To see the other types of publications on this topic, follow the link: Women as college teachers.
Journal articles on the topic 'Women as college teachers'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Women as college teachers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Kamala H, Kamala H., and Dr K. Jayashankar Reddy. "A Comparision of Happiness Among Men and Women College Teachers in Bengaluru." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 113–14. http://dx.doi.org/10.15373/2249555x/apr2013/35.
Full text
2
Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College." Organization Studies 14, no. 2 (March 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.
Full textAbstract:
In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.
3
Mercy., HMaryVinora. "OCCUPATIONAL STRESS OF WOMEN COLLEGE TEACHERS IN MADURAI CITY." International Journal of Advanced Research 5, no. 7 (July 31, 2017): 2586–94. http://dx.doi.org/10.21474/ijar01/5001.
Full text
4
Dr. Hanan Dhia Akef Alsalihi. "English Department Students' Attitudes towards Teaching Profession." journal of the college of basic education 25, no. 105 (December 1, 2019): 376–91. http://dx.doi.org/10.35950/cbej.v25i105.4805.
Full textAbstract:
Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.
5
Кошлякова and Mariya Koshlyakova. "Social and communicative role of a gender." Modern Communication Studies 2, no. 5 (October 16, 2013): 44–47. http://dx.doi.org/10.12737/1250.
Full textAbstract:
The notion of the gender will concentrate the attention on socially built differences of men and women, reflects some cultural stereotypes and ideals of masculinity and femininity, sexual division of labor in social institutions and organizations. The comprehension of various gender styles of behavior should be considered in professional activity of a college teacher. The profession of a college teacher is marked with masculine gender markers first of all. A survey among students has been conducted to reveal the gender
speech models of college teachers in the Russian State University of Tourism and Service.
6
Randhawa, Bikkar S., and Barbara Pavelich. "Evidence on Validity for the Teaching Behavior Rating Scale." Psychological Reports 81, no. 2 (October 1997): 451–61. http://dx.doi.org/10.2466/pr0.1997.81.2.451.
Full textAbstract:
A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their internships. Total scores for the thematic essays the interns wrote for their admission interview for the college as well as the interviewers' over-all scores were also used. The internal consistency coefficients for the teachers' and college faculty ratings, respectively, were both .98. A four-factor principal components analysis of the 14 variable correlation matrix yielded parsimonious factors after oblimin oblique rotation. Consistent with theory, scale scores for teachers and college faculty are strongly correlated ( r = .73). Also, perception of teaching skill is related to the interns' scores for lower dominance and higher flexibility.
7
Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.
Full textAbstract:
Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
8
Atika, Samrana. "The Impact Of Tertiary Education On Development Of Moderate Society In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 2 (November 8, 2010): 61. http://dx.doi.org/10.19030/cier.v3i2.178.
Full textAbstract:
The study aimed to find out the impact of tertiary education on development of moderate Islamic society in Pakistan. The population of the study constituted of all the teachers engaged on teaching and all the students studying in the colleges. The study was delimited to the area of public sector college education. Cluster sampling technique was used for choosing a sample from 100 male and 100 female colleges. Three teachers and nine students were selected from each college. Two questionnaires were used as the research instruments for collection of data after pilot testing. Collected data was tabulated, analyzed and discussed category-wise as teachers and students. To analyze the data, mean, standard deviation, standard error of mean, estimated population mean and Z-Value were applied for getting the results. On the basis of the analysis it was concluded that college education promoted the modern way of life in society by giving sense o responsibility, improving women status and removing frustration. It improved confidence, awoke love feelings for country and the sense of responsibility.
9
Meredith, Gerald M. "Ethnicity and Sex Differences in the Concept of the Ideal College Teacher." Psychological Reports 63, no. 1 (August 1988): 332–34. http://dx.doi.org/10.2466/pr0.1988.63.1.332.
Full textAbstract:
Study examined the influence of ethnic background and sex classification on students' ratings of the “ideal” college teacher. Responses of 1186 Japanese-American and 594 Caucasian-American men and women on 28 characteristics of teachers were compared. Findings were interpreted in light of Vinacke's competitive game strategies and Kitano's traditional Japanese values.
10
Bacolod, Marigee. "Who Teaches and Where They Choose to Teach: College Graduates of the 1990s." Educational Evaluation and Policy Analysis 29, no. 3 (September 2007): 155–68. http://dx.doi.org/10.3102/0162373707305586.
Full textAbstract:
This article investigates the key determinants of entry into the teaching profession and the subsequent sorting of new teachers across urban, suburban, and rural schools. Of particular interest is the relative importance of teacher salaries, alternative labor market opportunities, and nonpecuniary job attributes or working conditions to this decision process. Results from a nested logit model applied to the Baccalaureate and Beyond Longitudinal Study show that working conditions play a relatively more important role in determining where new teachers end up choosing to teach, rather than differences in teacher salaries. This is especially true for women. Meanwhile, wages play a relatively more important role in the occupational entry decision. In addition, there is significant variation in teacher quality indicators across these school locations.
11
Williams, Dana. "Is the Post-secondary Classroom a Chilly One for Women?: A Review of the Literature." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 29–42. http://dx.doi.org/10.47678/cjhe.v20i3.183084.
