Artigos de revistas sobre o tema "Women college teachers – Fiction"
Siga este link para ver outros tipos de publicações sobre o tema: Women college teachers – Fiction.
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Women college teachers – Fiction".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Shields, Stephanie A., e Mary E. Mallory. "Leta Stetter Hollingworth Speaks on “Columbia's Legacy”". Psychology of Women Quarterly 11, n.º 3 (setembro de 1987): 285–300. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00904.x.
Texto completo da fonteResumo:
At the 1983 APA convention in Anaheim, CA, Divisions 1 and 26 co-sponsored a lecture series to commemorate the 50th anniversary of the publication of Edna Heidbreder's Seven Psychologies. Aimed at the general audience, Heidbreder's book described the roots of American psychology and the seven schools of thought most representative of the discipline in this country: structuralism, the psychology of William James, functionalism, behaviorism, Gestalt psychology, Freud and the psychoanalytic movement, and the dynamic psychology of Columbia's Robert Woodworth. At the 1983 APA meetings five scholars with backgrounds in one of the seven psychologies lectured as a figure from the past on the legacy of that school of thought. Stephanie Shields represented Leta Hollingworth (1886–1939), the only woman in the group. Hollingworth was charged with discussing the legacy of Columbia University for contemporary psychology. Her lecture reviews psychological research at Teachers College and Columbia University from 1911 through the 1920s and then evaluates the lasting contribution made by that research to present-day psychology. This paper is the text of that talk, with a few modifications tailored for an audience of feminist psychologists. As an historical fiction the material for this talk is drawn primarily from Hollingworth's own writings, and, insofar as it is possible, it tries to represent accurately the theoretical and ideological concerns she expressed during her career. It attempts to bring her concerns as a psychologist, as an educator, and as a feminist, to bear on the state of present-day psychology, particularly from the perspective of the testing movement between the two world wars. All of the events described here did happen or could have happened. Those that are fictional or represent inference are clearly indicated. Direct quotes from her published work appear within quotation marks.
2
Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read". TEFLIN Journal - A publication on the teaching and learning of English 11, n.º 1 (31 de agosto de 2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.
Texto completo da fonteResumo:
This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.
3
Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College". Organization Studies 14, n.º 2 (março de 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.
Texto completo da fonteResumo:
In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.
4
Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors". Volume-2: Issue-2 (February, 2020) 2, n.º 2 (3 de março de 2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.
Texto completo da fonteResumo:
I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instructors presuming that students should have known these questions during the time they were students taking these courses above mentioned. These challenges rise when I first meet with my students taking fiction as university requirement. I ask them individually to answer these questions, to which they are unable to answer in good English. They just use words or phrases to answer, which adds a new challenge. There I have to stop and tell them. First, how to answer these questions using good English. Then I proceed with the answering the questions myself, so they are on the right track from the first day of meeting with them. Thus, this paper discusses the challenges of teaching fiction and provides ways, methods or remedies to handle them. It provides benefits of reading fiction for students and teachers. Finally, it demonstrates the delivery plan offered by the college in which I teach and the changes I have made on the original plan so that both can suit and achieve the desired learning outcomes.
5
Mercy., HMaryVinora. "OCCUPATIONAL STRESS OF WOMEN COLLEGE TEACHERS IN MADURAI CITY." International Journal of Advanced Research 5, n.º 7 (31 de julho de 2017): 2586–94. http://dx.doi.org/10.21474/ijar01/5001.
Texto completo da fonte
6
P Karthick, Sheela, e B. Dharmalingam. "Challenges and Impediments faced by Women College Teachers in Madurai District". Shanlax International Journal of Arts, Science and Humanities 10, n.º 4 (1 de abril de 2023): 39–46. http://dx.doi.org/10.34293/sijash.v10i4.6170.
Texto completo da fonteResumo:
While the teachers in higher education are provided with academic rights and freedom, they are expected to maintain certain standards of responsible professional conduct and growth; otherwise, academic mission established for the progress of society will be at stake. They have to necessarily understand their role of enhancing learning among the students, extending their knowledge of the subject constantly, conducting research in their field to promote utilitarian purpose of education and finally getting awarded for all their service and research in due means. Also, the role of college teachers has changed from mere teaching to curriculum designing, research, publication, e-content writing, conducting online classes, collaborative research, exchange programme, extension activity, add-on/certificate course designing, arranging internship, etc. They have to necessarily come out of their comfort zone; many college teachers find it really challenging to accomplish this change in role expectations while some cross those impediments and emerge achievers. The plight of women college teachers is more challenging and particular due to their gender and the discrimination based on that. The present research proposes to study the challenges and impediments faced by women college teachers in Madurai district from women’s perspective. About 40 women teachers from a Government, a Government-Aided and a Self-financing Arts and Science Colleges are selected for the study and the findings through administering of questionnaire are analysed in this paper.
7
Agarwal, Richa, e Mukul Jain. "A Study of Financial Planning Behavior of Women College Teachers Working in Delhi-Ncr". ECS Transactions 107, n.º 1 (24 de abril de 2022): 9503–16. http://dx.doi.org/10.1149/10701.9503ecst.
Texto completo da fonteResumo:
Women constitute nearly half of the world population; more Indian women are joining the service sector especially teaching. Financial planning awareness among them will ensure more gender equality through financial independence. It will also reduce inequality in society. Women teachers’ active participation in financial markets will help financial resources to be channelized in the system through capital generation, which is essential to ensure trending economic growth. It is important to understand the financial behavior of female college teachers to ensure quality education by preparing more fiscally aware and responsible youth. An attempt is being made to examine the personal financial planning behavior of women teachers in higher education in Delhi-NCR. The data of 428 women teachers of Delhi-NCR colleges analyzed using the percentage method, correlation, and factor analysis revealed a satisfactory level of financial planning awareness among them. The study will prove beneficial to agencies and institutions to draft policies to strengthen the country both economically and socially.
