Relevant bibliographies by topics / Teachers born in the north

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers born in the north'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teachers born in the north"

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O’Brien, Thomas V. "Perils of Accommodation: The Case of Joseph W. Holley." American Educational Research Journal 44, no. 4 (2007): 806–52. http://dx.doi.org/10.3102/0002831207308646.

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This study examines accommodationism, a tactic of racial uplift used by black school founders and teachers in the Jim Crow South. For founders, accommodationism was a dangerous process of collaboration, resistance, and compromise. The subject under study is Joseph Winthrop Holley. Born in South Carolina, Holley studied in the North at Phillips Academy and Lincoln University. Despite a liberal education, Holley returned to the South and founded a Bible and industrial school. Holley was the most conservative founder of his day. His life and work take us beyond the Washington–Du Bois paradigm and help to clarify the work and meaning of accommodationism. The study also evaluates the degree to which conservative forms of schooling became a means for social control.
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Gao, Yunxiang. "Soo Yong (1903-1984): Hollywood Celebrity and Cultural Interpreter." Journal of American-East Asian Relations 17, no. 4 (2010): 372–99. http://dx.doi.org/10.1163/187656111x564315.

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AbstractFollowing Broadway roles in the 1920s and serving as cultural translator for Mei Lanfang's Peking Opera tour of North America in 1930, Soo Yong (1903-84) acted in twenty-three Hollywood films and numerous television shows. Born in Hawaii to Chinese immigrant parents who were supporters of Sun Yat-sen and educated at Columbia Teachers College, Soo Yong combined Chinese and Western values without becoming the type of Westernized "Modern Girl" represented by Anna May Wong. Her roles present a softer Orientalism that allowed ethnic dignity and did not offend her Chinese-American audiences or her Nationalist friends in China. In contrast to the two-year younger Anna May Wong, she was able to balance several worlds and to sustain a position as an off-screen, cultural translator.
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Hiley, David. "Balther of Säckingen, bishop of Speyer, composer of chants for St Fridolin ca. 970." Studia Musicologica 56, no. 2-3 (2015): 147–60. http://dx.doi.org/10.1556/6.2015.56.2.3.

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Balther of Säckingen was a remarkable scholar, writer and composer, who was born about 930, made bishop of Speyer in 970, and died in 986 or 987. Educated at the famous monastery in St. Gallen, he went as a wandering student in search of learning as far as North Spain. He had a special veneration for St Fridolin, founder of a convent in Säckingen. On his travels Balther found a copy of a Life of St Fridolin, memorized it, wrote it down on his return home, composed chants to be sung on the feast day of the saint, and sent both the Life (vita) and the chants (historia) to one of his former teachers at St. Gallen for approval. Balther says he composed them “per musicam artem”, “according to the art of music”. This paper tells how Balther’s chants came to be composed and compares them with others in order to understand what was considered to be “musical art” around 970.
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Amin, Muhammad, Z. Zamroni, and Herminarto Sofyan. "A model of soft skill instruction based on the local culture for vocational teacher candidates in North Sumatra." Jurnal Pendidikan Vokasi 7, no. 2 (2017): 127. http://dx.doi.org/10.21831/jpv.v7i2.14902.

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This research aims to (1) find an instructional model as a guide for soft skill instruction in LPTK from the aspects of planning, implementation, and evaluation; and (2) determine the effectiveness of the use of soft skill instruction model for vocational teacher candidates. This study is a research and development with the steps adapted from Borg & Gall. The research was conducted through five stages including, preliminary studies, developing the initial model, expert validation, limited testing, and expanded trials. The data collection used observation sheets, questionnaires, and assessment sheets. The data analysis was performed with different test by Wilcoxon Signed Ranks Test and Kruskal Wallis Test. The results of the research show that: (1) the instruction model developed are in the category of very valid based on the assessment of experts team, and the level of application suitability is at a very appropriate categories according to user ratings; and (2) the instruction model developed can enhance the ability soft skills of vocational student teachers candidate significantly (p = 0.000), and improve student results were significantly (p = 0.014).
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Feast, W. J. "Clement Henry Bamford. 10 October 1912 – 7 November 1999." Biographical Memoirs of Fellows of the Royal Society 50 (January 2004): 1–13. http://dx.doi.org/10.1098/rsbm.2004.0001.