Full textAbstract:
A review of the literature on gender bias in the post-secondary classroom reveals that in many cases women students do not participate in class discussions as much as men students. Cause and effect cannot be determined from these studies, but a female teacher and teacher training in sex equitable behaviour are two factors associated with increased female participation. Studies examining student evaluations of teachers reveal that female students rate their female professors higher than their male professors. Research examining post-secondary experiences leading to women's achievement and self-confidence after graduation suggests that attending a woman's college and having female teachers are important. Future research is needed to determine the cause and effect relationship between specific classroom variables on women's classroom participation, satisfaction, and achievement after graduation.
12
D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression." History of Education Quarterly 55, no. 3 (August 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.
Full textAbstract:
From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.
13
Leath, Seanna, Noelle Ware, Miray D. Seward, Whitney N. McCoy, Paris Ball, and Theresa A. Pfister. "A Qualitative Study of Black College Women’s Experiences of Misogynoir and Anti-Racism with High School Educators." Social Sciences 10, no. 1 (January 19, 2021): 29. http://dx.doi.org/10.3390/socsci10010029.
Full textAbstract:
A growing body of literature highlights how teachers and administrators influence Black girls’ academic and social experiences in school. Yet, less of this work explores how Black undergraduate women understand their earlier school experiences, particularly in relation to whether teachers advocated for their educational success or participated in discriminatory practices that hindered their potential. Using consensual qualitative research (CQR) methods, the present semi-structured interview study explored the narratives of 50 Black undergraduate women (mean age = 20 years) who reflected on their experiences with teachers and school administrators during high school. Five discriminatory themes emerged, including body and tone policing, exceptionalism, tokenization, cultural erasure in the curriculum, and gatekeeping grades and opportunities. Three anti-racist themes emerged, including communicating high expectations and recognizing potential, challenging discrimination in the moment, and instilling racial and cultural pride. Our findings highlight the higher prevalence of discriminatory events compared to anti-racist teacher practices, as well as how the women’s high school experiences occurred at the intersection of race and gender. The Authors discuss the need to incorporate gender and sexism into discussions of anti-racist teacher practices to address Black girls’ experiences of misogynoir. We hope our findings contribute to educational initiatives that transform the learning landscape for Black girls by demonstrating how educators can eliminate pedagogical practices that harm their development.
14
Nabeela Nazly, Hafsah Batool Lahore,. "Developing a System for Teaching Effectiveness by Student Classification of Teacher Attributes at the University of Lahore College for Women University." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4925–35. http://dx.doi.org/10.17762/pae.v58i2.2890.
Full textAbstract:
As teaching effectiveness is crucial for achieving academic excellence, teachers' attributes contributing towards teaching effectiveness are worth exploring. This study examines 300 BS. Education and Economics students' perception of teachers' characteristics who have taught them. Accordingly, teachers are categorized based on scores of attributes obtained through student ratings. Association between teacher attributes and overall teaching effectiveness is found, and finally, a teaching effectiveness framework is designed based on characteristics, which were significantly associated with teaching effectiveness. The majority (>60%) of students rated all attributes under the medium category, with 54.64% and 50.61% of students placing (rating) overall teaching effectiveness under the high and medium sort respectively, with 17.61 % under the low category. Also, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 30 items under all attributes, 22 items significantly associated with teaching effectiveness were included in the teaching effectiveness framework. In light of the findings, we give teachers suggestions regarding their teaching attributes as perceived by students.
15
Ferreira Junior, Amarilio, and Marisa Bittar. "Krupskaya nos arquivos do National Union of Women Teachers." Revista HISTEDBR On-line 21 (August 2, 2021): e021036. http://dx.doi.org/10.20396/rho.v21i00.8660769.
Full textAbstract:
Este artigo tem o objetivo de apresentar ao público brasileiro o texto inédito de N. Krupskaya A word on class Education, que encontramos no Institute of Education da University College London (UCL) em março de 2019. Essa descoberta ocorreu durante uma pesquisa que realizávamos sobre a educação soviética em três arquivos específicos: Brian Simon Collection; Soviet Education (1959-1991) e Acervo do NUWT. Ao fazermos o levantamento de fontes primárias, descobrimos no arquivo do NUWT o texto escrito pela educadora russa em 1926. Sendo assim, neste artigo recompusemos as circunstâncias históricas que explicam a sua guarda pelo arquivo do NUWT; em seguida, tratamos da educação soviética na década de 1920 e, finalmente, analisamos o conteúdo do texto de Krupskaya, o qual traduzimos do inglês para o português e o apresentamos na íntegra como anexo para que possa ser consultado por outros pesquisadores.
16
Klochko, Larysa, and Olena Terenko. "Some Peculiarities of the First Women’s Colleges Functioning in the USA." Comparative Professional Pedagogy 9, no. 4 (December 1, 2019): 24–28. http://dx.doi.org/10.2478/rpp-2019-0033.
Full textAbstract:
AbstractThe function of the first women’s colleges in the USA is singled out. They expanded opportunities for women to get higher level of education, taking into account the fact that at that time women were not allowed to enter higher education establishments on equal footing with men. Some structural peculiarities of the first women’s colleges are viewed. By educational level colleges for women in that period were subdivided into two-year colleges, four-year colleges and universities. Financing peculiarities of the first women’s colleges in the USA are analysed. According to the source of financing colleges were private and public. The factors that led to the development of women’s education are analysed. Insufficient number of teachers in schools and widespread printed literature led to the need of involvement women in higher education. Teachers thought that intellectual abilities of men and women were equal, because women were not in social deprivation, and should participate fully in the life of civil society after obtaining knowledge in educational institutions. Due to scientific and technological revolution a number of devices that allow women to save time for economic affairs was worked out and, in turn, for this reason women could focus more on gaining knowledge for mastering future profession. The goals of women’s colleges establishment are analysed. Some teachers tried to train teachers, taking into account the shortage of teachers in schools due to expansion of the school network. Other teachers tried to give scientific and religious education and improve health of girls. The third group of teachers wanted to teach women self-education. The specifics of functioning of the first ɋatholic women’s colleges is analysed. Catholic leaders raised the question of expanding the network of Catholic women’s collegei due to insufficient number of religious teachers who have had some education level, because of the inability of church leaders to leave the church for educational services in colleges. In the USA, a peculiar feature of teaching in Catholic colleges was that the purpose of providing educational services was not only the development of intellectual abilities and training for future careers, but also spiritual development of students, which is the foundation of the Catholic faith.
