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Статті в журналах з теми "Teachers' unions Australia Case studies"
Msila, Vuyisile. "Teacher Unions, Schools and Success: Opportunities and Contradictions." International Journal of Learning, Teaching and Educational Research 21, no. 3 (March 30, 2022): 263–80. http://dx.doi.org/10.26803/ijlter.21.3.14.
Повний текст джерелаMaharaj, Sachin, and Nina Bascia. "Teachers’ Organizations and Educational Reform: Resistance and Beyond." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 34–48. http://dx.doi.org/10.7202/1078516ar.
Повний текст джерелаSnell, Darryn, and Victor Gekara. "Unions and corporate social responsibility in a liberal market context: The case of Ford’s shutdown in Australia." Journal of Industrial Relations 62, no. 5 (January 13, 2020): 713–34. http://dx.doi.org/10.1177/0022185619896383.
Повний текст джерелаMarchington, Mick. "The Growth of Employee Involvement in Australia." Journal of Industrial Relations 34, no. 3 (September 1992): 472–81. http://dx.doi.org/10.1177/002218569203400306.
Повний текст джерелаTattersall, Amanda. "Powerful Community Relationships and Union Renewal in Australia." Articles 61, no. 4 (March 15, 2007): 589–614. http://dx.doi.org/10.7202/014762ar.
Повний текст джерелаTao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
Повний текст джерелаChew, Joy Oon Ai, and Dorothy Andrews. "Enabling teachers to become pedagogical leaders: case studies of two IDEAS schools in Singapore and Australia." Educational Research for Policy and Practice 9, no. 1 (February 2010): 59–74. http://dx.doi.org/10.1007/s10671-010-9079-0.
Повний текст джерелаMejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
Повний текст джерелаGuo, William. "Exploratory Case Study on Solving Word Problems Involving Triangles by Pre-Service Mathematics Teachers in a Regional University in Australia." Mathematics 10, no. 20 (October 14, 2022): 3786. http://dx.doi.org/10.3390/math10203786.
Повний текст джерелаRigney, Lester, Robyne Garrett, Megan Curry, and Belinda MacGill. "Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling." Education and Urban Society 52, no. 8 (January 2, 2020): 1159–80. http://dx.doi.org/10.1177/0013124519896861.
Повний текст джерелаДисертації з теми "Teachers' unions Australia Case studies"
Jones, Nigel V. "Occupational stress, a cross-sectional and logitudinal analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/953.
Повний текст джерелаMoore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.
Повний текст джерелаGill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
Повний текст джерелаCoulson, Shirley Ann. "Practitioner experience of a developing professional learning community." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/661b94771513c0ece27a051316742e2ccc4d7c574d92610e0485947e16dcb91e/2671332/64833_downloaded_stream_58.pdf.
Повний текст джерелаBentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Повний текст джерелаThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
Adaghe, Nozipho Isabel. "Understanding the management strategies of principals in managing unionised and non-unionised teachers in South African secondary schools in Gauteng Province." Thesis, 2021. http://hdl.handle.net/10500/27569.
Повний текст джерелаEducational Management and Leadership
Ph. D. (Education (Education Management))
Dolan, Helen. "Reclaiming professional practice: case studies of teachers collaborating to design learning in the senior years of schooling." Thesis, 2019. https://vuir.vu.edu.au/40989/.
Повний текст джерелаPeters, Judith Helen. "Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia." 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.
Повний текст джерелаthesis (PhD)--University of South Australia, 2002.
Thwala, Sipho Moses. "Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga Province." Thesis, 2014. http://hdl.handle.net/10500/18606.
Повний текст джерелаEducational Management and Leadership
D. Ed. (Education Management)
Книги з теми "Teachers' unions Australia Case studies"
Teachers, unions, and change: A comparative study. New York, NY, USA: Praeger, 1985.
Знайти повний текст джерелаBascia, Nina. The role of unions in teachers' professional lives. Ann Arbor, Mich: UMI Dissertation Services, 1993.
Знайти повний текст джерелаBascia, Nina. Unions in teachers' professional lives: Social, intellectual, and practical concerns. New York: Teachers College Press, 1994.
Знайти повний текст джерелаThe ethical school. London: Routledge, 1998.
Знайти повний текст джерелаDiana, Ball, Liontos Demetri, Smith Stuart Carl 1944-, and ERIC Clearinghouse on Educational Management., eds. Working together: The collaborative style of bargaining. Eugene, OR: Eric Clearinghouse on Educational Management, University of Oregon, 1990.
Знайти повний текст джерелаMassé, Hélène. Le regroupement syndical des institutrices et des instituteurs, une perte de pouvoir pour les femmes: Une étude de cas : la Fédération catholique des institutrices rurales de 1936 à 1953. Québec: Groupe de recherche multidisciplinaire féministe, Université Laval, 1992.
Знайти повний текст джерелаThe human encounter: Teachers and children living together in preschool. London: Falmer Press, 1991.
Знайти повний текст джерелаT, Kerchner Charles, and Koppich Julia, eds. A Union of professionals: Labor relations and educational reform. New York: Teachers College Press, 1993.
Знайти повний текст джерелаGeoffrey, Shacklock, ed. Re-making teaching: Ideology, policy, and practice. London: Routledge, 1998.
Знайти повний текст джерелаCarlson, Dennis. Teachers and crisis: Urban school reform and teachers' work culture. New York: Routledge, 1992.
Знайти повний текст джерелаЧастини книг з теми "Teachers' unions Australia Case studies"
Madland, David. "Lessons from Canada, Britain, and Australia." In Re-Union, 86–108. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755378.003.0005.
Повний текст джерелаRobutti, Ornella, Paola Carante, Theodosia Prodromou, and Ron S. Kenett. "Teachers Involved in Designing MERLO Items." In Pedagogy for Conceptual Thinking and Meaning Equivalence, 61–85. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1985-1.ch004.
Повний текст джерелаMoyle, Kathryn, Glen Speering, Donna Murray, and Jon Mason. "Effective Technologies and Strategies for the Development of Teachers and School Leaders." In Remote Workforce Training, 133–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5137-1.ch007.
Повний текст джерелаHonan, Eileen, Beryl Exley, Lisa Kervin, Alyson Simpson, and Muriel Wells. "Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 17–36. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch002.
Повний текст джерелаHunter, Jane Louise. "High Possibility Classrooms." In Handbook of Research on Teacher Education in the Digital Age, 466–92. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch018.
Повний текст джерелаHunter, Jane Louise. "High Possibility Classrooms." In TPACK, 518–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch025.
Повний текст джерелаBuchanan, John, Peter Aubusson, and Sandy Schuck. "A System-Wide School-Based Program for Sustainability." In Practice, Progress, and Proficiency in Sustainability, 245–69. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch013.
Повний текст джерелаWalsh, Maureen. "Pedagogic Potentials of Multimodal Literacy." In Handbook of Research on New Media Literacy at the K-12 Level, 32–47. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch003.
Повний текст джерелаLee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Повний текст джерела