8
Agbofa, Francis Justice Kwesi, Dominic Kwaku Danso Mensah, Anitha Oforiwah Adu-Boahen e Sender Kyeremeh. "Female student teachers’ political participation in a Ghanaian College of Education; a Myth or Reality". African Social Science and Humanities Journal 1, n.º 1 (11 de dezembro de 2020): 101–13. http://dx.doi.org/10.57040/asshj.v1i1.23.
Texto completo da fonteResumo:
All over the world, women are underrepresented at socio-political levels. This study investigated the political interest and engagement of female students of the Seventh-Day Adventist College of Education, and the rationale for their low political engagement. The study adopted the transformative philosophical worldview with quantitative backing. Employing stratified and convenience sampling approaches, the study considered 405 female student teachers. Data from questionnaires were analysed descriptively and inferentially with means, standard deviation, multiple linear regression, and Pearson two-tailed correlation using SPSS V.20 and are presented in tables. The study found that female student teachers moderately involve themselves in politics-related issues and activities. The study also found that the society around student teachers is responsible for their lower political engagement. Demographic characteristics of female student teachers were found to be significant predictors of their political engagement. The study found a statistically inversed relationship between female student teachers’ political engagement index and both their academic performance and their level in college. The study also found that with higher Commutative Grade Point Average (CGPA), there is a significant chance that female student teachers will maintain their political interest as they progress to advanced levels in the College. It has been recommended that society should rethink gender roles and as such, strengthen women empowerment programmes to groom women and build their competence and interests in the field of politics.
9
Warde, Mirian J., e Ana Cristina Santos Matos Rocha. "Professionals in Brazil, Students in the United States: Brazilian Women at Teachers College". Teachers College Record: The Voice of Scholarship in Education 124, n.º 10 (outubro de 2022): 111–33. http://dx.doi.org/10.1177/01614681221137138.
Texto completo da fonteResumo:
Background/Context: The article is part of a line of historical studies on training and improvement travels of Brazilian educators to foreign institutions. These studies have recently increased with the introduction of transnational history approaches. Purpose: This article discusses the training travels of seven Brazilian women, carried out centrally in the 1920s, and the impacts of these trips on their professional careers. Among these women were five teachers and two nurses. Research Design: Through historiographical research, personal and institutional documents are the primary sources to reconstruct their professional and intellectual trajectories. Documents from the institutions involved, particularly from Teachers College, Columbia University, were used, and documents belonging to personal collections, such as diaries, letters, and notebooks. Conclusions: The article gathers the intellectual impressions of the seven Brazilian women provoked by their teachers, colleagues, and experiences in the United States, especially the appropriations they made of their experiences abroad and at Teachers College in particular.
10
D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression". History of Education Quarterly 55, n.º 3 (agosto de 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.
Texto completo da fonteResumo:
From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.
11
Kamala H, Kamala H., e Dr K. Jayashankar Reddy. "A Comparision of Happiness Among Men and Women College Teachers in Bengaluru". Indian Journal of Applied Research 3, n.º 4 (1 de outubro de 2011): 113–14. http://dx.doi.org/10.15373/2249555x/apr2013/35.
Texto completo da fonte
12
Pullinger, Kate, Amanda Havard e Melanie Hundley. "Conversation Currents: Digital Storyworlds: Transmedia Literature in the ELA Classroom". Language Arts 91, n.º 2 (1 de novembro de 2013): 126–31. http://dx.doi.org/10.58680/la201324288.
Texto completo da fonteResumo:
As stories evolve into new, varied, and experimental formats in our current digital age, teachers, authors, storytellers, and readers are presented with myriad new conversations about the creation, discussion, and dissemination of literature. What does it mean to consume a story in the digital age? What do the terms we use to describe them—digital fiction, story worlds, transmedia, interactive fiction—really mean? In this conversation, author-educator-storytellers Kate Pullinger (Inanimate Alice) and Amanda Havard (The Survivors, Immersedition™), and language arts professor Melanie Hundley of Peabody College at Vanderbilt University discuss with LA the quintessential question of current literacies: As stories appear in varied digital formats, how will both new forms and content shape students’ discussions of narrative, their understanding of story, and their lives as readers?
13
Kumar, Aiswarya V., e Velmurugan V.P. "Work-life Stress and Life Quality of Married Women among Self Financing College Teachers in Kerala". Webology 19, n.º 1 (20 de janeiro de 2022): 521–34. http://dx.doi.org/10.14704/web/v19i1/web19037.
Texto completo da fonteResumo:
India's constantly active behavior and modernizing population has had a profound impact on Indian families' structure and dynamics. In the majority of studies of married women in India who work, economic necessity was cited as the primary motivator. Higher education is one of Kerala's major economies, since the state leads the nation in higher education. Currently, self-supporting college professors face a variety of issues that are widely discussed in the public sphere. They play a crucial role in higher education and so, it's important to keep a focus on their work-life tension. When it comes to managing work and life, self-funding college professors need to be careful. Students, the organization, and the teachers all suffer if the teachers are not in a state of equilibrium. This study explores the work-life balance of self-supporting college professors in terms of stress and stress. For the higher education system, the report has had far implications. An attempt has been made in this study to shed light on the work-life balance concerns of Trivandrum's self-funded professors. Questionnaires were used to collect research data, and statistical methods were used to utilize the data. It was determined that self-financing college teachers have a work-life score that is slightly above average.
14
Spencer, Amelia, Gay Barnes e Louanne Jacobs. "Removing Barriers to Teaching Students with Autism Spectrum Disorder Using Fiction with Preservice Teachers". International Journal of Special Education (IJSE) 38, n.º 3 (29 de dezembro de 2023): 152–63. http://dx.doi.org/10.52291/ijse.2023.38.46.