17
Spillman, Scott. "Institutional Limits: Christine Ladd-Franklin, Fellowships, and American Women's Academic Careers, 1880–1920." History of Education Quarterly 52, no. 2 (May 2012): 196–221. http://dx.doi.org/10.1111/j.1748-5959.2011.00388.x.
Full textAbstract:
Christine Ladd-Franklin spent the first forty years of her life becoming one of the best-educated women in nineteenth-century America. She spent the rest of her life devising fellowship programs designed to enable educated women to have the same opportunities as men in their academic careers. “What law of nature is it,” Ladd-Franklin wondered in 1890, “that says that it is fitting for women to be the teachers of young persons of both sexes in preparatory schools, but that it is not fitting that they should teach young persons in college?” This supposed “law” hurt not only women who were qualified to be professors, like the scientist and mathematician Ladd-Franklin, but also the larger number of college-educated American women who turned to teaching in primary and secondary schools after graduation. As Ladd-Franklin explained, the difficulty women had in becoming professors had a profound effect on women who taught at lower levels. Because women were “thought to be not worthy of being college professors,” it was “impossible for them to receive equal pay with men in the secondary schools.” The solution to the problem of inequality in schools and colleges, Ladd-Franklin believed, lay in proving that individual women could perform as well as men; this “entering wedge” would prop open the door for future women. But as Ladd-Franklin's life and work show, there were limits to a strategy that focused on individuals in institutions.
18
Jane, Philip. "The Impact of Professional Music Diplomas on Women Music Teachers in Early Twentieth-Century New Zealand." Journal of Historical Research in Music Education 39, no. 2 (January 29, 2017): 148–70. http://dx.doi.org/10.1177/1536600617690003.
Full textAbstract:
At the end of the nineteenth century, music was an accomplishment that many women were encouraged to pursue. For some, this was merely an additional “ornament” to enhance marriage prospects, but a growing number took the opportunity to turn musical ability into a career option. A small group of musically educated women in New Zealand at the start of the twentieth century is studied. At this time, two British examining bodies, Trinity College, London, and the Associated Board, introduced professional diplomas as the culmination of their graded music exams. In their first five years, forty-five women were successful in these “higher examinations” and gained either an Associate from Trinity College (ATCL), or a Licentiate from the Associated Board (LAB). Armed with a prestigious qualification that granted the right to add “letters” after their name, some then followed a career as a teacher of music. Biographical details of each woman are explored and compared to see if any reasons can be found to explain why some continued with music while others didn’t. Similarities as to family and social background are revealed, while the main reason for not continuing with a musical career appears to be the intervention of marriage and family commitments.
19
Sharma, Shaveta, and Ravinder Kaur. "A Comparative Study of Psycho-social Problems of School and College Women Teachers." Educational Quest- An International Journal of Education and Applied Social Sciences 8, no. 1 (2017): 183. http://dx.doi.org/10.5958/2230-7311.2017.00027.7.
Full text
20
Erdreich, Lauren. "Sacralized citizenship: women making known selves in an Islamic teachers’ college in Israel." International Journal of Qualitative Studies in Education 28, no. 4 (May 22, 2014): 415–36. http://dx.doi.org/10.1080/09518398.2014.916001.
Full text
21
Sullivan, Jill M. "Women Music Teachers as Military Band Directors during World War II." Journal of Historical Research in Music Education 39, no. 1 (January 18, 2017): 78–105. http://dx.doi.org/10.1177/1536600616665625.
Full textAbstract:
The purpose of this study was to determine how women music teachers became the United States’ first female military band directors. Interviews with seventy-nine World War II military bandswomen revealed that seven of the ten chosen female directors were music teachers prior to their enlistment in the Army, Coast Guard, or Marines—band and orchestra teachers, music supervisors, and a college professor. Six of those seven directors are included in this study. Research questions pertained to their childhood music education, formal schooling, music-teacher employment, why they quit teaching to enlist, military education, military leadership and performance experiences, how they continued music making after the war, and the meaning of this experience for their lives. Corroboration of interview responses with primary and secondary sources—census data, school records, city directories, social security index, newspaper articles, photographs, diaries, military documents, military and WWII books—revealed that these music educators had accurate memories, outstanding music education and performance backgrounds, substantial leadership experiences, and diverse musical backgrounds that made them good choices for leading military bands and ensembles. All were part of significant firsts for women in the military. Near the end of their lives, they believed that their service as a military band director and musician had substantial impact on their lives and in some cases valued as “the most important” experience of their lives.
22
Liang, Xiao, and Oscar O. Bautista. "Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory." Work 69, no. 2 (June 24, 2021): 543–57. http://dx.doi.org/10.3233/wor-213498.
Full textAbstract:
BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P < 0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P < 0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P < 0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P < 0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.
