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1
Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (January 1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.
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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.
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Kotecha, Piyushi. "The Position of Women Teachers." Agenda, no. 21 (1994): 21. http://dx.doi.org/10.2307/4065818.
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Weisenfeld, Judith. "‘Who is Sufficient For These Things?’ Sara G. Stanley and the American Missionary Association, 1864–1868." Church History 60, no. 4 (December 1991): 493–507. http://dx.doi.org/10.2307/3169030.
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The literature dealing with those women and men who dedicated themselves to teaching the newly freed slaves in the South during Reconstruction has grown considerably in recent years. From W. E. B. DuBois's Black Reconstruction in America in 1935, with its positive depiction of the role of these teachers through Henry L.ee Swint's 1941 work, The Northern Teacher in the South, with its negative stereotype to more recent works, we now have a body of literature which has begun to examine this group in a more thorough and complex manner.1 The general stereotype which often appears in the literature is of the missionar teacher as a white woman from New England, fresh from the abolitionist movement. While it is true that many teachers fit into this category, there were also many African-American teachers and missionaries, both women and men.2 A good deal of the literature has dealt, at least briefly, with the ways in which African-American men functioned in the context of such organizations as the American Missionary Association (AMA). However, the experience of these men was different from that of African- American women, in part because these men were more likely to be givenadministrative positions in the organizations, either as principals, field agents, or supported missionaries. Most of the women, then, were more likely to remain “in the trenches” as teachers during their tenure with the missionary society.3
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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.
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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.
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Fuller, Kay. "Women secondary head teachers in England." Management in Education 31, no. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.
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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.
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Grissom, Jason A., and Michelle Reininger. "Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers." Education Finance and Policy 7, no. 4 (October 2012): 425–54. http://dx.doi.org/10.1162/edfp_a_00075.
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While a large literature examines the factors that lead teachers to leave teaching, few studies have examined what factors affect teachers’ decisions to reenter the profession. Drawing on research on the role of family characteristics in predicting teacher work behavior, we examine predictors of reentry. We employ survival analysis of time to reentry for exiting teachers using longitudinal data from the 1979 National Longitudinal Surveys of Youth. We find that younger, better paid, and more experienced teachers are more likely to reenter. We also find that women are more likely to return to teaching than men. Child rearing plays an important role in this difference. Women are less likely to reenter with young children at home. We conclude that reentrants may be an important source of teacher labor supply and that policies focused on the needs of teachers with young children may be effective ways for districts to attract returning teachers.
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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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Carr-Hill, Roy, and Shelley Sauerhaft. "Low Cost Private Schools: ‘Helping’ to Reach Education for All Through Exploiting Women." European Journal of Education 2, no. 2 (April 30, 2019): 28. http://dx.doi.org/10.26417/ejed-2019.v2i2-60.
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The rapid growth of Low Cost Private Schools (LCPS) in developing countries has led to increasing interest in the model’s ‘sustainability’. Nearly all the literature is based on the proponents’ claims that the model is more cost-effective than government schools rather than of the implications of the model depending to a large extent on very low paid young women teachers.The article is written against the backdrop of the model of an autonomous, respected, well-prepared teacher and framed in terms of human rights and gender (dis-)empowerment. Drawing on material on literature mainly from India and Pakistan, it documents the educational levels and employment opportunities for women; reviews the arguments for and against the model pointing out the lack of attention to the high rates of profit and the plight of teachers; and demonstrates that the (mostly young women) teachers are not only very low paid but are also poorly qualified with very precarious conditions of employment. Simply put, paying women teachers less than the minimum wage denies their human rights, further disempowering those who are already socially marginalized and excluded. This is not sustainable for gender equality in the long term and, finally, detrimental to education in developing societies as a whole.
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Christensen, Maria Munkholt, and Peter Gemeinhardt. "Holy Women and Men as Teachers in Late Antique Christianity." Zeitschrift für Antikes Christentum / Journal of Ancient Christianity 23, no. 2 (July 15, 2019): 288–328. http://dx.doi.org/10.1515/zac-2019-0015.
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Abstract This article shows how the theme of education was treated in late antique hagiographical discourse. Brief references are made to two ascetic archetypes, Antony and Macrina, who are both styled in their vitae in relation to education, either by rejecting classical education or appropriating philosophy and substituting classical literature with biblical literature. On this basis the article focuses in more detail on six hagiographical texts and their protagonists, i. e. three texts primarily on men (the Life of Hypatius of Rufiniane, the saints of Theodoret of Cyrus’ Religious History and Cyril of Scythopolis’ Lives of the Monks in Palestine) and three texts on women (the Lives of Marcella, Melania the Younger, and Syncletica). Although classical education is evaluated differently in these texts, and ascetic formation takes various shapes, it is obvious that both male and female saints played a role in the discussion about the Christian appropriation of classical education as well as in the development of particular Christian ideas of formation. A correct use of education was not a hindrance for holiness, but rather a sign of ascetic wisdom. That both men and women, on a literary level, incarnated Christian teachings in their Lives, and that they were able to live and teach Christian ideals, tells us much about the ambitious transformation of education that was visualized in the ascetic literature. The hagiographical texts themselves both reflect the discussion of education and are didactic texts with the aim of establishing new norms.
