Relevant bibliographies by topics / Headmistress

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Headmistress'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Headmistress"

1

May, Josephine. "Margaret Bailey: Pioneering Headmistress of Ascham School." History of Education Review 46, no. 2 (2017): 236–37. http://dx.doi.org/10.1108/her-06-2017-0013.

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Taylor, Hilda. "Exciting Mathematics with Infants (5–l7 years)." Gifted Education International 8, no. 3 (1992): 155–62. http://dx.doi.org/10.1177/026142949200800307.

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Miss Hilda Taylor was, until recently, headmistress of an infants' school (5–7 years) in Essex (U.K.). She describes, in this short series, how mathematics is grounded in living experience and shows how she uses a story from which to draw mathematical experiences.
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Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review VI, no. I (2021): 341–53. http://dx.doi.org/10.31703/gesr.2021(vi-i).34.

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The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.
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May, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.

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Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.
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Kaliszewska, Małgorzata. "DETERMINANTS AND DILEMMAS IMPACTING THE COOPERATION OF FAMILY AND SCHOOL IN CONVEYING COMMUNITY VALUES FROM THE PERSPECTIVE OF THE LITERARY OUTPUT OF TERESA ŚLIWIŃSKA, A TEACHER FROM POZNAŃ. BIOGRAPHICAL RESEARCH." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 295–307. http://dx.doi.org/10.5604/01.3001.0013.2314.

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Researching biography does not only mean exploring the course and trajectory of human life but also understanding people’s life projects, see goals that have been achieved or abandoned and the legacy if there remains any. The article presents one of the areas of pedagogical activity of Teresa Śliwińska: a teacher, headmistress, methodological advisor and community activist, which is a concern for building a school community. The subject of our paper in view of T. Śliwiśka’s literary output is the selected examples on passing on community (collective) values to students, such as religious, family and patriotic values by teachers and parents together. We have not only analyzed values themselves, but also the conditions and dilemmas accompanying the process of passing on the values and the cooperation of the school and home environments.
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Graham Billa, Kelvin Gyamfi, and Moisob Adamu. "Procurement sustainability in public institutions in Ghana – Case Study on selected second cycle institution in Bono and Bono East Region of Ghana." World Journal of Advanced Research and Reviews 12, no. 2 (2021): 492–99. http://dx.doi.org/10.30574/wjarr.2021.12.2.0562.

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Environmental and social issues are increasingly being included in the strategy plans of public organizations. The people and variables that affect the pace with which sustainability measures are implemented are the subject of this article. The researchers looked at Selected Second Cycle Institutions in Bono East and Bono Regions of Ghana. The target group of this research were the Headmaster/Headmistress, Accountants and Procurement officers. A total of Forty-Eight 48 respondents answered the questionnaire posed to them by the researcher. Close-ended Questionnaires questionnaire was used in attaining views of respondents. Despite the fact that sustainability efforts were given, some of the institution stalled with fusing sustainability in the procurement cycle and lack of stakeholders’ involvement. Procurement practitioners have little have relatively little impact on the sustainability implementation process.
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KELLY, CHAU JOHNSEN. "CATTLE DIP AND SHARK LIVER OIL IN A TECHNO-CHEMICAL COLONIAL STATE: THE POISONING AT MALANGALI SCHOOL, TANGANYIKA, 1934." Journal of African History 57, no. 3 (2016): 437–63. http://dx.doi.org/10.1017/s002185371600030x.

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AbstractIn October 1934, a group of schoolgirls at Malangali School in Iringa Province, Tanganyika received doses of what the school headmistress thought was shark liver oil. Many girls began to spit and vomit the medicine, while others attempted to leave the school grounds to return home. Within three hours, several pupils had died and within three days, another 32 girls succumbed to the toxic draught. This article examines this little known and poorly understood tragedy through the lens of the scientific and social experimentation that occurred at Malangali School. As one of two government- run schools that enrolled girls, Malangali provided the colonial state with an opportunity to conduct a variety of experiments upon a captive audience. This article argues that the ‘discovery of colonial malnutrition’ in the interwar period not only depoliticized hunger but its emphasis on techno-chemical approaches to social and material problems led to tragedy.
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Al Tawarah, Haroon Mohammad. "The Reality of Secondary Education in Jordan from the Perspective of Secondary School Principals." International Education Studies 12, no. 2 (2019): 19. http://dx.doi.org/10.5539/ies.v12n2p19.