23
Muhonen, Tuija. "Exploring gender harassment among university teachers and researchers." Journal of Applied Research in Higher Education 8, no. 1 (February 1, 2016): 131–42. http://dx.doi.org/10.1108/jarhe-04-2015-0026.
Full textAbstract:
Purpose – The purpose of this paper is to examine the prevalence of gender harassment and how it is related to different organisational factors, ill-health and job satisfaction among women and men working as university teachers and researchers. Design/methodology/approach – A web questionnaire was conducted in a university college in South Sweden. The final sample consisted of 322 participants, 186 women and 136 men. Findings – The results showed that gender harassment was more prevalent among women than men, and among senior lecturers and professors than lecturers. Gender harassment was associated with high job demands, less fair leadership style of the immediate manager and job dissatisfaction for both women and men. For women, there was also an association between gender harassment, ill-health and gender of the immediate manager. For men, poorer social organisational climate was related to gender harassment, but contrary to women, gender harassment was not related to the gender of the immediate manager. Research limitations/implications – Even though the research was conducted only in one university, the results imply that gender harassment can have negative consequences for teachers and researchers. As the immediate manager’s leadership style seems to be associated with the occurrence of gender harassment, universities should take this into consideration in their leadership programs. Originality/value – The paper highlights gender harassment, a subtle form of sexual harassment, among university teachers and researchers.
24
Skeen, Patsy, Bryan E. Robinson, and Mick Coleman. "Gender-Role Attitudes of Professional Female Educators toward Men in Early Childhood Education." Psychological Reports 59, no. 2 (October 1986): 723–30. http://dx.doi.org/10.2466/pr0.1986.59.2.723.
Full textAbstract:
A national random sample of women working in early childhood education was drawn from the membership of the National Association for the Education of Young Children to assess their attitudes toward the suitability, professional practice, and administrative capabilities of men in early childhood education. Past work experience with a male preschool teacher was a consistent indicator of a lack of stereotyped attitudes toward men in the early childhood field. Also, college professors and researchers were less stereotyped in their attitudes concerning the suitability of male preschool teachers than were either classroom teachers, other persons with direct child contact, or administrators. Implications for changing attitudes toward males in early childhood education are discussed in relation to these findings.
25
Mir Ahmad Shah, Dr. Syed Munir Ahmad, and Dr. Khisro Kaleem Raza. "Support and Challenges during Teaching Practicum: A Survey of B. Ed (Hons) Prospective Teachers of Public Universities of Khyber Pakhtunkhwa." sjesr 3, no. 3 (September 29, 2020): 204–11. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(204-211).
Full textAbstract:
Teaching practicum is an essential and mandatory component of any teacher education program, which is also manifested from the weightage given to it in the B.Ed. (Hons) scheme of studies. This paper explores perceptions of prospective teachers about support and challenges during teaching practicum in public universities of Khyber Pakhtunkhwa. The study also sought to explore the concerns of prospective teachers of the school environment and staff, mentoring and cooperative teachers’ support, and classroom management during teaching practicum placement. Following a quantitative approach, data were collected through purposive sampling technique, using an adapted form of the Extended Practicum Learning Environment Inventory (EPELI). The study included participants from three public sector universities, namely the University of Peshawar, Islamia College University Peshawar, and Shaheed Benazir Bhutto Women University Peshawar. The findings show that prospective teachers received support from their mentors, peers, and school administration. The results also show that that prospective teachers faced various challenges during teaching practicum, which included mentor support, teaching anxiety, coping with mischievous students, lack of support from para-teaching staff at schools, and lack of involvement in school administrative matters. For improving the quality of teaching practicum at schools, proper school – college partnerships must be maintained, structures of school-based professional support are properly and professionally developed and maintained, and a deeper awareness of learner-cantered pedagogy is enacted.
26
Tomotake, Masahito, Takashi Harada, Yasuhito Ishimoto, Tetsuya Tanioka, and Tetsuro Ohmori. "Temperament, Character, and Eating Attitudes in Japanese College Women." Psychological Reports 92, no. 3_suppl (June 2003): 1162–68. http://dx.doi.org/10.2466/pr0.2003.92.3c.1162.
Full textAbstract:
The present study investigated associations between dimensions of personality characteristics and eating attitudes in Japanese college women. 91 college women with a mean age of 20.7 yr. ( SD ! 2.3 yr.), attending a School of Nursing or a School for Kindergarten Teachers, voluntarily responded to the Japanese version of the Temperament and Character Inventory and the Eating Attitudes Test. A significant positive correlation was found between the scores on the Temperament and Character Inventory subscale of Harm Avoidance and the Eating Attitudes Test total scores (Spearman ρ = .24, p ! .02) and the scores on the Eating Attitudes Test subscale of Food Preoccupation (Spearman ρ = .33, p ! .002). The scores on the Temperament and Character Inventory subscale of Self-directedness showed significant negative correlations with the Eating Attitudes Test total scores (Spearman ρ = –.35, p ! .001) and the scores on the Eating Attitudes Test subscales of Dieting (Spearman ρ = –.29, p ! .005) and Food Preoccupation (Spearman ρ = –.43, p = .0001). The present results suggest that Japanese college women who score high on Harm Avoidance and low on Self-directedness may be more likely to develop inappropriate eating attitudes.
27
Mičiulienė, Rita, and Nijolė Čiučiulkienė. "A PARADIGM SHIFT IN HIGHER EDUCATION TEACHERS’ TEACHING STYLE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 442–53. http://dx.doi.org/10.17770/sie2021vol1.6268.