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Clement Henry Bamford (′Bam‵) was born in Stafford to Frederic Jesse and Catherine Mary Bamford (nèe Shelley). His father was the son of a Congregationalist minister and his mother the daughter of a farming family from the northern outskirts of Stafford. The Bamfords were miners from the Derbyshire and Nottinghamshire coalfields. Bam's grandfather was the only one of eight brothers who avoided coalmining, a job that started for all of his brothers at the age of 10 years. He served a congregation in Cornwall, where Bam's father was born, before transferring to North Staffordshire during the 1890s. Bam's father became an accountant and worked for the same firm until his death in 1935. Stafford was a bustling place with good educational and cultural opportunities. It was the administrative centre of the county and in addition to this it had footwear, electrical machinery and other manufacturing activities to keep its population of 30000 busy. Bam was an only child and in matters of upbringing his mother held sway; he was raised as a Catholic and attended St Patrick's primary school, where he appears to have been happy, successful and well regarded by his teachers. Scholarship entry to academically ambitious secondary schools was rare for the pupils of St Patrick's, who usually went directly from school to employment locally. When Bam was entered for a scholarship to King Edward VI School he did not share his parents' joy at first because he believed the extra work would distract him from two activities that already received his attention and turned out to be the lifelong enthusiasms that brought him pleasure and success; namely, chemistry and music.
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Yoon, Hyunhee, and Youngsoon Kim. "A Study on Improvement of Educational Support for Korean-born Children of North Korean Defectors Based on Elementary Teacher’s Experiences." Korean Education Inquiry 36, no. 2 (2018): 49–67. http://dx.doi.org/10.22327/kei.2018.06.36.2.049.

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Jack, David, and Stuart Hampshire. "Kenneth Henderson Jack. 12 October 1918—28 January 2013." Biographical Memoirs of Fellows of the Royal Society 69 (September 16, 2020): 247–72. http://dx.doi.org/10.1098/rsbm.2020.0026.

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For all but 5 of his 94 years Kenneth Henderson Jack lived, studied, and worked within 10 miles of where he was born, in the North-East of England. Educated in chemistry, he became an X-ray crystallographer. He applied his knowledge of chemistry and his skills in crystallography to the three main areas of materials science: metals, glasses and ceramics. In the 1940s and 1950s he carried out classic studies of the interstitial alloys of the iron–carbon–nitrogen system; between 1957 and 1964, when he worked in industry, he made seminal contributions to glass technology; from 1964 onwards he pioneered a whole new field of oxy-nitride ceramics and glasses, the sialons, and by doing so put his beloved North-East firmly on the international map as a centre of excellence in ceramic science. Ken Jack was fond of saying that, had it not been for World War II, which interrupted his teacher training and took him into university research, he would probably have remained a school teacher and been happy to do so. But, in fact, he did remain a teacher. He was an inspiring lecturer and the researchers who learned their trade by his example went on to lead academic and industrial research groups around the world.
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Popa, Luis Ovidiu, and Oana Paula Popa. "A Life in The Museum: An Homage to Dr. Dumitru Murariu at 80 Years." Travaux du Muséum National d’Histoire Naturelle “Grigore Antipa” 63, no. 2 (2020): 279–311. http://dx.doi.org/10.3897/travaux.63.e62573.

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Dr. Dumitru Murariu was born on September 21, 1940 in Ungureni, Botoşani County, as the first child in a peasant family. He attended primary and secondary school in his home village. Since the beginning he proved himself to be one of the brightest students in the class and, as a consequence, the school teachers advised his parents to have him continue his education. At the end of secondary school, the young Dumitru Murariu enrolled at the “August Treboniu Laurian” theoretical 280 Popa & Popa high school in the city of Botoşani. During these years (1955–1957), the teacher of “the Fundamentals of Darwinism” made a strong impression on the future scientist, with practical lessons, in a small garden, on the correlation between the natural selection and the variability of organisms. On the way from the main building to the above‑mentioned garden, the professor taught his pupils how to identify the trees on the sidewalks and from the “Public Garden”. This teacher’s name was Remus Cehovschi - former Assistant Professor at the University of Chernivtsi (Cernăuți – North Bukovina), from where he took refuge to Botoșani in 1944. After graduating high school, Dumitru Murariu returned to his home village, where he occupied a position of unqualified teacher in the village school. In the fall of 1958, he was drafted for the mandatory military service until mid-January 1961. Returning home, he resumed his school position but in the autumn of the same year, he successfully passed the admission exams at the Faculty of Biology-Geography, the Department of Biology-Zoology at the “Al. I. Cuza” University of Iași. Based on his academic excellence he received a scholarship until graduating in 1966.
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Nainggolan, Naomi Christina, and Rosliani. "The Development Of Literacy Reading Books of North Sumatera Fairy Tale For V Grade Students at Elementary School." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 3 (2020): 724–37. http://dx.doi.org/10.33258/biolae.v2i3.327.