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The study aims at assessing the reality of secondary education in Jordan from the high school principals’ perspective, in addition to figuring out the impact of the gender differences on the results. To answer the study questions; the researcher selected the study sample using the stratified random method. The sample consisted of 73 headmaster and headmistress of secondary school from the southern governorates of Jordan (Ma’an, Al Shoubak, Petra, Southern Badia, and Aqaba) for the academic year 2017/2018. The researcher developed a questionnaire consisted of (35) paragraphs, divided into five fields: (building and equipment, students, teaching staff, curricula and educational supervision) and for the combined fields as well. The results of the study revealed the following: (1) Principals’ assessment of the two fields of building and equipment, and students, and for the fields combined was high (2) Principals’ assessment of teaching staff, curricula, and educational supervision was medium (3) Principals’ assessment of the questionnaire was not affected by the gender.
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Green, Laura. "Rethinking Inadequacy: Constance Maynard and Victorian Autobiography." Victorian Literature and Culture 47, no. 3 (2019): 487–509. http://dx.doi.org/10.1017/s1060150319000111.

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In 1881 two women who were to become part of the history of Victorian feminism met: Constance Maynard (1849–1935), graduate of one of the first cohorts of women to enter Girton College and founder in 1882 of Westfield College for Women, and Bessie Rayner Parkes Belloc (1829–1925), friend of Barbara Leigh Smith Bodichon and the “Langham Place” group of feminists, and former editor of the feminist English Women's Journal. In 1873 Maynard became the first woman in England to receive a degree in “moral sciences,” from Girton, and subsequently worked for six years as a headmistress and schoolmistress at two groundbreaking girls' schools, Cheltenham Ladies' College and the new St. Leonard's School in Scotland. When she met Belloc, she was living in London with her brother, taking art classes at the Slade School, and beginning discussions that would lead to the foundation of Westfield College, formed as an explicitly Evangelical-identified parallel to ecumenical Girton and also as the first college to prepare women for the examinations and degrees offered by the University of London.
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COOK, HERA. "EMOTION, BODIES, SEXUALITY, AND SEX EDUCATION IN EDWARDIAN ENGLAND." Historical Journal 55, no. 2 (2012): 475–95. http://dx.doi.org/10.1017/s0018246x12000106.

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ABSTRACTThe history of emotion has focused on cognition and social construction, largely disregarding the centrality of the body to emotional experience. This case-study reveals that a focus on corporeal experience and emotion enables a deeper understanding of cultural mores and of transmission to the next generation, which is fundamental to the process of change. In 1914, parents in Dronfield, Derbyshire, attempted to get the headmistress of their school removed because she had taught their daughters sex education. Why did sex education arouse such intense distress in the mothers, born mainly in the 1870s? Examination of their embodied, sensory, and cognitive experience of reproduction and sexuality reveals the rational, experiential basis to their emotional responses. Their own socialization as children informed how they trained their ‘innocent’ children to be sexually reticent. Experience of birth and new ideas relating disease to hygiene reinforced their fears. The resulting negative conception of sexuality explains why the mothers embraced the suppression of sexuality and believed their children should be protected from sexual knowledge. As material pressures lessened, women's emotional responses lightened over decades. The focus on emotion reveals changes that are hard to trace in other evidence.
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Dissertations / Theses on the topic "Headmistress"

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Milsom, Zoe. "Interwar headmistresses : gender, identity, space-place." Thesis, University of Winchester, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560576.

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This thesis examines the gendered professional identities of six headmistresses who were president of the Association of Headmistresses (AHM) during the interwar period and who taught in four London schools using the concepts of space-place. It explores the way headmistresses situated space-place as a central part of their professional identities. The study makes extensive use of a range of published and unpublished sources, including photographs, diaries, school magazines, newspapers, annual reports and minutes of the AHM to understand how headmistresses used concepts of space-place to confirm and enhance their professional lives in keeping with more general gendered discourses of the time. Three major recurrent themes run throughout the thesis. First is the importance of space-place, as part of our identities. Influenced by the work of Doreen Massey the thesis discusses space-place as a meeting up of social interactions, a sphere of possibility. Each archival chapter discusses space-place in relation to a spatial model used as a lens through which to analyse the professional lives of the six headmistresses. The first archival chapter examines the space-place of the Association and the headmistresses’ corporate identity leading on to a further three main chapters structured successively around the spatial arenas of home, nation and the transnational. These three chapters begin with a discussion of the way in which these spatial arenas are performed within the headmistresses’ schools. Second the chapters reflect on the identity of the headmistresses themselves both individually and collectively. Finally the chapters analyse the way in which the education offered by the headmistresses aimed to construct the model citizen in-line with the discourses and social practices associated with that spatial arena. Drawing together the array of materials and the synthesis of feminist geo-political, historical theories this thesis argues that each headmistress drew on different spatial models to varying extents to legitimise their professional identity. In doing so the thesis highlights the symbiotic relation between space-place and identity.
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Allala, Patrick Nicanda. "An Exploratory Study of Ghanaian Teachers' Social Distance with their Female Principals: A Gender Ideological Investigation." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334270592.

