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Relevant bibliographies by topics / Women college teachers China

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Academic literature on the topic 'Women college teachers China'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Women college teachers China"

1

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.

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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.

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Broaded, C. Montgomery, and Chongshun Liu. "Family Background, Gender and Educational Attainment in Urban China." China Quarterly 145 (March 1996): 53–86. http://dx.doi.org/10.1017/s0305741000044131.

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Substantial gender imbalances in Chinese higher education and in the urban occupational structure are widely recognized.1 Women comprise only about one–third of students in colleges and universities, and they tend to be concentrated in particular types of institutions, such as teacher training colleges, and departments such as humanities, while men predominate in the scientific and engineering fields that have served as the primary avenues for upward occupational and political mobility. In the urban workforce, men are overrepresented in state–run factories and in positions of authority and expertise generally, while women are overrepresented in the collective sector, medium and light industry, and in the lower clerical and service sectors. These circumstances are the result of pervasive societal sorting processes which begin much earlier in life than sitting for the college entrance exams or entering the labour force, and which channel girls and boys towards different if partially overlapping futures. The research we report here on the determinants of educational attainment at the senior high school level helps to shed light on processes of gender differentiation and stratification in urban China.

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Mashevskyi, Oleh, and Olga Sukhobokova. "“American Talks” – Educational and Scientific Project of the Ukrainian Association for American Studies and the Faculty of History of Taras Shevchenko National University of Kyiv." American History & Politics Scientific edition, no. 8 (2019): 88–97. http://dx.doi.org/10.17721/2521-1706.2019.08.09.

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The article deals with the educational project «American Talks», implemented during 2018-2019 by the non-governmental organization Ukrainian Association for American Studies and the Department of Modern and Contemporary History of Foreign Countries of the Faculty of History, Taras Shevchenko National University of Kyiv. A series of meetings, lectures, discussions on topical issues of American history and politics, Ukrainian-American relations, the place of personality in the modern world, the formation of leaders and their role in American society are covered. Lecture-discussion «Education at American Universities» by Associate Professor Alexander Komarenko was devoted to discussing opportunities for Ukrainian youth to study at American universities, financing American university education, system of management and coordination of educational projects, correlation of local and federal educational systems. The event in the Framework event within the American Talks project, organized by the Chairman of the Board of NGOs Ukrainian Association for American Studies, Associate Professor Makar Taran, on «The USA and China in the 21st Century: Global Competition of the Superpower of the Present and the Superpower of the Future», was devoted to the most important aspects of the current relations between the two superpowers, prospects for their development and the implications of these processes for international relations. It was emphasized that the US-China relations are the most important bilateral relations of global importance and their significance for the whole world, and for Ukraine in particular, will only grow. An opportunity to become a woman in the American society as an individual, her prospects for education and professional development, and family attitudes toward women who have a successful career was addressed by an event titled «Women’s Careers in the United States: Benefits, Challenges, Opportunities» with American filmmaker, lawyer Sharon Rowven, and producer, director and screenwriter Andrea Blaugrund Nevins. In May 2019, at the Faculty of History of Taras Shevchenko National University of Kyiv, a lecture-discussion was held by a well-known American journalist, a civil servant of Ukrainian descent, ex-director of the Ukrainian Voice of America service, Adrian Karmazin. This meaningful event was attended by students, studying under the American and European Studies program, as well as alumni, teachers of History Faculty, representatives of the Ukrainian Association for American Studies, specialists in international relations and counteraction to Russian hybrid information warfare against Ukraine. Ukrainian-American Educational Dialogue – a discussion about university-based humanitarian education in Ukraine and the USA between students and teachers of the American and European Studies program at the Taras Shevchenko National University and Nazareth College (State of New York, USA), aimed at informing US colleagues about the history and current development of Ukrainian university education, sharing experience in higher education in the humanities and discussing prospects for cooperation.

