook. Great Gift for Students, Teachers or Anyone. . Independently Published, 2020.

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26

Francesc, Imbernon, Gimeno Sacristán José 1947- i Universidad de Barcelona. Departamento de Didáctica y Organización Escolar., red. La formación permanente del profesorado en los países de la CEE. Barcelona: ICE, Universitat de Barcelona, 1993.

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27

Books, Grandpa's. Cozy Fall Days: College Ruled Blank Notebook Especially for the Fall Season. Perfect for Classroom, Office or Home Study. Keep a Permanent Record of Your Notes in This Bound Composition Notebook. Great Gift for Students, Teachers or Anyone. . Independently Published, 2020.

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28

Perfeccionamiento docente: Tarea permanente para la educación en derechos humanos. Santiago, Chile: Corporación Nacional de Reparación y Reconciliación, 1994.

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29

Lucile, Marbeau, i Institut national de recherche pédagogique (France). Mission Formation permanente aux didactiques par la recherche., red. Formation permanente, initiale et continuée: Des instituteurs aux didactiques, de l'histoire, géographie, sciences sociales par la recherche. Paris: Institut national de recherche pédagogique, 1990.

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30

Perfeccionamiento docente: Tarea permanente para la educacion en derechos humanos (Coleccion Propuestas). Vicaria de Pastoral Social, 1994.

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31

Life on the Tenure Track: Lessons from the First Year. The Johns Hopkins University Press, 2005.

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32

Lang, James M. Life on the Tenure Track: Lessons from the First Year. The Johns Hopkins University Press, 2005.

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33

Pak, G. Sujin. Prophecy and the Teaching Office. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190866921.003.0005.

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Bullinger proves pivotal in the history of Protestant views of the prophet and prophecy, for he signaled a significant shift from a focus on the office of the prophet to a focus on prophetic duties, particularly the task of teaching. Calvin even more profoundly identified the prophet with the office of teacher. In his use of Old Testament prophets as significant models for his ministry, Calvin cast this in terms of teaching and intentionally avoided explicit prophetic terminology so that ultimately he viewed himself as a teacher with prophetic functions. Distinctive to Calvin was his emphasis on the prophet’s duty to apply Scripture to contemporary circumstances and his language of temporary and permanent offices. Bullinger and Calvin both employed the prophet and biblical prophecy in their worship reforms and to strengthen scriptural and clerical authority, yet confessional distinctions around these uses increasingly emerged.

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34

Alstete, Jeffrey W. Post-Tenure Faculty Development : Building a System for Faculty Improvement and Appreciation. Jossey-Bass, 2000.

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35

National Research Council (U.S.). Committee on Biology Teacher Inservice Programs., red. The role of scientists in the professional development of science teachers. Washington, D.C: National Academy Press, 1996.

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36

Guide to Evaluating Teaching for Promotion and Tenure. Copley Pub Group, 1987.

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37

Elisabeth, Hayes, red. Effective teaching styles. San Francisco: Jossey-Bass, 1989.

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38

Yaari, Nurit. Aristophanes and the Occupied Territories. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198746676.003.0005.

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This chapter discusses an important trait of the Israeli theatre. It is inherently political by nature and it springs from and constantly reflects the complex realities of modern Israeli society: the continual wars, the innumerable cease-fires, ad hoc peace agreements, territorial occupations, military operations in response to terrorist attacks, and painful and disappointing attempts to reach permanent agreements and peace in the region. It is not surprising then that Israeli playwrights and directors who have searched for a suitable response to the Six Day War and the occupation have chosen Aristophanes as a teacher, guide, and mentor. Analysing an Israeli adaptation of Aristophanes’ comedy, Peace (1968), and several political satires of the Israeli playwright Hanoch Levin, this chapter examines the political role played by Israeli theatre, the use of performance as a tool of political criticism, and the role of theatre in demands for immediate negotiations for peace.

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39

J, Cyr Dianne, i Reich Blaize Horner, red. Scaling the ivory tower: Stories from women in business school faculties. Westport, Conn: Praeger, 1996.

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Grover, Brockett Ralph, red. Professional development for educators of adults. San Francisco, Calif: Jossey-Bass, Inc., 1991.

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41

Fingeret, Arlene. Participatory Literacy Education (New Directions for Adult and Continuing Education). Jossey-Bass Inc Pub, 1989.

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Student achievement through staff development. Wyd. 3. Alexandria, Va.: ASCD, 2002.

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43

Teaching in Further Education: An Outline of Principles and Practice (Cassell Education Series). Wyd. 4. Cassell Academic, 1990.

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Teaching in Further Education. Wyd. 5. Cassell, 1997.

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B, Curzon L. Teaching in Further Education: An Outline of Principles and Practice. Wyd. 6. Continuum International Publishing Group, 2004.

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