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Joslin, P. A. "What has motivated independent schools, whose heads are members of the Headmasters' and Headmistresses' Conference (HMC) in England, to consider and introduce or reject the International Baccalaureate Diploma Programme?" Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428430.

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Trueman, Alice Mary. "Playing the game: the education of girls in private schools on Vancouver Island." Thesis, 2009. http://hdl.handle.net/1828/1602.

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By the mid-nineteenth century academics began to replace the accomplishments in schooling for middle and upper class girls in Britain. Immigrants brought both models to Vancouver Island. Angela College, a religious school clinging to the past, represents the old; Norfolk House, an urban largely day school, and Queen Margaret’s, a country boarding school with some day students, illustrate the two types of the new, reformed schools. This study draws on personal accounts, archival records, and contemporary newspapers to show that parents chose private schools for reasons of ethnic preservation, upward social mobility, and dissatisfaction with local public schools. A comparison of the founding, governance, finance, buildings and grounds, curriculum, headmistresses and teachers, students, parents, and succession plans revealed similarities and striking differences. Parental preference for strong leadership, scholarship, and character-development enabled Norfolk House and Queen Margaret’s to survive; the lack thereof combined with poor management doomed Angela College to failure.
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Liu, Cheng-Hsiung, and 劉正雄. "A study on Elementary School headmistress’s resilience in Miaoli County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06537335701357669282.

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碩士<br>國立臺中教育大學<br>區域與社會發展學系碩士班<br>99<br>This study aimed to explore the workplace experiences of Elementary School headmistresses in Miaoli County with the use of resilience perspective. The study targets are women with the qualifications of Miaoli County as the official presidents for two years (or more). This study adopted qualitative research. The way of gathering data is in-depth interviews. Through listening, interviews and contacting with the targets, the researcher could deeply understand the Elementary School headmistresses’ workplace experiences, and try to interpret and analyze the understanding. This study aims to investigate: 1. Understand the workplace experiences of Elementary School headmistresses. 2. Understand the factors of impacting Elementary School headmistresses’ workplace experiences. 3. Study the resilience in the workplace situation of Elementary School headmistresses’ workplace experiences. The study found the following conclusions: 1. Elementary School headmistresses’ workplace experiences can be divided into four aspects to study: the reasons as the principal, the deep impression of the education scenes, the impacts from gender differences, the suggestions to the female teachers who wish to be executives. 2. The factors of impacting Elementary School headmistresses’ workplace experiences can be divided into two parts to understand: the favorable factors include a model for learning, the use of femininity and the new-era female values; negative factors include role conflicts, gender stereotypes, the troubles in relationships and the different standards of gender roles. 3. The resilience in Elementary School headmistresses’ workplace experiences can be summarized into three levels to understand: Individual Level, Household Level, and Social Level. (1)Individual Level: self-concept - persistence, responsibility, self-demands, and to accept it with positive thinking - positive, proactive. (2)Household Level: a good family communication, positive family atmosphere, supports from family members and a model family. (3)Social Level: to enhance women's self-esteem, to provide emotional and verbal supports, social supporting networks, environment resources, and to provide "support friends". Finally, based on the findings and conclusions, the researchers promotes suggestions and future research recommendations to the education authorities, the current headmistress, the female teachers aspiring towards the executives, and the future researchers for reference.
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Books on the topic "Headmistress"

1

Thirkell, Angela Mackail. The headmistress: A novel. Moyer Bell, 1995.

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Margaret, Mahy. A very wicked headmistress. Puffin, 1995.

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Margaret, Mahy. The birthday burglar, &, A very wicked headmistress. Dent, 1990.