Texto completo da fonteResumo:
This comprehensive mixed-methods study sought to investigate the impact of integrating contemporary Young Adult (YA) literature into an introductory-level special education survey course. The primary objectives were to assess whether this integration led to significant improvements in both academic cognitive knowledge and empathetic knowledge regarding individuals with Autism Spectrum Disorder (ASD). The study involved 135 undergraduate students enrolled in this course between fall of 2016 and spring of 2020. To gauge the effects of YA literature on their perceptions and insights, participants were required to complete a questionnaire containing four open-ended questions. These responses were subjected to a rigorous analysis employing both quantitative and qualitative methods. Additionally, participants were asked to provide feedback through a student satisfaction survey, which was assessed using a 5-point Likert scale. The findings of this research provide compelling evidence that the integration of YA realistic fiction into the college classroom significantly enhances students’ academic cognitive knowledge and fosters a deeper empathetic understanding of individuals with ASD.
15
Smith, Katie N. "Preparing Deans of Women: The Origins and Evolution of the Earliest Student Affairs Graduate Program". Journal of College Student Development 64, n.º 6 (novembro de 2023): 647–62. http://dx.doi.org/10.1353/csd.2023.a917021.
Texto completo da fonteResumo:
Abstract: Higher education historians agree that the earliest direct antecedents to today’s student affairs professionals were deans of women (DOWs) and deans of men (DOMs), administrative positions that first arose in the 19th century. While DOWs were expected to supervise women students within newly coeducational environments, they professionalized the role—and the field of student affairs—by building professional networks, conducting scholarship, and pursuing graduate education. This historical study used archival records to explore the earliest student affairs graduate program, a professional diploma for DOWs at Teachers College, Columbia University, started in 1914. Findings explore the development of the diploma program throughout its lifespan, including its origins and the Teachers College context, diploma name changes, the first program-specific courses, and curricular changes. The Teachers College DOW professional diploma program ran for 30 years, ending after the 1944–45 academic year. This research provides insight into the history of student affairs as a field of study and illustrates the field’s long-standing values and philosophy, particularly the importance of supporting and advocating for minoritized students (ACPA, n.d.). Student affairs scholars and practitioners can use this history to better understand and articulate the context and purpose of their work today.
16
Ferreira Junior, Amarilio, e Marisa Bittar. "Krupskaya nos arquivos do National Union of Women Teachers". Revista HISTEDBR On-line 21 (2 de agosto de 2021): e021036. http://dx.doi.org/10.20396/rho.v21i00.8660769.
Texto completo da fonteResumo:
Este artigo tem o objetivo de apresentar ao público brasileiro o texto inédito de N. Krupskaya A word on class Education, que encontramos no Institute of Education da University College London (UCL) em março de 2019. Essa descoberta ocorreu durante uma pesquisa que realizávamos sobre a educação soviética em três arquivos específicos: Brian Simon Collection; Soviet Education (1959-1991) e Acervo do NUWT. Ao fazermos o levantamento de fontes primárias, descobrimos no arquivo do NUWT o texto escrito pela educadora russa em 1926. Sendo assim, neste artigo recompusemos as circunstâncias históricas que explicam a sua guarda pelo arquivo do NUWT; em seguida, tratamos da educação soviética na década de 1920 e, finalmente, analisamos o conteúdo do texto de Krupskaya, o qual traduzimos do inglês para o português e o apresentamos na íntegra como anexo para que possa ser consultado por outros pesquisadores.
17
DE BELLAIGUE, CHRISTINA. "THE DEVELOPMENT OF TEACHING AS A PROFESSION FOR WOMEN BEFORE 1870". Historical Journal 44, n.º 4 (dezembro de 2001): 963–88. http://dx.doi.org/10.1017/s0018246x01002138.
Texto completo da fonteResumo:
This article argues that the development of teaching as a profession for women in England has often been written using an anachronistic and gendered conception of the term ‘profession’. A closer examination of the work of middle-class schoolmistresses in the first part of the nineteenth century reveals that the image of the amateurish governess was in part a fiction, which concealed the commitment and expertise of many women teachers. The mid-century reformers drew on this earlier tradition of feminine pedagogy and did not simply adopt the standards of boys’ education and their male peers. On the contrary, they contributed to the ongoing process by which teachers of both sexes sought to claim the status and authority of the ‘learned professions’. However, by the 1870s, the pressure to conform to the dominant model in boys’ education meant that this independent strand in education had largely been eclipsed.
18
Randhawa, Bikkar S., e Barbara Pavelich. "Evidence on Validity for the Teaching Behavior Rating Scale". Psychological Reports 81, n.º 2 (outubro de 1997): 451–61. http://dx.doi.org/10.2466/pr0.1997.81.2.451.
Texto completo da fonteResumo:
A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their internships. Total scores for the thematic essays the interns wrote for their admission interview for the college as well as the interviewers' over-all scores were also used. The internal consistency coefficients for the teachers' and college faculty ratings, respectively, were both .98. A four-factor principal components analysis of the 14 variable correlation matrix yielded parsimonious factors after oblimin oblique rotation. Consistent with theory, scale scores for teachers and college faculty are strongly correlated ( r = .73). Also, perception of teaching skill is related to the interns' scores for lower dominance and higher flexibility.
19
Sharma, Shaveta, e Ravinder Kaur. "A Comparative Study of Psycho-social Problems of School and College Women Teachers". Educational Quest- An International Journal of Education and Applied Social Sciences 8, n.º 1 (2017): 183. http://dx.doi.org/10.5958/2230-7311.2017.00027.7.
Texto completo da fonte
20
Erdreich, Lauren. "Sacralized citizenship: women making known selves in an Islamic teachers’ college in Israel". International Journal of Qualitative Studies in Education 28, n.º 4 (22 de maio de 2014): 415–36. http://dx.doi.org/10.1080/09518398.2014.916001.
Texto completo da fonte
21
Liang, Xiao, e Oscar O. Bautista. "Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory". Work 69, n.º 2 (24 de junho de 2021): 543–57. http://dx.doi.org/10.3233/wor-213498.