Full textAbstract:
The shift in the educational paradigms, changing the conceptual foundations of studies, forces us to take a closer look at the ability of Lithuanian higher education teachers to establish in practice the new education paradigm modelled on the theoretical foundations of the reform. The study investigates the teaching styles of higher education teachers (N 297) in four universities of applied sciences and the correlation between teachers’ teaching style, demographic factors and self-assessed didactic competence. The study findings led to the conclusions highlighting the following statements: although there is no prevailing teaching style, most college teachers work employing the interaction paradigm. The results also indicated that women show more support to learning paradigm than men; young teachers (25-35 years old) having assistant positions prefer the teaching paradigm more than teachers of other age and position groups; the representatives of technological sciences are more inclined to the teaching paradigm, while humanities – to interaction paradigm; the teachers who assess their didactic competence highly follow the interaction paradigm in their teacher-student relationship, and low - the teaching paradigm. Though the findings of this study allow capturing a larger shift towards the interaction paradigm, teacher continuing development programmes and support are necessary for higher education teachers. The further research is needed to deepen and extend the findings of this study as well.
28
Thomas, J. B. "University College, Bristol: pioneering teacher training for women." History of Education 17, no. 1 (March 1988): 55–70. http://dx.doi.org/10.1080/0046760880170104.
Full text
29
Adediran, Elizabeth Morenikeji Titilayo, and Albert Oluyomi Kehinde. "Gender and Internet Use Pattern of Pre-Service Teachers in Nigerian College of Education." International Letters of Social and Humanistic Sciences 19 (December 2013): 66–75. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.66.
Full textAbstract:
The gender gap is a critical challenge that threatens to leave millions of women and girls behind in an increasingly globally connected world. This study sets out to investigate Internet Use Patterns among Student Teachers in a Nigeria College of Education with a view to determine the type of use made of the Internet by the student teachers and investigate the effect of gender on the use of the Internet by the student teachers. The questionnaire known as Internet Use questionnaire was administered to final year students of Federal College of Education, Abeokuta. The results indicate that getting information for school work, communication, chatting and social networking are the major use to which the participants put the internet. It also indicates that gender affects both use and feeling of pre-service teachers about the internet. This implies that gender is a major factor to be considered in use of as well as feeling about the internet.
30
Stephens, Kat J. "Just a Unicorn." JCSCORE 6, no. 1 (July 15, 2020): 211–16. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.211-216.
Full textAbstract:
Kat J. Stephens is a higher education Ph.D. student at University of Massachusetts Amherst. She’s earned a Master of Education from Teachers College, Columbia University, in Higher & Postsecondary Education. Her larger research interests are social justice & identity development. As an Afro-Guyanese immigrant, her research interests reflects: Caribbean students, Afro-Caribbean racial identity formation, transnationalism, Black women students with ADHD & Autism, & gifted community college & transfer students. Her work here is inspired by her life and those of other Black women & girls in educational spaces. This poem serves to highlight her frustrations, while encouraging Black women to take space in disability centered environments, and universities to adequately support such individuals.
31
de la Iglesia, Guadalupe, Juliana Beatriz Stover, and Mercedes Fernández Liporace. "Perceived Social Support and Academic Achievement in Argentinean College Students." Europe’s Journal of Psychology 10, no. 4 (November 28, 2014): 637–49. http://dx.doi.org/10.5964/ejop.v10i4.777.
Full textAbstract:
This research aimed at describing perceived social support and its relation to academic achievement in a sample of 760 Argentinean college students. Perception of social support was assessed in terms of four possible sources: parents, teachers, classmates, and boyfriend/girlfriend or best friend. Academic achievement was measured using three different indicators: the rate of passed, failed and dropped classes in the time since the academic career was initiated. The main hypothesis posed was that a higher perception of social support would be related to a better academic achievement (a bigger rate of passed classes, and a smaller rate of failed and dropped classes). Findings showed that women perceived significantly more support than men from all sources, except from teachers. Both males and females perceived more support from best friends or boyfriends/girlfriends, and identified teachers as the less supportive source. A higher perception of social support was associated with better academic achievement but only for females. Limitations of the study and implications for the set in motion of different interventions in the academic field, which could be specific to certain type of students, are discussed.
32
Sandiford, Carmel. "The enculturation of pre-service Emirati English language teachers." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 1 (May 6, 2014): 2–16. http://dx.doi.org/10.1108/ebs-09-2013-0036.
Full textAbstract:
Purpose – This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates. Design/methodology/approach – Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program. Findings – The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers. Research limitations/implications – The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken. Originality/value – There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.
33
Carter, Stacy L. "College Students' Acceptance of Potential Treatments for ADHD." Psychological Reports 97, no. 1 (August 2005): 258–64. http://dx.doi.org/10.2466/pr0.97.1.258-264.
Full textAbstract:
The purpose of the current study was to investigate the influence that the professional occupation of a consultant making a treatment recommendation may have on college students' (82 women and 52 men) acceptance of a proposed treatment for a child displaying characteristics of Attention Deficit/Hyperactivity Disorder. Consultants were special education teachers, school psychologists, or physicians. The study also examined college students' ratings of treatment acceptability associated with three frequently implemented interventions of either nonspecific medication, token economy with response cost, or time-out for children with characteristics of Attention Deficit/Hyperactivity Disorder. Analysis indicated college students found a token economy intervention was the least acceptable recommendation by a physician.