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The purpose of this research is to develop a literacy reading books that contain North Sumatra myth to increase passion of reading in applying literacy program in school environment. The population is all of fifth grade students of SD Kalam Kudus-2 Medan in total 109 students, and the sample is class Mikha with 29 students. Sampling technique of the research is purposive sampling, which allow researcher to determine the sample with particular consideration. The research uses the development steps of Borg and Gall which are: (1) introduction survey, (2) product development, (3) product design, (4) design validation, (5) design improvement, and (6) final product. The result of the research indicates that it is really important to develop local myth reading books for teachers and students in implementing the literacy program. These books are validated by material and learning design expert teams. The presentation of validation result by material expert is in average 82, 69% with good criteria, meanwhile by learning design expert is in average 87, 94% with very good criteria. Result that shown of Bahasa Indonesia teachers is in average 98,9% with very good criteria. In addition to small area test average is 91, 66% with very good criteria. Overall,the limited area test result is in average 95% with very good criteria.
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Alekseev, B. N., and A. B. Alekseev. "The teacher of red commanders By the 160th anniversary of the birth of Professor Emeritus, military geodesist V. V. Vitkovskiy." Geodesy and Cartography 921, no. 3 (2017): 52–56. http://dx.doi.org/10.22389/0016-7126-2017-921-3-52-56.

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By 160-th anniversary from birthday of Professor Emeritus of geodesy, honorary doctor of geodesy and astronomy of Kazan University, Lieutenant General of the Russian army Vasily Vasilyevich Vitkowski. V. Vitkowski was born on 1 Sep 1856. In 1975 he Graduated from Military engineering school, in 1885 he graduated from the geodetic division of the Academy of the General Staff. Shortly after graduating from the Academy and Pulkovo practices V. Vitkowski was assigned to shoot the North-West of the Empire, where 5 years acquired considerable practical experience useful to him in subsequent scientific and pedagogical activities in the Military-topographic College (1889–1907) and the Military-topographic school (1918–1923), in the geodesic Department of the Military Academy (1897–1918) in the geodesic Department of the Military engineering Academy (1919–1924),in addition, Vladimir Vitkowski taught in civilian institutions of higher education in Electrotechnical Institute (1893–1901), at the Polytechnic Institute (1907–1908) and in the Women’s pedagogical Institute (1914–1915), compiling printed works. Saw the light of the following publications
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Dissertations / Theses on the topic "Teachers born in the north"

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Freeze, Rixa Ann Spencer. "Born free: unassisted childbirth In North America." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/202.

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Unassisted childbirth--giving birth at home without a midwife or physician present--emerged as a movement in mid-20th century North America. While only a small number of women choose to give birth unassisted, its significance extends far beyond its numbers. Unassisted birth illuminates trends in maternity care practices that drive, and sometimes force, women to choose unassisted birth. It also is part of a larger set of connected values and lifestyle choices, including home schooling, breastfeeding, co-sleeping, ecological awareness, cloth diapering, sustainable living, and alternative medicine. Finally, the emergence of UC as a conscious birth choice requires a re-examination of how we understand, frame, and interpret childbirth paradigms. There is very little written about unassisted birth in the academic world, although media reports on the practice have become increasingly prevalent since 2007. This dissertation begins the conversation for a scholarly inquiry into unassisted birth. My research is based primarily on interviews, essay-response surveys, and archives of internet discussion groups. After setting unassisted birth in historical context, I explain why women make this choice; the knowledge sources they privilege; how they understand the concepts of safety, risk, and responsibility, and their complex and sometimes contradictory relationship with midwifery. I also examine midwifery, and to a smaller degree, obstetrical, perspectives on unassisted birth, focusing on how birth attendants who are sympathetic to UC reconcile that with their training and experience attending births. Unassisted birth has changed the core questions we need to ask about birth. Instead of home or hospital?, natural or epidural?, or midwife or obstetrician?, questions asked by existing models of childbirth, unassisted birth poses a different set of core questions: Is birth disturbed or undisturbed? Is it social or intimate? managed or intuitive? attended or unattended?
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Abu, Hassoun Laila Ali. "Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers’ Perspectives of Effective Teaching and Teacher Needs." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430326146.