Texto completo da fonteResumo:
BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P < 0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P < 0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P < 0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P < 0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.
22
Maqsood, Aneela, Seema Gul, Nazia Noureen e Arooj Yaswi. "Dynamics of Perceived Stress, Stress Appraisal, and Coping Strategies in an Evolving Educational Landscape". Behavioral Sciences 14, n.º 7 (25 de junho de 2024): 532. http://dx.doi.org/10.3390/bs14070532.
Texto completo da fonteResumo:
In the evolving landscape of education, college teachers often find themselves at the crossroads of myriad stressors, ranging from institutional demands to personal challenges. Understanding the factors that influence their stress perceptions and coping mechanisms is pivotal, not just for their well-being, but also for the overall quality of education imparted. This study sought to investigate the intricate relationships between gender, marital status, institutional affiliation, and their collective impacts on perceived stress, stress appraisal, and coping strategies among college teachers. A sample of 300 college teachers, evenly split with reference to gender, was engaged. Employing tools including Perceived Stress Scale (PSS), Stress Appraisal Measure (SAM), and Brief COPE, the analysis of the study used independent samples t-test and Pearson Product Moment Correlation to derive insights. Findings revealed pronounced gender disparities in stress perception and appraisal, with women teachers manifesting heightened levels. Marital status emerged as a significant modulator of stress and coping, with married teachers depicting nuanced stress and its appraisal with reported coping strategies compared to their unmarried peers. Furthermore, a significant variance in perceived stress and coping was observed between teachers of private and governmental institutions, with private institution teachers displaying elevated stress levels. The study underscores the multifaceted nature of stress experiences among college teachers in Pakistan, influenced by a blend of personal and institutional determinants. These insights are pivotal for institutions aiming to enhance the well-being and effectiveness of their teachers. However, given the specific cultural context of the study, there is an imperative for more global, comparative research, ensuring holistic support mechanisms for teachers worldwide.
23
Smulyan, Lisa. "Choosing to Teach: Reflections on Gender and Social Change". Teachers College Record: The Voice of Scholarship in Education 106, n.º 3 (março de 2004): 513–43. http://dx.doi.org/10.1177/016146810410600305.
Texto completo da fonteResumo:
This study uses data from a 10-year longitudinal study to explore how women graduates of a liberal arts college experience the gendered construction of teachers and teaching as they make life and career choices. These women respond to the expectations and pressures of families and teachers, renegotiate their own definitions of success and achievement, and reconstruct definitions of teaching and themselves as teachers. Despite their understanding of the status of other possible career choices, and their resistance of gendered frameworks of career and success, the women in this study ignore the rhetoric of teacher professionalization that might provide them with an alternative definition of teaching. Instead, they reframe teaching as a political act, one through which they can address issues of social inequality and social injustice.
24
Tomotake, Masahito, Takashi Harada, Yasuhito Ishimoto, Tetsuya Tanioka e Tetsuro Ohmori. "Temperament, Character, and Eating Attitudes in Japanese College Women". Psychological Reports 92, n.º 3_suppl (junho de 2003): 1162–68. http://dx.doi.org/10.2466/pr0.2003.92.3c.1162.
Texto completo da fonteResumo:
The present study investigated associations between dimensions of personality characteristics and eating attitudes in Japanese college women. 91 college women with a mean age of 20.7 yr. ( SD ! 2.3 yr.), attending a School of Nursing or a School for Kindergarten Teachers, voluntarily responded to the Japanese version of the Temperament and Character Inventory and the Eating Attitudes Test. A significant positive correlation was found between the scores on the Temperament and Character Inventory subscale of Harm Avoidance and the Eating Attitudes Test total scores (Spearman ρ = .24, p ! .02) and the scores on the Eating Attitudes Test subscale of Food Preoccupation (Spearman ρ = .33, p ! .002). The scores on the Temperament and Character Inventory subscale of Self-directedness showed significant negative correlations with the Eating Attitudes Test total scores (Spearman ρ = –.35, p ! .001) and the scores on the Eating Attitudes Test subscales of Dieting (Spearman ρ = –.29, p ! .005) and Food Preoccupation (Spearman ρ = –.43, p = .0001). The present results suggest that Japanese college women who score high on Harm Avoidance and low on Self-directedness may be more likely to develop inappropriate eating attitudes.
25
Muhonen, Tuija. "Exploring gender harassment among university teachers and researchers". Journal of Applied Research in Higher Education 8, n.º 1 (1 de fevereiro de 2016): 131–42. http://dx.doi.org/10.1108/jarhe-04-2015-0026.
Texto completo da fonteResumo:
Purpose – The purpose of this paper is to examine the prevalence of gender harassment and how it is related to different organisational factors, ill-health and job satisfaction among women and men working as university teachers and researchers. Design/methodology/approach – A web questionnaire was conducted in a university college in South Sweden. The final sample consisted of 322 participants, 186 women and 136 men. Findings – The results showed that gender harassment was more prevalent among women than men, and among senior lecturers and professors than lecturers. Gender harassment was associated with high job demands, less fair leadership style of the immediate manager and job dissatisfaction for both women and men. For women, there was also an association between gender harassment, ill-health and gender of the immediate manager. For men, poorer social organisational climate was related to gender harassment, but contrary to women, gender harassment was not related to the gender of the immediate manager. Research limitations/implications – Even though the research was conducted only in one university, the results imply that gender harassment can have negative consequences for teachers and researchers. As the immediate manager’s leadership style seems to be associated with the occurrence of gender harassment, universities should take this into consideration in their leadership programs. Originality/value – The paper highlights gender harassment, a subtle form of sexual harassment, among university teachers and researchers.
26
Stephens, Kat J. "Just a Unicorn". JCSCORE 6, n.º 1 (15 de julho de 2020): 211–16. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.211-216.