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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 4." Higher Education Studies 9, no. 4 (November 29, 2019): 226. http://dx.doi.org/10.5539/hes.v9n4p226.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 4 Abdelaziz Mohammed, Albaha University, Saudi Arabia Alina Mag, University Lucian Blaga of Sibiu, Romania Ana Maria Carneiro, University of Campinas, Brazil Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arwa Aleryani, Saba University, Yemen Aynur Yürekli, İzmir University of Economics, Turkey Bahar Gün, İzmir University of Economics, Turkey Bo Chang, Ball State University, USA Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Donna.Smith, The Open University, UK Geraldine N. Hill, Elizabeth City State University, USA Hüseyin Serçe, Selçuk University, Turkey Jisun Jung, University of Hong Kong, Hong Kong Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laith Ahmed Najam, Mosul University, Iraq Lung-Tan Lu, Fo Guang University, Taiwan Mei Jiun Wu, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Najia Sabir, Indiana University Bloomington, USA Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria Prashneel Ravisan Goundar, Fiji National University, Fiji Qing Xie, Jiangnan University, China Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Sadeeqa Sadeeqa, Lahore College For Women University Lahore, Pakistan Samuel Byndom, Parkland College, USA Semiyu Adejare Aderibigbe, American University in the Emirates, UAE Suat Capuk, Adiyaman University, Faculty of Education, Turkey Teguh Budiharso, Center of Language and Culture Studies, Indonesia Tuija A. Turunen, University of Lapland, Finland Xiaojiong Ding, Shanghai Normal University, China Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

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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.

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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.

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Yu, Xia. "College English Teachers in China: Developments, Crisis and Solutions." Humanities and Social Sciences Letters 7, no. 4 (2019): 238–45. http://dx.doi.org/10.18488/journal.73.2019.74.238.245.

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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.

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Song, Chang. "Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1315–28. http://dx.doi.org/10.2224/sbp.2016.44.8.1315.

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Using social exchange theory and the social constructivist theory of emotion, I examined the relationship between supervisors' paternalistic leadership and college English teachers' teaching efficacy in China, as well as the roles emotional creativity and professional identity played in this relationship. Participants were 674 teachers of English at 30 colleges in China. Results of factor and correlation analyses, structural equation modeling, and regression analysis revealed that supervisors' paternalistic leadership had significantly positive effects on teachers' teaching efficacy, and that teachers' professional identity had a meditating effect in the relationship between paternalistic leadership and teaching efficacy. In addition, teachers' emotional creativity positively moderated the relationship between supervisors' paternalistic leadership and teachers' teaching efficacy, and emotional creativity acted as a mediated moderator of the link between these two variables. My findings contribute to comprehension of the effect mechanism of supervisors' paternalistic leadership on teachers' teaching efficacy.

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Zhou, Yan, and Jinfeng Zhao. "Three Primary Tasks of the First College English Class in China." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2186. http://dx.doi.org/10.17507/tpls.0611.16.

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College English is a compulsory course for college students in China, which has a far-reaching influence on students’ further study and job development. How to conduct the first class of college English well is a tough task for college English teachers. For the success of the first class of college English, teachers should stimulate students’ learning motivation, introduce the characteristics and requirements of college English and raise students’ awareness of learning strategy and learner autonomy.

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Gao, Lianli. "COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 47–62. http://dx.doi.org/10.33225/pec/13.51.47.

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The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactions between CECR and themselves. Additionally, some aspects of the work of Bourdieu and Bernstein are taken to analyse and interpret the issues. The findings show that CECR gives the impression of being forward-looking, making reference to contemporary English language teaching (ELT) concepts. This leaves a great deal of freedom for individual universities to flesh out the details and adapt the content to their own contexts. However, teachers feel either frustrated with the lack of real change in the syllabus or threatened by new challenges such as the emphasis on speaking and listening for which they believe they have not been adequately prepared. Key words: College English Curriculum Requirements, tertiary English teaching.

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Dissertations / Theses on the topic "Women college teachers China"

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Zhang, Lili. "Stress and coping among women academics in research universities of China /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.

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Zheng, Runping. "Chinese academic women in economic transformation." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.

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Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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張莉莉 and Lili Zhang. "Stress and coping among women academics in research universities of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29866248.

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Donnelly, Lisa Chere'. "Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.

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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.

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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.

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Cao, Ruifang McCarthy John R. "American perceived satisfaction with the initial teaching experience in China between 1980 and 1989." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227160.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 9, 2006. Dissertation Committee: John McCarthy (chair), Ronald S. Halinski, Ronald J. Baker, Mark A. Plummer, JoAnn S. McCarthy. Includes bibliographical references (leaves 114-118) and abstract. Also available in print.

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Fung, Suk-kam Wendy, and 馮淑琴. "A study of the relationships between school teachers and college student teachers in the practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956397.