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Hardin, Christina. "The born versus made debate an examination of community college instructors' beliefs and teaching practices." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4915.

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Research on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors' beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors' beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors' participation in the courses is not related to their beliefs or teaching approaches. The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.<br>ID: 029809788; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 107-116).<br>Ed.D.<br>Doctorate<br>Education
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Rusu, Simona. "A qualitative inquiry of six Romanian-born ESL Teachers' perceptions of identity and immigration experiences." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117118.

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In this qualitative inquiry I focus on the perceptions of identity and immigration experiences of six Romanian-Canadians who were educated to teach English as a Foreign Language in their country of origin. My goal is to explore the career choices these teachers make when they immigrate to Canada, and what difficulties, if any, they perceive they encountered in their new professional environment. I also explore their identity construction processes considering they currently work in a world where their coworkers are native speakers of the language. I draw on the works of Hall, Holland, Bhabha, Bakhtin and Vygotsky relating to the continuous, dialogic process of identities shaping. I engaged in dialogues with each participant teacher, which I subsequently transcribed and interpreted. The six teachers raise issues related to teacher certification, the importance of Canadian credentials for foreign educated ESL teachers and bureaucracy. Their perceptions suggest implications for other non-native ESL teachers, policy makers, teacher education, second language research and teaching, and for further research directions.<br>Dans la présente étude qualitative, j'examine les perceptions identitaires et les expériences d'immigration de six Roumains-Canadiens qui ont appris à enseigner le programme d'anglais langue étrangère dans leur pays d'origine. Mon objectif est d'analyser les choix de carrières de ces enseignants lorsqu'ils immigrent au Canada et d'analyser les difficultés qu'ils perçoivent avoir rencontrées dans leur nouvel environnement professionnel. J'examine aussi le développement de leur identité compte tenu du fait qu'ils côtoient, dans leur nouvel environnement de travail, des collègues locuteurs natifs de l'anglais. Je m'appuie sur les écrits de Hall, Holland, Bhabha, Bakhtin et Vygotsky relativement au procédé dialogique continu de la formation de l'identité. J'ai pris part à des discussions avec chaque participant enseignant puis j'ai transcrit et interprété ces dialogues. Les six enseignants ont soulevé des problèmes concernant : la certification des enseignants, l'importance accordée à la détention de qualifications canadiennes pour les enseignants d'anglais langue seconde provenant de l'étranger, et la bureaucratie. Leurs perceptions laissent suggérer des implications pour d'autres enseignants de ALS non locuteurs natifs de l'anglais, pour les décideurs politiques, pour la formation des enseignants, pour la recherche et l'enseignement des langues secondes et pour d'autres avenues de recherches futures.
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Madhavan, Susan M. "The job satisfaction level of Chinese- and Indian-born engineering faculty at a research I university." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1913.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 225 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 213-216).
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Kulas, Cheryl Rose Marion 1944. "The impact of Indian education courses on the instruction of teachers in North Dakota." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277238.

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The educational disadvantages of the Native American Indian student throughout history has been a source of academic concern. This paper addresses the historical and contemporary aspects of Indian education. The contemporary context of the study examines the efficacy and impact of preservice instruction of a Native American Indian Studies course on the teachers in North Dakota. One thousand, three hundred and sixty-nine (1,369) teachers receiving instruction in the course from 1981 through 1988 were surveyed. The survey focused on five key areas: teacher attitudes about the course, planning and use of the course in the classroom, application of the course to multicultural education and application of Native American values and learning styles. The findings suggest that the course is not having a positive effect on the attitudes of heightening teacher sensitivity toward stereotypes and there is an apparent indifference to adjusting curricula to reflect cultural diversity.
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Terhune, Michael Neil. "A study of demographics and job-related categories that influence the quality of teacher work life in Montana schools with indigenous populations." Diss., Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/terhune/TerhuneM0506.pdf.