Texto completo da fonteResumo:
Kat J. Stephens is a higher education Ph.D. student at University of Massachusetts Amherst. She’s earned a Master of Education from Teachers College, Columbia University, in Higher & Postsecondary Education. Her larger research interests are social justice & identity development. As an Afro-Guyanese immigrant, her research interests reflects: Caribbean students, Afro-Caribbean racial identity formation, transnationalism, Black women students with ADHD & Autism, & gifted community college & transfer students. Her work here is inspired by her life and those of other Black women & girls in educational spaces. This poem serves to highlight her frustrations, while encouraging Black women to take space in disability centered environments, and universities to adequately support such individuals.
27
Кошлякова e Mariya Koshlyakova. "Social and communicative role of a gender". Modern Communication Studies 2, n.º 5 (16 de outubro de 2013): 44–47. http://dx.doi.org/10.12737/1250.
Texto completo da fonteResumo:
The notion of the gender will concentrate the attention on socially built differences of men and women, reflects some cultural stereotypes and ideals of masculinity and femininity, sexual division of labor in social institutions and organizations. The comprehension of various gender styles of behavior should be considered in professional activity of a college teacher. The profession of a college teacher is marked with masculine gender markers first of all. A survey among students has been conducted to reveal the gender
speech models of college teachers in the Russian State University of Tourism and Service.
28
Meredith, Gerald M. "Ethnicity and Sex Differences in the Concept of the Ideal College Teacher". Psychological Reports 63, n.º 1 (agosto de 1988): 332–34. http://dx.doi.org/10.2466/pr0.1988.63.1.332.
Texto completo da fonteResumo:
Study examined the influence of ethnic background and sex classification on students' ratings of the “ideal” college teacher. Responses of 1186 Japanese-American and 594 Caucasian-American men and women on 28 characteristics of teachers were compared. Findings were interpreted in light of Vinacke's competitive game strategies and Kitano's traditional Japanese values.
29
Weiler, Kathleen. "Mabel Carney at Teachers College: From Home Missionary to White Ally". Teachers College Record: The Voice of Scholarship in Education 107, n.º 12 (dezembro de 2005): 2599–633. http://dx.doi.org/10.1177/016146810510701203.
Texto completo da fonteResumo:
This article discusses the career of Mabel Carney, head of the Department of Rural Education at Teachers College from 1918 to 1941. Carney was deeply involved with African American and African education, traveling to Africa and the American South, teaching courses on “Negro education,” and working closely with both African and African American graduate students. When she retired from Teachers College in 1942, she was given an honorary doctorate from Howard University for her support of African American education. She died in 1968. Carney is barely mentioned in educational histories of the period. Her life and contributions to African American struggles for higher education reveal a little-known history. But her story also illuminates the instability of conceptions of race, the uneasy positioning of white women reformers, and the ways that progressive white educators’ understandings of race changed in the interwar years in response to broader political events and social movements.
30
Adediran, Elizabeth Morenikeji Titilayo, e Albert Oluyomi Kehinde. "Gender and Internet Use Pattern of Pre-Service Teachers in Nigerian College of Education". International Letters of Social and Humanistic Sciences 19 (dezembro de 2013): 66–75. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.66.
Texto completo da fonteResumo:
The gender gap is a critical challenge that threatens to leave millions of women and girls behind in an increasingly globally connected world. This study sets out to investigate Internet Use Patterns among Student Teachers in a Nigeria College of Education with a view to determine the type of use made of the Internet by the student teachers and investigate the effect of gender on the use of the Internet by the student teachers. The questionnaire known as Internet Use questionnaire was administered to final year students of Federal College of Education, Abeokuta. The results indicate that getting information for school work, communication, chatting and social networking are the major use to which the participants put the internet. It also indicates that gender affects both use and feeling of pre-service teachers about the internet. This implies that gender is a major factor to be considered in use of as well as feeling about the internet.
31
Dr. Hanan Dhia Akef Alsalihi. "English Department Students' Attitudes towards Teaching Profession". journal of the college of basic education 25, n.º 105 (1 de dezembro de 2019): 376–91. http://dx.doi.org/10.35950/cbej.v25i105.4805.
Texto completo da fonteResumo:
Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.
32
Atika, Samrana. "The Impact Of Tertiary Education On Development Of Moderate Society In Pakistan". Contemporary Issues in Education Research (CIER) 3, n.º 2 (8 de novembro de 2010): 61. http://dx.doi.org/10.19030/cier.v3i2.178.
Texto completo da fonteResumo:
The study aimed to find out the impact of tertiary education on development of moderate Islamic society in Pakistan. The population of the study constituted of all the teachers engaged on teaching and all the students studying in the colleges. The study was delimited to the area of public sector college education. Cluster sampling technique was used for choosing a sample from 100 male and 100 female colleges. Three teachers and nine students were selected from each college. Two questionnaires were used as the research instruments for collection of data after pilot testing. Collected data was tabulated, analyzed and discussed category-wise as teachers and students. To analyze the data, mean, standard deviation, standard error of mean, estimated population mean and Z-Value were applied for getting the results. On the basis of the analysis it was concluded that college education promoted the modern way of life in society by giving sense o responsibility, improving women status and removing frustration. It improved confidence, awoke love feelings for country and the sense of responsibility.
33
Brown, Margaret Lynn. "Faust, Mothers Of Invention - Women Of The Slaveholding South In The American Civil War". Teaching History: A Journal of Methods 22, n.º 2 (1 de setembro de 1997): 109–10. http://dx.doi.org/10.33043/th.22.2.109-110.
Texto completo da fonteResumo:
In an award-winning new book, Drew Gilpin Faust provides another side to the Civil War: the experiences of slaveholding women in the South. After mining the diaries, letters, essays, memoirs, fiction, and poetry of more than 500 Confederate women, Faust pledged herself to writing an accessible yet scholarly work on this important topic. "After two decades as an academic historian, I sometimes fear I no longer can communicate in a manner that will engage a general reader," she writes, "but the compelling nature and human drama of this war story have made me want to try." The results are happy ones for teachers, as this is a volume that will overcome the usual undergraduate resistance to serious monographs.
