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Dissertations / Theses on the topic 'Teacher stories'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Paul, William James, and University of Lethbridge Faculty of Education. "Teacher stories in thought and action." Thesis, Lethbridge, AB : University of Lethbridge, Faculty of Education, 1989, 1989. http://hdl.handle.net/10133/22.

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The primary purpose of this study was to investigate a biographical approach to understanding how we, as teachers and co-researchers, think and act; and how we have come to think and act the way we do in our classrooms. The term autobiographic praxis was central to the study as a specific conceptualization of a teacher's knowledge. Until this study, autobiographic praxis existed as a biographical conceptualization of a teacher's personal, practical and professional knowledge based. This study used the work of Butt and Raymond who, with two teachers, Lloyd and Glenda, working as co-researchers

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2

Campbell, Sally Ann. "Ariadne's thread: Pre-service teachers, stories and identities in teacher education." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178328.

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Lydum, Matthew F. "Patterns in a Novice Teacher's Success Stories." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202520.

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This study looked at the transition from preservice teacher to teacher by considering novice teacher success stories. This investigation rested on the presumption that the first year of teaching may be a struggle for some. This claim was underscored by the prevalence of the sink or swim metaphor in discourse related to induction. To understand how novice teacher success stories can inform teacher education, narratives were captured using task-oriented, semi-structured interviews deliberately designed to elicit authentic responses. Iterative analysis of the narratives yielded two profiles a

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4

Franco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.

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National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservic

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Feledy, Nicole P. "Listening to the Career Life Stories of Teachers." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/410456.

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The issue of teacher retention attracts worldwide attention as governments, administrators and researchers look for strategies to keep their quality teachers. However, much of the research to date adopts a deficit approach by considering the systemic, procedural and policy changes needed to improve teaching conditions. Less often considered are individual factors within teachers’ control that contribute to personal satisfaction and success. Therefore, this qualitative study used narrative inquiry to address a gap and listened to the stories of late career teachers to discover how they sustain

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Weir, Regina. "Teacher self-study| Stories of "success and survival"." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629167.

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<p> This qualitative study investigates two teachers who attempt to guide self-improvement initiatives in their school setting during and after completing a University based practicum course in special education. Fullan's (1993) framework for change agency was used to help facilitate the participants' self-improvement process. Participants were called to consider and enact self-identified changes they would like to make as teachers and to consider how these changes interact with their teaching selves and schools at large. To better understand how the self-initiated projects were carried out

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McLean, Judith. "Lines of Flight: Teacher-Artists' Stories About Collaborating." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/367760.

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This study followed my journey as well as a group of five other Teacher-Artists as we collaborated on the creation of a performance work for young people entitled Blurred. It investigated the meaning, place and importance of collaboration to Teacher-Artists in their work as Teacher-Artists by looking at their praxis. I wanted to know more about the nature of these collaborations as we undertook our roles and functions. The metaphor adopted for the journey relates to travel with the thesis acting as a map outlining the external and internal landscapes the Teacher- Artists traversed. The lines o

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Lu, Yen-Hui. "Stories of teacher identity a narrative inquiry into East Asian ESL teachers' lives /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3127.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.

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10

Parry, Stefan. "Influences on beginning teacher construing : beliefs, stories and trajectories." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/15433.

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This study focuses on the experiences of beginning teachers in the British Army’s training and education branch. The research sought to identity what influenced participants’ construing about teaching and learning, teacher identity, role, and trajectory during initial teacher education. By utilising Personal Construct Psychology (PCP) and Communities of Practice as analytical frameworks, the impact of influences on the construing of the research participants was identified. The research was underpinned by a constructivist and interpretive epistemology and utilised a collaborative, narrative-ba

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Rose, Charles Phillip. "Stories of teacher practice, exploring the professional knowledge landscape." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21626.pdf.

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12

Hill, Peter James. "Portrait of a teacher : stories that won't go away." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46130.