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Scott, Gilda Cox. "An analysis of the laws affecting North Carolina public school teachers." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49890.

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This study has provided an up-to-date source of information for North Carolina public school teachers to help them understand the sources of school law, the legal basis for education, the system of state and federal courts, and their rights and responsibilities. Appropriate federal and state judicial decisions, federal and state constitutional law, state statutes, State Board of Education policies, and the opinions of the Attorney General have been analyzed to determine legal principles in the following areas: 1. constitutional rights of teachers as a public school employee and a private citizen which included the areas of freedom of speech and expression; academic freedom, freedom of religion; private life; personal appearance; loyalty; 2. terms and conditions of employment which included certification, tenure, teacher's duties, due process for tenured teachers, procedural rights for nontenured teachers, dismissal for cause; and the 3. teacher's liability for students. Tort liability included strict liability; the intentional torts of assault and battery, defamation, and false imprisonment; the unintentional tort of negligence and its elements and defenses; educational malpractice; governmental immunity; and students' records. Of particular concern were assault and battery and child abuse cases as related to corporal punishment, the use of qualified privilege as a defense in defamation, and the option provided by the legislature for school boards to waive governmental immunity. North Carolina courts have determined that the fundamental principle of negligence cases in North Carolina is foreseeability of harm. As a result of this study, it has been recommended that the study be updated on an ongoing basis to maintain an up-to-date source of legal information for North Carolina teachers. ln addition, a similar study has been recommended for other states. lt was further recommended that a study examine the developing case law in educational malpractice along with state legal restrictions which interfere with good educational practices.<br>Ed. D.<br>incomplete_metadata
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Wei, Na. "Do we belong here? an exploration of foreign-born faculty's organizational attachment at a U.S. research university /." Diss., Connect to online resource - MSU authorized users, 2007.

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Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2007.<br>Title from PDF t.p. (viewed on Apr. 16, 2009) Includes bibliographical references (p. 111-126). Also issued in print.
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Montgomery, Amanda Jane. "Burnout of primary school teachers in the North West Province / A.J. Montgomery." Thesis, North-West University, 2004. http://hdl.handle.net/10394/509.

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The foundation of the education of our country lies in the hands of the primary school teachers. Unfortunately, teachers have to juggle many roles - not only are they expected to teach diverse classes and be a role model, but they also have to deal with social problems - all for very little remuneration. Our teachers are becoming less motivated, frustrated and very despondent and as a result, an increasing number of teachers are suffering from burnout. The objective of this research was to investigate the job characteristics associated with burnout as well as the burnout-strain relationship among primary school teachers in the North-West Province. A stratified random sample of 646 primary school teachers in the North West Province was taken. The Maslach Burnout Inventory - General Survey (MBEGS), Job Characteristics Scale and Your Health Questionnaire (third questionnaire of the ASSET) were used as measuring instruments. Cronbach alpha coefficients, inter-item correlation coefficients, Pearsonproduct correlation coefficients and canonical correlation coefficients were used to analyse the data. Structural equation modelling (SEM) methods were used to construct job characteristic models of burnout. The results showed that overload leads to exhaustion, which leads to cynicism and in turn to lack of professional efficacy. Job resources was found to be related to all three dimensions of burnout, while rewards played a moderating effect between both overload and exhaustion, and job resources and burnout. Exhaustion and lack of professional efficacy lead to physical and psychological strain. Recommendations were made for further research.<br>Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
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Books on the topic "Teachers born in the north"

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1941-, Fine Billye Joyce, ed. Teachers are made, not born: Growing successful teachers in your church. Standard Pub., 1990.

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Fred, Bruemmer, and Blessley Cara, eds. Polar dance: Born of the north wind. Images of Nature, 1997.

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Beezer, Bruce G. North Carolina teachers' professional competencies handbook. Carolina Academic Press, 1991.

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Born in Vienna: Versuch einer Annäherung. Drava, 2006.

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African-born women faculty in the United States: Lives in contradiction. Edwin Mellen Press, 2008.

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Polly Petrie (1908-1997): Born under the wrong star? Norma Allan, 2010.

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Mountford, B. J. Sea-born women. John F. Blair, 2002.

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Borjas, George J. Foreign-born teaching assistants and the academic performance of undergraduates. National Bureau of Economic Research, 2000.