34
Alonso-Ruido, Patricia, Iris Estévez, Cristina Varela-Portela e Bibiana Regueiro. "College Students’ Stereotyped Beliefs". Social Sciences 12, n.º 5 (16 de maio de 2023): 302. http://dx.doi.org/10.3390/socsci12050302.
Texto completo da fonteResumo:
Over recent years, socio-political discourse has been full of language aimed at reaching gender equality. This is a complex goal that should address the underlying bases of inequality—gender stereotypes that continue to legitimize unequal consideration and treatment. It is also a reality that universities are not exempt from. The objective of this study was to analyze university students’ stereotyped beliefs and look at the differences based on self-identified gender and branch of knowledge. The analysis looked at a sample of 3433 university students (67.9% women), aged between 17 and 56 (M = 18.95; SD = 2.35) and reported low rates of prevalence of stereotyped beliefs, with significantly higher means in men and in engineering students. The survival of gender stereotypes in a population who were born and raised in a legally egalitarian society points to the importance of education programs aimed at university teachers that would give them the capacity to incorporate a gender perspective in all disciplines, especially those disciplines reporting greater adherence to stereotyped beliefs.
35
de la Iglesia, Guadalupe, Juliana Beatriz Stover e Mercedes Fernández Liporace. "Perceived Social Support and Academic Achievement in Argentinean College Students". Europe’s Journal of Psychology 10, n.º 4 (28 de novembro de 2014): 637–49. http://dx.doi.org/10.5964/ejop.v10i4.777.
Texto completo da fonteResumo:
This research aimed at describing perceived social support and its relation to academic achievement in a sample of 760 Argentinean college students. Perception of social support was assessed in terms of four possible sources: parents, teachers, classmates, and boyfriend/girlfriend or best friend. Academic achievement was measured using three different indicators: the rate of passed, failed and dropped classes in the time since the academic career was initiated. The main hypothesis posed was that a higher perception of social support would be related to a better academic achievement (a bigger rate of passed classes, and a smaller rate of failed and dropped classes). Findings showed that women perceived significantly more support than men from all sources, except from teachers. Both males and females perceived more support from best friends or boyfriends/girlfriends, and identified teachers as the less supportive source. A higher perception of social support was associated with better academic achievement but only for females. Limitations of the study and implications for the set in motion of different interventions in the academic field, which could be specific to certain type of students, are discussed.
36
Khabutdinova, Mileusha M. "The role and place of women in the creative work of Naki Isanbet". Historical Ethnology 9, n.º 1 (26 de fevereiro de 2024): 38–48. http://dx.doi.org/10.22378/he.2024-9-1.38-48.
Texto completo da fonteResumo:
The article presents an attempt to conduct a systematical study of the typology of female images in the works of Naki Isanbet, the Tatar scholar-encyclopedist, folklorist, critic, and classic of Tatar literature (1899–1992). Published and unpublished sources were used as the research material. Fiction, journalistic, and scientific texts of N. Isanbet have been analysed using the method of semantic analysis, historical and cultural, comparative methods. The author proves that the ideal of a woman of the Enlightenment epoch, i.e. the “mother of the nation”, dominates in the legacy of the scholar who was the classic of the Tatar literature as well. The images of a devoted spouse, a wise mother, a “mother of the nation” can be encountered in his works. The writer defends the ideas of equality of women and men, women’s active participation in public life, etc. in his works of fiction written in various genres throughout the twentieth century. The poetics of female images depends on the requirements of the genre. When developing the images, the writer relies on the traditions of the Tatar folklore and oriental poetry. In his creative legacy, the encyclopedic scholar immortalised dozens of names of the female contemporaries who made a significant contribution to the history of the Tatar people – teachers, actresses, writers, translators, public figures, etc.
37
Lindstrom, Lauren, Robin M. Harwick, Marcus Poppen e Bonnie Doren. "Gender Gaps". Career Development and Transition for Exceptional Individuals 35, n.º 2 (janeiro de 2012): 108–17. http://dx.doi.org/10.1177/2165143412437737.
Texto completo da fonteResumo:
Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.
38
Mayya, Shreemathi S., Maxie Martis, Lena Ashok, Ashma Dorothy Monteiro e Sureshramana Mayya. "Work-Life Balance and Gender Differences: A Study of College and University Teachers From Karnataka". SAGE Open 11, n.º 4 (outubro de 2021): 215824402110544. http://dx.doi.org/10.1177/21582440211054479.
Texto completo da fonteResumo:
Teaching responsibilities in today’s higher education sector are increasingly demanding. Apart from the focus on the quality of teaching-learning activities, teachers of today are evaluated for their active involvement in professional and societal growth. Women in academia shoulder equal responsibilities as of men, but in India, women play multiple roles in the non-work setting unlike men. The primary objective of this cross-sectional study was to find out the gender difference in Work-Life Balance (WLB) among teachers of higher education. Institutional Ethical Committee’s approval was obtained. Data was collected using the WLB questionnaire, from 127 male and 136 female faculties employed on a tenure basis in the Public Universities in Karnataka. The multiple regression analysis indicated an association of better WLB with the upper age group, male gender, and faculties of science discipline. Strategies at the organizational level and initiatives at the personal level are essential to address the issues of WLB.
39
Carter, Stacy L. "College Students' Acceptance of Potential Treatments for ADHD". Psychological Reports 97, n.º 1 (agosto de 2005): 258–64. http://dx.doi.org/10.2466/pr0.97.1.258-264.