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Teachers tell stories—whether it’s Little Red Riding Hood in a kindergarten class or Hamlet in English 12. It’s a teacher’s job, especially an English teacher’s job, to tell stories to students. To write the stories teachers tell each other is difficult enough, but there are other stories a teacher secretly tells him or herself year after year that are more difficult to tell. Deep in the recesses of a teacher’s memory, these stories persevere and occasionally surface. These too are instructive and go to the heart of what it means to teach. This thesis explores the relationship between these st

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Demarse, Joy. "I am a teacher : reflections from female teachers, their stories and passion for education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.

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This study examines why excellent working class rural female teachers remain in teaching. Although the teachers of this study admit to having experienced disillusionment during their teaching careers, they have remained passionate and enthusiastic educators, and are the teachers most often cited when colleagues, students and parents are discussing "good" teachers. Thus, this study seeks to determine the factors that influence these women educators to remain in education and to remain passionate about education. The original supposition that an administrator was a determinative variable in infl

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Hooker, Barbara Ann. "The life stories of teachers in post compulsory education : a narrative exploration of teacher identity." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/611696.

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This thesis centres on a narrative inquiry of the life stories of teachers in Post Compulsory Education with the aim of exploring how the ‘self’ is constructed within discursive environments. The study adopts a dialogical approach to narrative identity formation as an ongoing process of becoming within the life course. Grounded in social construction theory (Gergen 2009), the study acknowledges that identity is fluid and determined by context; self-creation is therefore both a collective and individual endeavour situated within the social and cultural context. The research design centres on an

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Holden, Gary. "Changing stories : the impact of teacher led development work on teacher, school and student learning." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250339.

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McCulloch, Margaret. "From school to faculty : stories of transition into teacher education." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1273/.

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Greater centralised control over teacher education across the United Kingdom over the past twenty years or so, driven by neo-liberal managerialist approaches to education in general and the ‘standards’ agenda in particular, has led to a discourse of competence-based preparation for teaching. The locus of all teacher education in Scotland has moved from ‘colleges of education’ and become firmly situated within university faculties or schools of education; achieving the Standard for Initial Teacher Education is inextricably linked with an undergraduate degree or post-graduate qualification. Thus

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Ybos, Cynthia. "Barely There Tales: A Phenomenological Study of Stories Told by Pre-service Teachers." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1240.

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Teacher stories were once relegated to informal gatherings but more recently this aspect of teacher development is being carefully studied in more formalized settings because it is believed to be an important part of teacher development. New ways are being sought to use various aspects of storytelling to help pre-service teachers develop important teaching skills through reflection on experience, dialogue journals, case studies and autobiography. Despite these efforts at the university level, it is especially difficult for pre-service teachers to integrate and apply theories from their methods

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McKenzie, Meagan Louise, and res cand@acu edu au. "Stories of Buoyancy and Despondency: five beginning teachers’ experiences in their first year in the teaching profession." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp97.29052006.

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This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed within an interpretative paradigm, drawing on perspectives of symbolic interaction to interpret interview and journal data. These perspectives are used, in conjunction with a conceptual framework derived from the relevant literature, to interpret the experiences of five new teachers against the relevant data. The literature typically investigates the stages of teacher development, where the first year is often seen

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Cavendish, Leslie Maureen. "Stories of international teachers: a narrative inquiry about culturally responsive teaching." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/933.

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How do elementary educators approach cultural diversity within international school settings? How do North American teachers negotiate the tensions and experiences they have as cultural agents living abroad while valuing the cultural identities of the students they serve? This study describes how international teachers' unique positions, experiences and perspectives affect their attention to cultural diversity within their classrooms. Sociocultural theory frames this study with emphasis on personal and professional identities, narrative inquiry and culturally responsive teaching. I interweave

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Margono, Slamet Yosep Bambang. "Stories of crossing borders: identities, place and culture." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5020.