34
Mangal, Aarti. "A century of teacher education in India: 1883-1985." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 263–85. http://dx.doi.org/10.14516/ete.231.
Full textAbstract:
Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.
35
Lindstrom, Lauren, Robin M. Harwick, Marcus Poppen, and Bonnie Doren. "Gender Gaps." Career Development and Transition for Exceptional Individuals 35, no. 2 (January 2012): 108–17. http://dx.doi.org/10.1177/2165143412437737.
Full textAbstract:
Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.
36
Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (May 27, 2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.
Full textAbstract:
Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
37
Maskiell, Michelle. "Social Change and Social Control: College-Educated Punjabi Women 1913 to 1960." Modern Asian Studies 19, no. 1 (February 1985): 55–83. http://dx.doi.org/10.1017/s0026749x00014554.
Full textAbstract:
Kinnaird College alumnae who did not work often expressed regret for having been ‘just’ wives and mothers, and a feeling of not having lived up to expectations. In some cases, these women's parents planned for them to have professional careers, but more often, such women mentioned the expectations of their college teachers that alumnae would contribute to their society in some concrete way.Educated women, in short, left Kinnaird with a sense that their education implied obligations to society. Women with careers, whether or not they had married, were satisfied that they had ‘used’ their educations fittingly. Women without careers often expressed dissatisfaction, at least to a foreign observer, butat the same time, they justified their education by pointing with pride to the way they had reared their own children, recognizing that mothers are active transmitters of social identities within the family. Alumnae who remained in primarily domestic roles as wives and mothers frequently expanded their world to include non-domestic social work and other activities beyond their immediate kin group.
38
Elisken, Silviana, and Ola Rongan Wilhemus. "PEMAHAMAN DAN PENGHAYATAN MAHASISWA STKIP WIDYA YUWANA TERHADAP VISI, MISI DAN TUJUAN STKIP WIDYA YUWANA." JPAK: Jurnal Pendidikan Agama Katolik 19, no. 2 (September 28, 2019): 44–49. http://dx.doi.org/10.34150/jpak.v19i2.228.
Full textAbstract:
College of Teacher Training and Education (STKIP) Widya Yuwana Madiun is an educational institution that forms Catholic Catechists and Teachers. College students are educated and nurtured to become candidates for catechists and religion teachers in accordance with the Vision and Mission of "Superior and Contextual".
Research in this scientific work uses quantitative research methods. Research data is collected and analyzed quantitatively or statistically. The study was conducted on November 15, 2018 (preliminary study) and March 18-22 2019 (questionnaire test) on the campus of STKIP Widya Yuwana. Data collection is done by sharing questionnaires to be filled by college students. Respondent samples in this study amounted to 132 (one hundred thirty two) respondents consisting of 54 (fifty four) men and 78 (seventy eight) women. The technique of selecting respondents used a simple random sampling technique.
The results of research data analysis on understanding and apreciation of Vision, Mission and Objectives of STKIP Widya Yuwana revealed that out of 132 (one hundred thirty two) respondents, 114 (86.4%) respondents stated that they were very understanding and live the vision and mission, and 17 (12.9%) the respondents stated that they understood and lived the Vision, Mission and Objectives of STKIP Widya Yuwana. Based on the results of the study, it can be concluded that, the majority of respondents understand and appreciate well the vision, mission and objectives of STKIP Widya Yuwana. The presentation of the results of the college students' understanding and appreciation of the vision, mission and objectives of the STKIP Widya Yuwana Campus can be improved through socialization at each campus activity.
39
Dunn, Kerri F., and Gloria Cowan. "Social Influence Strategies Among Japanese and American College Women." Psychology of Women Quarterly 17, no. 1 (March 1993): 39–52. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00675.x.
Full textAbstract:
Social influence strategies of 40 Japanese and 41 American college women were compared. With the use of a free-response format, respondents were asked to describe how they get their way with their mother, father, male teacher/boss, female teacher/boss, male friends, and female friends. Contrary to expectations, content analysis indicated that Japanese women reported using strong and neutral strategies more frequently and weak strategies less frequently than American women. American women used manipulation (especially sexual manipulation) more frequently and reasoning less frequently than Japanese women. Analyses by target of influence indicated that these differences were not found when the target was a female friend but were demonstrated across most of the other targets.
40
GANDA, Danielle Ribeiro, and Evely BORUCHOVITCH. "Self-handicapping strategies for learning of preservice teachers." Estudos de Psicologia (Campinas) 32, no. 3 (September 2015): 417–25. http://dx.doi.org/10.1590/0103-166x2015000300007.
Full textAbstract:
The aim of the study was to investigate self-handicapping strategies applied by students in an academic context and to analyze the relationship between the use of these strategies and the students' gender, age and course year. The sample consisted of 164 students of both genders aged 18 to 48 years and enrolled in the second and fourth years of the undergraduate program in pedagogy at Brazilian public universities. The data were collected through open-ended questions and a self-reported Likert scale instrument. Students reported applying several self-handicapping strategies, such as procrastination and not reading the recommended texts. Young students and women reported a more frequent use of these strategies. The importance of identifying the self-handicapping behavior of college students is discussed in this article.
41
Dr. M. Venkataramanan, Dr M. Venkataramanan, and N. Abirami N. Abirami. "A Study on Work-Life Balance of Women Teachers in Arts and Science Colleges in Tamil Nadu." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 108–10. http://dx.doi.org/10.15373/2249555x/nov2013/35.