Texto completo da fonteResumo:
The purpose of the current study was to investigate the influence that the professional occupation of a consultant making a treatment recommendation may have on college students' (82 women and 52 men) acceptance of a proposed treatment for a child displaying characteristics of Attention Deficit/Hyperactivity Disorder. Consultants were special education teachers, school psychologists, or physicians. The study also examined college students' ratings of treatment acceptability associated with three frequently implemented interventions of either nonspecific medication, token economy with response cost, or time-out for children with characteristics of Attention Deficit/Hyperactivity Disorder. Analysis indicated college students found a token economy intervention was the least acceptable recommendation by a physician.
40
Saeed, Emel, e Zahida Mansoor. "Usefulness of Social Model of Disability for Teaching Visually Impaired English Language Learners". Journal of English Language Teaching and Applied Linguistics 4, n.º 4 (26 de setembro de 2022): 01–05. http://dx.doi.org/10.32996/jeltal.2022.4.4.1.
Texto completo da fonteResumo:
Visually disabled people confront numerous problems in learning and completing typical activities due to their peculiar physical condition. This study aims to focus on the usefulness of the Social Model of Disability for English Language Teaching to visually impaired students in the institute of Pakistan. The visually students are those who study with other students in the same public sector. We are comparing Punjab University and Lahore College of Women University with the other universities that are not using the social model of disability Government graduate college of science and Samanabad College. The results indicate that the Social Model of Disability can help disabled students and teachers understand each other better. The way language is taught in their institution provides them with the same possibilities to study language as other students; it was demonstrated that students believe that their language teacher is assisting them in overcoming language learning hurdles. So, it has been concluded that Punjab University and Lahore College of Women University are using the social model of disability in their teaching of visually impaired students, while the Government graduate college of science and Samanabad college is not using this social model in their teaching.
41
Abdullah, Elaf Subhi, e Manal Omar Mousa. "The Correlation between Syntactic Awareness of EFL University Teachers and Students' Writing Performance". JOURNAL OF LANGUAGE STUDIES 8, n.º 1 (31 de janeiro de 2024): 305–37. http://dx.doi.org/10.25130/lang.8.1.14.
Texto completo da fonteResumo:
The current study is aimed at finding out the correlation between syntactic awareness level of EFL university teachers and students' writing performance. The problem of this study is most of teachers as language teachers do not recognize the importance of syntax in teaching their students . Accordingly, students' problems in writing lie in their lack of understanding the nature , process, and requirements of academic writing . The problems of the current study are best identified by answering the following research question : To what extent can an efficient writing of college students be affected by the level of syntactic awareness of EFL university teachers? The sample of the study consists of (30) teachers from different specializations , and (100) students from fourth year at University of Tikrit , College of Education for Women , English Department. The current study includes three instruments after being validated and approved by a jury of experts. These are: 1) a questionnaire and a diagnostic test are applied to measure teachers' syntactic awareness , and 2) a diagnostic test is used to measure the performance of students in writing. The obtained results have shown that there is a positive correlation between teachers' syntactic awareness and the performance of students in writing . In the light of the obtained results , some conclusions are drawn .
42
Spillman, Scott. "Institutional Limits: Christine Ladd-Franklin, Fellowships, and American Women's Academic Careers, 1880–1920". History of Education Quarterly 52, n.º 2 (maio de 2012): 196–221. http://dx.doi.org/10.1111/j.1748-5959.2011.00388.x.
Texto completo da fonteResumo:
Christine Ladd-Franklin spent the first forty years of her life becoming one of the best-educated women in nineteenth-century America. She spent the rest of her life devising fellowship programs designed to enable educated women to have the same opportunities as men in their academic careers. “What law of nature is it,” Ladd-Franklin wondered in 1890, “that says that it is fitting for women to be the teachers of young persons of both sexes in preparatory schools, but that it is not fitting that they should teach young persons in college?” This supposed “law” hurt not only women who were qualified to be professors, like the scientist and mathematician Ladd-Franklin, but also the larger number of college-educated American women who turned to teaching in primary and secondary schools after graduation. As Ladd-Franklin explained, the difficulty women had in becoming professors had a profound effect on women who taught at lower levels. Because women were “thought to be not worthy of being college professors,” it was “impossible for them to receive equal pay with men in the secondary schools.” The solution to the problem of inequality in schools and colleges, Ladd-Franklin believed, lay in proving that individual women could perform as well as men; this “entering wedge” would prop open the door for future women. But as Ladd-Franklin's life and work show, there were limits to a strategy that focused on individuals in institutions.
43
Maskiell, Michelle. "Social Change and Social Control: College-Educated Punjabi Women 1913 to 1960". Modern Asian Studies 19, n.º 1 (fevereiro de 1985): 55–83. http://dx.doi.org/10.1017/s0026749x00014554.
Texto completo da fonteResumo:
Kinnaird College alumnae who did not work often expressed regret for having been ‘just’ wives and mothers, and a feeling of not having lived up to expectations. In some cases, these women's parents planned for them to have professional careers, but more often, such women mentioned the expectations of their college teachers that alumnae would contribute to their society in some concrete way.Educated women, in short, left Kinnaird with a sense that their education implied obligations to society. Women with careers, whether or not they had married, were satisfied that they had ‘used’ their educations fittingly. Women without careers often expressed dissatisfaction, at least to a foreign observer, butat the same time, they justified their education by pointing with pride to the way they had reared their own children, recognizing that mothers are active transmitters of social identities within the family. Alumnae who remained in primarily domestic roles as wives and mothers frequently expanded their world to include non-domestic social work and other activities beyond their immediate kin group.
44
Al Khafaji, Huda. "Reading for pleasure among Iraqi college EFL students". Kufa Journal of Arts 1, n.º 44 (12 de outubro de 2021): 789–804. http://dx.doi.org/10.36317/kaj/2020/v1.i44.1559.