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When international graduate students and their families participate in study abroad experiences, there are many challenges and opportunities that accompany these experiences. Depending on the context of the study abroad experience, some might be characterized as both opportunities and challenges. International graduate students and their families experience cultural and linguistic challenges/opportunities while also facing conscious (and unconscious) decisions of assimilation and acculturation. Education opportunities are rarely neutral and may be accompanied by uncertainty, discontinuities, a

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Meyer, Gregory Scott. "Living between the call and the burden : teacher stories of burnout." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29162.

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Teachers live in a space between the calling and the burden – between the impulse to teach and the everyday stressors of teaching. According to research related to workplace stress, burnout is the result of long-term stress which has not been addressed over time. Teacher burnout is a major problem and is on the rise in British Columbia. In this thesis, I identify and describe the phenomenon of teacher burnout through teachers’ stories, and document ways teachers avoid and cope with stress and burnout. I interviewed six teachers in a focus group. Since they knew each other as fellow students in

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Meier, Lori T. "The Tamagotchi Curriculum: Stories from Digital Classroom Simulations in Teacher Education." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5909.

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Zheng, Qiuxian. "BECOMING A BI-CULTURAL TEACHER: A NARRATIVE INQUIRY INTO THE STORIES OF CHINESE TEACHERS IN AMERICAN SCHOOLS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478367884659309.

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Keith, Karin, and J. Dotson. "Getting Beyond “I Like” Stories." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/1015.

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Hwang, Sunghwan. "Using Life Stories to Analyze Mathematics Teachers' Beliefs and Instructional Practices:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108473.

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Thesis advisor: Lillie R. Albert<br>Why do mathematics teachers’ beliefs and instructional practices differ, and why are some teachers’ beliefs aligned or misaligned with their instructional practices? This qualitative case study investigated how eight Korean elementary teachers’ sociocultural life stories shaped their mathematical beliefs and practices. The specific aim was to explore through mathematics-related life stories the relationship between the elementary teachers’ mathematical beliefs and instructional practices. The overarching research question was: “How does a theoretical model b

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Burton, Wendy Ellen. "The voice from within, teacher stories, epistemic responsibility, and first nations education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35395.pdf.

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Dell-Jones, Julie Vivienne. "Intersecting Stories: Cultural Reflexivity, Digital Storytelling, and Personal Narratives in Language Teacher Education." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7144.

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This narrative inquiry dissertation explores stories from three students over a two-year trajectory as they develop into language educators in diverse contexts. The study begins in a teacher education course focused on technology for language teaching in English as a second language (ESOL) and foreign language education (FLE) classrooms. As instructor, I implemented a digital storytelling (DS) project with the pedagogical goal of supporting the much-needed practice of reflexivity, and specifically, reflexivity of intercultural competence (IC) and culturally-responsive pedagogy (CRP

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Ralph, Marjoire. "The Stories of Three High School English Teachers Involved in a Collaborative Study Group." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2577.

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The purpose of this action research study was to observe, participate in, and tell the story of teachers involved in a professional development experience. Professional development is an important tool to assist teachers in improving their teaching abilities. After a review of the literature on various forms of professional development and some personal experience with a variety of professional development activities, I created a collaborative study group (CSG) that included three teachers. Their work together was studied using a narrative approach to action research. The stories of these thre

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Kerfoot, Christine Marie. "The stories of public school teachers who hold doctorates: A narrative study." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2376.

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The purpose of this qualitative, narrative study was to examine the stories of public elementary school teachers who hold doctorates and to discover what these stories tell about their understanding of education within the context of public schools. Specifically, investigation centered on reasons teachers in this group pursued doctorates. This study also examined the ways in which they describe their role as educators within the public school system; the ways in which they view their relationships with public school colleagues; and the ways in which the doctoral experience has influenced their

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Reeves, Audrey Michelle. "Compassion Fatigue: Stories/Artworks of an Art Teacher with a Trauma-Informed Pedagogy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555570912535465.

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Googins, Jody Catherine. "A Life in Teaching is a Stitched Together Affair: Teacher Academy Instructors' Narratives and Ideologies." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1554282240987913.

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Buxner, Sanlyn Rebecca. "Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195355.