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James, Malcolm. Born of the desert: With the S.A.S. in North Africa. Greenhill Books, 2001.

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Meyer, Robert E. Neural tube defects in North Carolina: Epidemiological characteristics and trends among live-born and still-born infants. State Center for Health Statistics, Dept. of Health and Human Services, 1997.

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Book chapters on the topic "Teachers born in the north"

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Greif, Avner. "North, Douglass Cecil (Born 1920)." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_2335-1.

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Greif, Avner. "North, Douglass Cecil (Born 1920)." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2335.

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Packevicz, Michael Joseph. "Conceptions of Language Teaching of Chinese-born Language Teachers." In Chinese Educational Migration and Student-Teacher Mobilities. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913_10.

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Jokela, Timo. "Searching the Ways of the Art of Art Education in the North." In Artist-Teachers in Context. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_9.

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Boyd, Sally. "Foreign-born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent." In Multilingual Classroom Ecologies, edited by Angela Creese and Peter Martin. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596964-009.

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Ismail, Anas Musa, and Çise Çavuşoğlu. "Theory into Practice: The Content of Pre-service Teachers’ Reflections in North Cyprus." In Teacher Empowerment Toward Professional Development and Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_15.

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Morarji, Karuna. "Subjects of Development: Teachers, Parents, and Youth Negotiating Education in Rural North India." In Generationing Development. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55623-3_10.

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Mason, Jonathan, Yosri Ben Ammar, Sarra Romdhane, and Shahira Tarash. "Receptivity and Resistance of Students and Teachers to Learner Agency in Topic and Text Selection." In English Language Teaching Research in the Middle East and North Africa. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_24.

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Zaner, Richard. "The Role of Dorion Cairns in the Reception of Phenomenology in North America: The First “Born American” Phenomenologist." In Contributions To Phenomenology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99185-6_7.

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Clendinning, Elizabeth A. "From Bali to America: Teachers and Transitions." In American Gamelan and the Ethnomusicological Imagination. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043383.003.0003.

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The chapter examines how the earliest generation of Balinese American teachers (born from the 1940s to the 1960s) were educated and how their experiences eventually brought them to work long-term in North America. Its central case study is Balinese gamelan teacher I Made Lasmawan, whose formal and informal educational experiences are contextualized within broader institutional structures and historical events that brought foreign musician-scholars to teach in American universities. The chapter concludes that musical and pedagogical lineages created by such teachers both reflect and embody systematic developments in the building of transnational musical lineages and performing and academic ecosystems.
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Conference papers on the topic "Teachers born in the north"

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Hillman, Serena, Carolyn Pang, Marjan Zamani, and Alexandra Hillman. "Designing Mobile Presentation Apps for North American K-12 Teachers." In DIS '19: Designing Interactive Systems Conference 2019. ACM, 2019. http://dx.doi.org/10.1145/3301019.3323893.

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Prough, Sam, Eric Siy, and Hala Ghousseini. "Developing argumentation practices for teachers." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-327.

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Bowen, Brian. "Novice teachers interpretation of fractions." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-133.

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Morgan, Michelle, Adam Ruff, Alees Lee, Robert Powers, and Jodie Novak. "Teachers’ review of tasks as a tool for examining secondary teachers’ mathematical knowledge for teaching." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-120.

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DuCloux, Kanita K., and Corey M. Wadlington. "Prospective mathematics teachers’ conceptualizations of equity." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-84.

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Hardison, Hamilton, and Hwa Young Lee. "Funky protractors created by prospective teachers." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-108.

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Jeannotte, Doris, Stéphanie Sampson, and Sarah Dufour. "Elementary teachers’ discourse about mathematical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-126.

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Park, Hyejin, and Marta T. Magiera. "Prospective teachers’ interpretations of mathematical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-265.

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Liu, Jinqing, and Erik Jacobson. "Examining in-service teachers’ diagnostic competence." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-309.

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Mohan, Ned. "Experience and lessons learned in a graduate-level course based on students as “Teachers”." In 2013 North American Power Symposium (NAPS). IEEE, 2013. http://dx.doi.org/10.1109/naps.2013.6666846.

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Reports on the topic "Teachers born in the north"

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Jackson, C. Kirabo. Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18624.

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Clotfelter, Charles, Elizabeth Glennie, Helen Ladd, and Jacob Vigdor. Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12285.

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