Texto completo da fonteResumo:
This study was carried out to explore the pleasure reading practices and preferences of sample Iraqi college EFL students. This study seeks to fill the gap in researchs concerning pleasure reading in Iraq since the Iraqi college EFL students' practices and preferences of reading for pleasure have not been explored yet. To do this, the study employed a questionnaire for collecting data. A sample of 177 Iraqi college EFL female students of department of English language of College of Education for Women of Al Iraqyia University in Baghdad volunteered to fill in the questionnaire. Descriptive statistics using frequencies and percentages were used to analyze the quantitative data from the questionnaire. The findings indicate that the majority of the participants read for pleasure weekly. It was also found that the participants preferred to read song lyrics, books of fiction, and articles posted on social media or websites over other types of reading texts. The research findings also showed that some of the participants read 1-2 hours per week and very few of the participants read 4-5 hours weekly. All the participants faced problems when practicing reading for pleasure and these difficulties can be attributed to several factors, such as watching TV/DVD/online
45
Jane, Philip. "The Impact of Professional Music Diplomas on Women Music Teachers in Early Twentieth-Century New Zealand". Journal of Historical Research in Music Education 39, n.º 2 (29 de janeiro de 2017): 148–70. http://dx.doi.org/10.1177/1536600617690003.
Texto completo da fonteResumo:
At the end of the nineteenth century, music was an accomplishment that many women were encouraged to pursue. For some, this was merely an additional “ornament” to enhance marriage prospects, but a growing number took the opportunity to turn musical ability into a career option. A small group of musically educated women in New Zealand at the start of the twentieth century is studied. At this time, two British examining bodies, Trinity College, London, and the Associated Board, introduced professional diplomas as the culmination of their graded music exams. In their first five years, forty-five women were successful in these “higher examinations” and gained either an Associate from Trinity College (ATCL), or a Licentiate from the Associated Board (LAB). Armed with a prestigious qualification that granted the right to add “letters” after their name, some then followed a career as a teacher of music. Biographical details of each woman are explored and compared to see if any reasons can be found to explain why some continued with music while others didn’t. Similarities as to family and social background are revealed, while the main reason for not continuing with a musical career appears to be the intervention of marriage and family commitments.
46
Bacolod, Marigee. "Who Teaches and Where They Choose to Teach: College Graduates of the 1990s". Educational Evaluation and Policy Analysis 29, n.º 3 (setembro de 2007): 155–68. http://dx.doi.org/10.3102/0162373707305586.
Texto completo da fonteResumo:
This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. Of particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal Study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations.
47
King, Henry. "“Her lost girl”: Shirley Jackson and Kenneth Burke in the Bennington Triangle". American Studies in Scandinavia 53, n.º 2 (1 de dezembro de 2021): 3–21. http://dx.doi.org/10.22439/asca.v53i2.6389.
Texto completo da fonteResumo:
From 1945 to 1950, a number of unexplained disappearances occurred in the vicinity of Bennington, Vermont. During the same period, the author Shirley Jackson moved to North Bennington, while her friend Kenneth Burke (a colleague of her husband at Bennington College) published two pivotal works of theory, A Grammar of Motives (1945) and A Rhetoric of Motives (1950). Although the disappearances have previously been noted as a context of Jackson’s fiction, especially the short story “The Missing Girl”, this article applies a Burkeian lens to analyse how Jackson used the disappearances to explore the effects of what Burke calls “the hierarchal psychosis” on young women and rural New England society.
48
Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society". History of Education Review 43, n.º 1 (27 de maio de 2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.
Texto completo da fonteResumo:
Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
49
Nabeela Nazly, Hafsah Batool Lahore,. "Developing a System for Teaching Effectiveness by Student Classification of Teacher Attributes at the University of Lahore College for Women University". Psychology and Education Journal 58, n.º 2 (10 de fevereiro de 2021): 4925–35. http://dx.doi.org/10.17762/pae.v58i2.2890.
Texto completo da fonteResumo:
As teaching effectiveness is crucial for achieving academic excellence, teachers' attributes contributing towards teaching effectiveness are worth exploring. This study examines 300 BS. Education and Economics students' perception of teachers' characteristics who have taught them. Accordingly, teachers are categorized based on scores of attributes obtained through student ratings. Association between teacher attributes and overall teaching effectiveness is found, and finally, a teaching effectiveness framework is designed based on characteristics, which were significantly associated with teaching effectiveness. The majority (>60%) of students rated all attributes under the medium category, with 54.64% and 50.61% of students placing (rating) overall teaching effectiveness under the high and medium sort respectively, with 17.61 % under the low category. Also, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 30 items under all attributes, 22 items significantly associated with teaching effectiveness were included in the teaching effectiveness framework. In light of the findings, we give teachers suggestions regarding their teaching attributes as perceived by students.
50
Sullivan, Jill M. "Women Music Teachers as Military Band Directors during World War II". Journal of Historical Research in Music Education 39, n.º 1 (18 de janeiro de 2017): 78–105. http://dx.doi.org/10.1177/1536600616665625.
Texto completo da fonteResumo:
The purpose of this study was to determine how women music teachers became the United States’ first female military band directors. Interviews with seventy-nine World War II military bandswomen revealed that seven of the ten chosen female directors were music teachers prior to their enlistment in the Army, Coast Guard, or Marines—band and orchestra teachers, music supervisors, and a college professor. Six of those seven directors are included in this study. Research questions pertained to their childhood music education, formal schooling, music-teacher employment, why they quit teaching to enlist, military education, military leadership and performance experiences, how they continued music making after the war, and the meaning of this experience for their lives. Corroboration of interview responses with primary and secondary sources—census data, school records, city directories, social security index, newspaper articles, photographs, diaries, military documents, military and WWII books—revealed that these music educators had accurate memories, outstanding music education and performance backgrounds, substantial leadership experiences, and diverse musical backgrounds that made them good choices for leading military bands and ensembles. All were part of significant firsts for women in the military. Near the end of their lives, they believed that their service as a military band director and musician had substantial impact on their lives and in some cases valued as “the most important” experience of their lives.