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Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student centered instruction. This qualitative study investigated changes in teachers' understandings about scientific inquiry and nature of science as well as science teaching as a result of participation in one of three summer science research programs. This study also explored what teachers reported valuing about their experiences as they progressed through the program and returned to their classrooms.Data were collected through open-ended

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Litster, Carol Ann. "Stories of Success: Three Latino Students Talk About School." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3514.

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Latino students in the United States face significant challenges including very high student dropout rates and difficulties finding support for student academic success. This research focuses on Latino students who are successful despite these many challenges and explores how these successful students describe their experiences in school. Three successful Latino high school students describe their pathways toward academic achievement in this ethnography, which takes a narrative approach. The student stories illustrate the influence of families, peers, schools, and the interplay between ethnic

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Butler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.

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The promotion of student wellbeing is a key goal of Australian education, increasingly acknowledged as the responsibility of all educators. This study was designed to improve understanding of how educators develop understanding and practice of student wellbeing. The significance of the inquiry is that it is focused on how educators integrate student wellbeing within their practice and identities rather than simply on what they need to know about student wellbeing and how they can be trained to deliver student wellbeing related content and skills. Narrative methodology and methods are used to e

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Rennie-Hill, Leslie. "We are the Vanguard, Not the Norm: Stories of Successful Minority Students in Predominantly White Graduate Teacher Education Programs." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1315.

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Minorities stand increasingly under-represented in the teaching profession; they continue to be under-represented in graduate teacher preparation programs. Despite calls for increased numbers of minority teachers, despite countless well-intentioned recruitment and retention programs, the relative proportion of newly prepared minority teachers is in fact decreasing (Carter & Wilson, 1992). Literally hundreds of studies examine retention programs, identifying the deficits of minorities, noting what program elements work, and establishing characteristics of supportive institutional environments.

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Vong, Sou Kuan. "Re-searching and re-telling the stories of in-service teacher education in Macau." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251725.

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Galjour, Chiasson Jenna L. "Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1965.

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In 2010, the Louisiana legislature passed Act 54, a law that requires public school teachers to undergo a performance-based accountability evaluation. COMPASS (Clear, Overall Measure of Performance to Analyze and Support Success) asks principals to evaluate teachers using a rubric with components of Charlotte Danielson’s Framework for Teaching to evaluate teacher effectiveness (Act 54). Act 1, passed in 2012, ties Louisiana public school teacher’s pay and tenure to their score on COMPASS. Principals of Louisiana are now asked to evaluate teachers in a high stakes evaluation that is linked to t

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Gingrich, Randy Scott. "Responding To The Call To Teach: Preservice Teachers' Case Stories Of Teaching English And Language Arts." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1053428681.

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Magaditsch, Holly. "Union Representatives’ Stories: From Leading the Classroom to Leading a District." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7192.

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While much is known about what contributes to teacher attrition, there is less research on those who leave teaching positions to work as a union representative. The purpose of this study was to explore how three teacher union representatives frame their experiences with mobility, leadership, and advocacy in education. The research question was: How do former teachers enter and perform the role of teacher union representative? The sub-level questions were: a) How do they story their transition from teaching students to representing teachers? b) How do they frame the responsibility of teacher un

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Rath, Courtney. "“Not a Thing but a Doing”: Reconsidering Teacher Knowledge through Diffractive Storytelling." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19229.

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This project is framed by a dilemma: representations of teaching practice are critical in teacher education, and yet the representations we rely on dangerously oversimplify teaching. My central questions emerge from this dilemma. In telling stories about teaching, how messy can the story be before it becomes unintelligible? Why does messiness matter and what does it produce for teachers-to-be? After examining both canonical accounts of teacher knowledge and emergent research that is productively disrupting the field, I draw on the work of Karen Barad to help me imagine both a new way of te

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White, Margaret Cole. "Making the Transition From Paraeducator to Professional Educator: Five Minority Teachers Share Their Stories." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27870.