Full text
42
Madsen, Clifford K., and Carl B. Hancock. "Support for Music Education: A Case Study of Issues Concerning Teacher Retention and Attrition." Journal of Research in Music Education 50, no. 1 (April 2002): 6–19. http://dx.doi.org/10.2307/3345689.
Full textAbstract:
This study is an investigation of several issues relating to teacher retention and attrition. In the spring of 1995, a questionnaire was sent to 225 certified teachers who had all finished a BME during the past 10 years and graduated from the same university. Results indicated that of the senders of 137 returned responses, 24 (17.5%) had chosen not to teach at that time. Specific questions concerned demographic data including years of teaching, area of specialization, amount of professional development, and especially the degree of perceived support received from administration, school, and parents. Retention of this same sample was investigated 6 years later, indicating that 34.4% of the individuals were no longer teaching at the K-college level, well below the average rate of attrition for teachers in other subject areas. Music teachers remaining in the field in 2001 held more positions prior to 1995 than those no longer teaching and regularly participated in professional development activities. Subjects' comments revealed that personal reasons and administrative support concerns were given as the primary rationale for discontent with the education profession. Analysis of gender patterns revealed that women and men leave the profession at different times during the first 10 years of their careers. Implications for teacher training as well as areas of further research are discussed.
43
Pithon, Matheus Melo, Rogério Lacerda dos Santos, Pedro Henrique Bomfim Magalhães, and Raildo da Silva Coqueiro. "Brazilian primary school teachers' knowledge about immediate management of dental trauma." Dental Press Journal of Orthodontics 19, no. 5 (October 2014): 110–15. http://dx.doi.org/10.1590/2176-9451.19.5.110-115.oar.
Full textAbstract:
OBJECTIVE: To assess the level of knowledge of primary school teachers in the public school network of Northeastern Brazil with respect to management of dental trauma and its relationship with prognosis. METHODS: A questionnaire was applied to 195 school teachers of public schools in Northeastern Brazil. The questionnaire comprised 12 objective questions about dental trauma and methods for its prevention and management. Data were submitted to chi-square test and Poisson regression test (P > 0.05). RESULTS: Out of the 141 teachers who responded the questionnaires, the majority were women (70.2%) and most of them had experienced previous dental accidents involving a child (53.2%). The majority (84.4%) had incomplete college education and few were given some training on how to deal with emergency situations during their undergraduate course (13.5%) or after it (38.3%). Their level of knowledge about dental trauma and emergency protocols showed that unsatisfactory knowledge level was associated with the male sex: 46% higher for men in comparison to women (P = 0.025). CONCLUSIONS: Approximately half of teachers evaluated had unsatisfactory knowledge about dental trauma and emergency protocols, with female teachers showing more knowledge than men.
44
Williamson, Kay M. "The Ivory Tower: Myth or Reality?" Journal of Teaching in Physical Education 9, no. 2 (January 1990): 95–105. http://dx.doi.org/10.1123/jtpe.9.2.95.
Full textAbstract:
Teacher educators often are criticized because it is felt that they live in an ivory tower and are out of touch with the current realities of public schools. This paper describes how physical education teacher educators perceive their relationship with public school professionals. Fifteen participants were interviewed from both university and college settings, eight women and seven men. They were interviewed on three occasions, each interview lasting from 60 to 90 minutes. A common thread connecting the experiences of the participants was their awareness of an implicit hierarchy between the status of individuals employed in schools and those in universities. This creates a social barrier that teachers and professors alike must confront if they are to achieve functional parity or any degree of mutual comfort in collaborative relationships.
45
Sadiq, Assist Prof Dr Baan Jafar. "The Effect of Vocabulary and Dictation ESP programme on Iraqi Students’ Achievement at College of Physical Education for Women." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 220, no. 1 (September 1, 2017): 25–42. http://dx.doi.org/10.36473/ujhss.v220i1.467.
Full textAbstract:
The research is an attempt to investigate experimentally the effect of vocabulary and dictation ESP programme on Iraqi students’ achievement at College of Physical Education for Women. The learners have to know what a word means and what it look like. These are obvious aspects in teaching foreign language and teachers need to make sure that both these aspects are accurately learned.
The sample of the present research is (46) students of first year stage, College of Physical Education for Women, University of Baghdad. At the academic year 2012- 2013.
It is hypothesized that there are no significant differences between the experimental group taught ESP by vocabulary and dictation programme (Sadiq ,2012) and control group taught ESP with traditional English Course (Sadiq, 2010) in pre and post tests.
To fulfill the aim of the research an experiments has been designed with two groups of students chosen randomly. Both groups were matched in the subjects’ achievement in English for previous academic year (2011-2012). Both groups have tested in pre and post tests. The experiment lasted nine weeks.
After analyzing the results statistically, it has been found that there are significant differences between the two groups in pre- test as well as post test. This indicates that using the vocabulary and dictation programme is more effective in teaching these two skills. Accordingly, the null hypotheses have been rejected.
Finally, English teachers at College of Physical Education are recommended to use the programme to improve the students’ achievement in vocabulary and dictation skills.
46
Cant, Stephanie. "Women Composers and the Music Curriculum." British Journal of Music Education 7, no. 1 (March 1990): 5–13. http://dx.doi.org/10.1017/s0265051700007476.