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Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /." Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.

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Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.

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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.
Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.

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Books on the topic "Women college teachers China"

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Kirk, Florence Ada. Sunshine and storm: A Canadian teacher in China, 1932-1950. Victoria, B.C: Kuai-lo Books, 1991.

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Carolyn, Wakeman, ed. To the storm: The odyssey of a revolutionary Chinese woman. Berkeley: University of California Press, 1985.

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Hayder, Mo. The devil of Nanking. New York: Penguin/Grove Press, 2006.

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Hayder, Mo. Ác quỷ Nam Kinh. Hà Nội: NXB Văn học, 2008.

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Hayder, Mo. The devil of Nanking. New York: Penguin/Grove Press, 2006.

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Hayder, Mo. The devil of Nanking. New York: Penguin/Grove Press, 2006.

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Nihon no fujin kyōshi. Tōkyō: Nihon Tosho Sentā, 2004.

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Li, Yulong. Educational Change Amongst English Language College Teachers in China. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1.

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Logan, Patitu Carol, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. Faculty job satisfaction: Women and minorities in peril. Washington, D.C: School of Education and Human Development, George Washington University, 1992.

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Committee on the Position of Women Academics in Third Level Education in Ireland. Women academics in Ireland: Report of the Committee on the Position of Women Academics in Third Level Education in Ireland. Dublin: Published by The Higher Education Authority, 1987.

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Book chapters on the topic "Women college teachers China"

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Li, Yulong. "EAP and EAP Teachers." In Educational Change Amongst English Language College Teachers in China, 7–23. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_2.

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Huang, Zheng. "Voices of Chinese College Students." In Native and Non-Native English Speaking Teachers in China, 67–94. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_4.

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Li, Yulong. "Introduction." In Educational Change Amongst English Language College Teachers in China, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_1.

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Li, Yulong. "Research Methodology." In Educational Change Amongst English Language College Teachers in China, 25–44. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_3.

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Li, Yulong. "Findings." In Educational Change Amongst English Language College Teachers in China, 45–105. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_4.

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Li, Yulong. "Discussion." In Educational Change Amongst English Language College Teachers in China, 107–34. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_5.

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Li, Yulong. "Implications and Conclusion." In Educational Change Amongst English Language College Teachers in China, 135–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_6.

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Ma, Hongming. "Science Teachers’ Understanding of the College Entrance Examination in a Climate of National Curriculum Reform in China." In Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, 183–205. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6_10.

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Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.

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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.

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"Teaching, Teachers’ Pensions, and Retirement across Recent Cohorts of College Graduate Women." In Women Working Longer, 217–38. University of Chicago Press, 2018. http://dx.doi.org/10.7208/chicago/9780226532646.003.0007.

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Conference papers on the topic "Women college teachers China"

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Zhao Kun and Cai Longquan. "On cultivating college English teachers' information literacy in China." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529664.

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Changzheng, Zhang, Gan Kai, and Cao Yuping. "The relationship between college teachers turnover rate and college performance: Evidence from China." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593483.

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Yu, Lei, and Zhenguo Qi. "Challenges of Digital Learning Faced by College English Teachers in China." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.79.

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Wu, Jin. "Requirements for Teachers in College English Teaching in China in the New Era." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.74.

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Wu, Jin. "Establishment of an Autonomous Development Model for College English Teachers' Professional Development in China." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.7.

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Shen Gju, Zou. "Perception of Pre-service Teachers at China Rural Area Normal College in Teaching Career Choice." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.122.

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7

Huang, Lu. "Acceptance of Mobile Learning in Classroom Instruction among College English Teachers in China Using an Extended TAM." In 2017 International Conference of Educational Innovation through Technology (EITT). IEEE, 2017. http://dx.doi.org/10.1109/eitt.2017.75.

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8

Hu, Fanghui. "Some Thoughts on the Improvement of Research Ability of College English Teachers in Local Medical Colleges in China." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.215.

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Zhao, Chenghao. "Research on the Dilemma of College English Micro-course Teaching in China A Thinking from the Perspective of Teachers." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.90.

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Li, Weirong. "The Diagnosis and Development of College English Teachers’ Information Literacy Under the Concept of Small Private Online Course in China." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.036.

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Reports on the topic "Women college teachers China"

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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2

Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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Abstract:

The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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