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Slightly more than two million teachers will be needed for the nation's classrooms within the next decade. Consequently, some states have begun to look to their ready supply of paraeducators, also known as teacher assistants, as a pipeline for supplying qualified teachers. These paraeducators who make the career change to teachers are more likely to remain in hard-to-supply geographic areas and to increase the diversity of the teaching force. This study explored the lived experiences of five minority women who successfully negotiated the transition process to become professional teachers. Phen

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Kazembe, Manuel Boyd. "Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30058.

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If there is a single song in which nations, governments, human rights organizations, communities, and parents harmoniously blend their voices, it is that being literate is valuable and valued. Being literate entails one's access to and interaction with text in one's environment (Harris & Hodges, 1995). However, in developing countries, print is hard to come by due to several factors. What is of significance, though, is that despite the absence of readily available print environments that are prevalent in the developed world, one still sees highly literate persons emerging from poor develop

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Rose-McCully, Melissa Marie. "To Leave or To Stay: The Stories of Five Elementary School Teachers' Experiences." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86421.

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This study explores teacher retention and teacher resilience in the United States through the stories of five teachers. The researcher presents the research in two manuscripts. Finding My Way through Teaching: A Critical Autoethnographic Play combines critical pedagogy (Freire, 1970) with autoethnography (Ellis, 2004) to examine the author's personal journey as a teacher in a private school, a public school, and a public school in Central America. The research is presented as a one-act play with scenes focusing on conversations with parents, principals, and students, along with scenes examinin

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Jurich, Donna Louise. "A story of stories: A study of bilingual teachers' educational histories and classroom narratives." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284199.

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This narrative study focuses on the stories of two bilingual elementary teachers. The teachers participated in a series of in-depth phenomenological interviews examining the relationship between their stories of becoming bilingual teachers and their current bilingual teaching practices. The stories were analyzed and represented in two ways, first in terms of story structure and second for themal coherence. The analysis of story structure was based on the work of William Labov (1972, 1982) and revealed ways in which these story tellers crafted complex narratives using specific, general, and hyp

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Farina, Deborah O. "The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618871.

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Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers. This qualitative study, utilizing a participant group of six graduate students in their student teaching internships at a small public liberal arts university, explored whether writing stories could enable student teachers to make better sense of their internship experiences and develop understanding of who they are as teachers. After an initial training session on "story," data were collected at three key points during the

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Estola, E. (Eila). "In the language of the mother — re-storying the relational moral in teachers' stories." Doctoral thesis, University of Oulu, 2003. http://urn.fi/urn:isbn:9514269713.

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Abstract This is an overview of five substudies, which are based on autobiographical stories of teachers working in early childhood education and general education. By the concept of 'relational moral', I refer to human relationships between teachers and children or adolescents. I approached the main question 'How is the storied relational moral of teachers constructed in a re-storying process?' through two subquestions: 1. What is relational moral like as a moral horizon in teachers' narrative identity? and 2. What is relational moral like as a storied educational practice? Teachers' relation

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Bolyard, Chloe S. "Stories Shared and Lessons Learned: Using Currere to Explore Veteran Elementary Teacher Narratives of Teaching in an Accountability Era." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460632276.

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Jones, Adrianne L. "The Yonder project: Stories of impact, change, and capacity building through engagement in arts education." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84015/1/Adrianne_Jones_Thesis.pdf.

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This thesis examined the long-term impact of the community arts education project Yonder, a collaboration between Education Queensland and Queensland Performing Arts Centre. The findings from the data reveal that the project was still having impact twelve months after its completion and that in some instances the project served as a 'circuit-breaker', especially for special needs students and struggling students. The intervention of a rich arts project proved to be an opportunity for these students to learn in a different way and to perceive themselves in a new and reinvented light. This confi

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Iams, Steve. "The Big and Small Stories of Faculty in the Changing Landscape of Higher Education." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618581386020611.

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Rodrigues, Maria de Fatima Baldez. "Tempo, memórias e saberes: histórias de professores e suas tecnologias." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4830.

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