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Margaret, Mahy. The birthday burglar ; & A very wicked headmistress. D.R. Godine, 1988.

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Eggins, Margaret. Out of the mouths...: Tell me the stories : memoirs of a Cornish headmistress. Packet Publishing, 1998.

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Powell, Dolores. The spirit of Speedwell School: A tribute to a unique headmistress Miss Elkins. D. Powell, 1994.

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Russell, Kate. How to get top marks in managing poor work performance: The HR headmistress' guide. Gibbons Williams Publishing, 2010.

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Bowen-Jones, Michael D. A case-study and analysis of datalogging in science departments of headmasters' and headmistress'[sic] conference schools. University of Birmingham, 1996.

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Sutcliffe, A. G. Conference: The story of the Conference of Headmasters and Headmistresses of Private Schools of South Africa during its first half century. HMC, 1986.

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Thirkell, Angela Mackail. Headmistress. Little, Brown Book Group Limited, 2016.

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Book chapters on the topic "Headmistress"

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Hughes, Graham R. V. "The Headmistress Who Forgot……" In Understanding Hughes Syndrome. Springer London, 2009. http://dx.doi.org/10.1007/978-1-84800-376-7_17.

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Etherington-Wright, Christine. "Headmistresses." In Gender, Professions and Discourse. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230595026_2.

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Whitehead, Kay. "Headmistresses." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_38.

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Whitehead, Kay. "Headmistresses." In Springer International Handbooks of Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_38-1.

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Goodman, Joyce, and Zoe Milsom. "Performing Reforming and the Category of Age: Empire, Internationalism and Transnationalism in the Career of Reta Oldham, Headmistress." In Women Educators, Leaders and Activists. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137303523_6.

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Wright, Maureen. "Headmistress." In Elizabeth Wolstenholme Elmy and the Victorian Feminist Movement. Manchester University Press, 2013. http://dx.doi.org/10.7765/9781847794574.00009.

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Wright, Maureen. "Headmistress: The education campaign 1862–67." In Elizabeth Wolstenholme Elmy and the Victorian Feminist Movement. Manchester University Press, 2011. http://dx.doi.org/10.7228/manchester/9780719081095.003.0003.

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Pedersen, Joyce Senders. "The Headmistresses II: Professional Influences." In The Reform of Girls’ Secondary and Higher Education in Victorian England. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-8.

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Kapo, Remi. "Not a native son." In Perinatal Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199676859.003.0031.

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In the summer of 1953, aged 7, I arrived with my father at the port of Southampton from the colony of Nigeria. We were making for Ledsham Court School, a boarding school in St Leonards-on-Sea, Sussex. It was a stately building sitting among many green acres. After about an hour with the headmistress, Mrs Redfarn, my father said goodbye, turned and returned to Nigeria. I did not know then that I would not see or hear from him for 10 years, by which time I had forgotten what he looked like. Ledsham’s only black pupil began his academic life speaking no English. I was duly placed in the kindergarten with daily lessons in the native tongue. After catching up with my age group, in addition to the core subjects I was thereafter given instruction in Latin, ancient Greek, poetry, and nature study. To eradicate ‘that funny African accent’ I was solely accorded a daily class of elocution for a year—one hour a day with a speech therapist, held in a long, oak-panelled gallery with a book on my head to improve my deportment. Although in receipt of the beginnings of a good classical education, I was also given what I came to understand was a prototypical quantity of punishment for a ‘darkie’—for most of that first year I was caned daily and frequently ‘sent to Coventry’ for the slightest indiscretion, usually for not understanding the customs and traditions of an alien white culture. Thus, for refusing to eat salad on my first day, I received ‘three of the best’. The staff were undoubtedly ignorant of the eggs that parasites can lay on raw vegetables in a tropical climate like Nigeria, where all vegetables were cooked and salad was unheard of. Perhaps, I thought with a child’s naivety, that with all the mosquitoes and eating of salad, no wonder West Africa was called the white man’s grave in my books and comics. I woke up—for I had clearly landed in the mother country in the wrong skin colour. It hurt. I had arrived knowing myself to be Yoruba. Suddenly, I was called ‘coloured’ and ‘darkie’.
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Pedersen, Joyce Senders. "The Headmistresses III: Two Professional Emphases." In The Reform of Girls’ Secondary and Higher Education in Victorian England. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-9.

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