Full textAbstract:
Despite the long-established move towards the inclusion of composition as an element of music in schools, many teachers continue to be wary of it. Lack of confidence amongst women music teachers in their own abilities as composers may be a key to this situation. It is suggested that this arises as a result of rarely seeing music by women composers played and studied with the same attention afforded to music written by men. The popular mythology that only men have the ability to compose is challenged, and an argument is made for the inclusion of music by women composers (past and present) in the curriculum of schools and colleges. Practical suggestions are made as to how this can be achieved despite the current lack of resources.
47
Wexelbaum, Rachel. "Book Review: Women in American History: A Social, Political, and Cultural Encyclopedia and Document Collection." Reference & User Services Quarterly 57, no. 1 (October 9, 2017): 72. http://dx.doi.org/10.5860/rusq.57.1.6465.
Full textAbstract:
To this day, high school and college students rarely learn about the role of women in American history, cultures, or politics. Teachers and textbooks still focus predominantly on the white Christian heterosexual males that continue to take most of the credit for building the United States of America. While it is fact that, for most of American history, only white men could own land, vote, and serve in government, women of all races, religions, and sexual orientations have done a great deal to advance American culture, fight for justice, and impact the laws, businesses, scientific research, and education systems that have developed in the United States over time.
48
Hossain, Md Amir. "Empowering Bangladeshi Female Teachers through Ibsen’s A Doll’s House." Studies in Linguistics and Literature 3, no. 1 (January 23, 2019): 57. http://dx.doi.org/10.22158/sll.v3n1p57.
Full textAbstract:
<em>The term, “empowerment” is undoubtedly a debating issue to many critics, scholars, politicians, academicians, practitioners, feminists, researchers, and litterateurs around the world; it is difficult to define in a practical sense. This study would like to apply this term with a view to empowering Bangladesh’s female teachers. And, the term, “empowerment” would be connected with women empowerment in the Bangladesh Perspective to clarify the discussion of this study. Truly speaking, Ibsen’s A Doll’s House bears the everlasting testimony of a feminist play around the planet. Though Ibsen’s outstanding creation of Nora’s character is still a globally controversial question, but to womankind, she is regarded as a model of freedom, power, and protect. In Bangladeshi colleges and universities, the participation of women is on the increase day by day across the country. Many of them are keenly interested in teaching profession, especially Bengali and English literature. It is interesting to note that many female teachers are very much eager to teach and carry out their scientific research project on A Doll’s House in the light of Bangladesh. They would like to find out an innovative and potential aspect of contemporary women’s issues differently through an epoch making creation of Ibsen’s female character, Nora. Some of female teachers regard Nora as an inspiration of women empowerment in the Bangladesh perspective. They have a popular notion that Nora is not only for the Scandinavian women, but also for Bangladeshi. In this regard, the researcher would like to frame Nora as a pioneer of women empowerment to Bangladeshi female teachers. Moreover, this study would like to examine how Ibsen’s A Doll’s House is now being evaluated, learnt, and taught in the Bangladeshi colleges and universities.</em>
49
Stevens, Robin S. "Pathfinder and Role Model: Ada Bloxham, Australian Vocalist and Tonic Sol-fa Teacher." Journal of Historical Research in Music Education 39, no. 2 (January 18, 2017): 131–47. http://dx.doi.org/10.1177/1536600616669360.
Full textAbstract:
The Australian mezzo-soprano Ada Beatrice Bloxham (1865–1956) was the inaugural winner (in 1883) of the Clarke Scholarship for a promising musician resident in the Colony of Victoria to study at the Royal College of Music in London. She was the first Australian to enrol at the Royal College of Music and to graduate as an Associate of the College in 1888, and she was the first woman to be awarded a Fellowship of the Tonic Sol-fa College, London, also in 1888. After a period teaching and performing in Japan (1893–1899), she married and lived variously in South Africa, England, and France, returning to Australia in 1927. Due most probably to her marriage and family responsibilities, she appears not to have achieved her full potential as a performer and teacher. Nevertheless, Bloxham is worthy of recognition as having gained success as a musician and educator both in her native Australia and abroad during her early and middle years, and as a pathfinder and role model for other women during the early years of their musical careers.
50
Krishnakumar, Sheeja. "Significance of Job Satisfaction Among Academicians." SDMIMD Journal of Management 6, no. 1 (March 1, 2015): 40. http://dx.doi.org/10.18311/sdmimd/2015/3963.
Full textAbstract:
In the present scenario, human resource managers face more challenges as many changes are happening in the present working and external environment. The entry of women into the work force has created an imbalance in the family and in the work place. When an increase in number of women joining the paid workforce, there is an increase in demand for the workplace flexibility, also demand for childcare and eldercare facility. In order to stabilize it or to reduce the imbalance many policies have been designed to balance personal and professional life for the employees. Some of the changes brought in the work place helped to increase job satisfaction, lessen absenteeism, increase productivity and help to retain the employees and found enhanced commitment towards the organization. There is a general perception that imbalance in the educational institutions for teachers are very less compared to other professions. But, studies have shown different results based on the various variables taken into consideration. This study is undertaken to explore the interference of work into the family life and the family aspects into the work for the teachers especially who teaches in the higher classes. The data is collected from women and men teachers to find out whether there is an imbalance in their life and its effect on job satisfaction. The data is collected from selected established colleges that run pre-degree courses. It is decided to collect the data from married male and female teachers with at least one kid. It is expected that this study will able to throw light on job satisfaction and work life balance among the teachers who are teaching in the higher classes. The expectations of teachers with different age, experience, income etc can be understood in detail. The findings of the study can be considered for designing future work-life balance policies and programmes for the teaching fraternity.