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Anderson, Emily, and Kelly Grace. "From Schoolgirls to “Virtuous” Khmer Women: Interrogating Chbab Srey and Gender in Cambodian Education Policy." Studies in Social Justice 12, no. 2 (December 29, 2018): 215–34. http://dx.doi.org/10.26522/ssj.v12i2.1626.
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Chbab Srey (Code of Conduct for Women) is an important piece of Khmer literature outlining expected behavior for girls and women in Cambodia. Pieces of the poem are taught in secondary school and interwoven into the educational experiences of girls and female teachers, yet there is little research on Chbab Srey in education. Using discourse analysis, this article considers the influence of Chbab Srey on gender-related education policy in Cambodia. This research highlights the juxtaposition of Chbab Srey and gender mainstreaming in education policy and in the curricular experiences of girls and teachers in Cambodia, and introduces an unexamined and culturally coveted piece of Cambodian curriculum to the fields of teacher-related policy and girls’ education.
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Galman, Sally Campbell, and Christine A. Mallozzi. "She’s Not There." Review of Educational Research 82, no. 3 (September 2012): 243–95. http://dx.doi.org/10.3102/0034654312453343.
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For this literature review, the authors asked, “What is the role of gender in research about elementary-level women teachers and preservice teachers in the past 15 years, and what have scholars learned about the gendered nature of women’s experiences in elementary-level preservice and in-service teaching in that time?” To be eligible for inclusion, works had to be published during or after 1995, study elementary preservice or practicing women educators, take place in the United States, focus on gender, and be empirical. Of the 54 articles that warranted in-depth investigation, 42 articles were excluded because teachers’ gender was subsumed under other social categories such as K–12 female students or male students and teachers. The majority of the 12 relevant articles employed small participant samples and exploratory approaches and depicted female teachers as struggling with or marginalized in the profession. A minority presented women teachers as reveling in the legacies of teaching. These findings beg for more research on women teachers’ gendered experiences.
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Abdi, Nimo M., Elizabeth Gil, Stefanie LuVenia Marshall, and Muhammad Khalifa. "Humanizing practices in online learning communities during pandemics in the USA." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 205–12. http://dx.doi.org/10.1108/jpcc-07-2020-0066.
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PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.
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Witherspoon, Eben B., and Christian D. Schunn. "Teachers’ goals predict computational thinking gains in robotics." Information and Learning Sciences 120, no. 5/6 (May 13, 2019): 308–26. http://dx.doi.org/10.1108/ils-05-2018-0035.
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Purpose Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. This study aims to understand whether the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes. Design/methodology/approach In this study, the authors examine results from N = 206 middle-school students’ pre- and post-tests of CT, attitudinal surveys and surveys of their teacher’s instructional goals to determine if student attitudes and learning gains in CT are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum. Findings The findings provide evidence that despite using the same curriculum, students showed differential learning gains on the CT assessment when in classrooms with teachers who rated CT as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated CT more highly also showed greater maintenance of positive attitudes toward programming. Originality/value While there is a growing body of literature regarding curricular interventions that provide CT learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.
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Mwamwenda, T. S., L. A. Monyooe, and M. J. Glencross. "Stress of Secondary School Teachers in Transkei, South Africa." Psychological Reports 80, no. 2 (April 1997): 379–82. http://dx.doi.org/10.2466/pr0.1997.80.2.379.
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The purpose of this study was to explore self-reported stress experienced by secondary school teachers in Transkei, South Africa using a local unstandardized scale. Contrary to the literature on western teachers, an average rating of stress of 93.5 was reported by the 134 teachers, and no differences were noted between the 66 men and 68 women.
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Hăisan, Petronela Lăcrămioara, and Dan Monea. "Women Teachers from Pre-University Having a Second Job?" Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 66, no. 1 (March 30, 2021): 71–78. http://dx.doi.org/10.24193/subbeag.66(1).07.
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"ABSTRACT. Introduction: Although there are some areas favored by male teachers, teaching is considered in the literature and traditionally a female profession. According to the latest studies in Romania, the percentage of women pre-university teachers has increased by 4% in recent years. Objectives: The main variable of interest in this study was to have a second job among female pre-university teachers in Romania and how this indicator affects their lives, especially health and leisure. Methodology: Data collection was performed online using the quality-of-life questionnaire based on the European Quality of Life Surveys structure. Of the 206 women respondents, 78 said they had a second job. Results: Following the analysis of demographic data, the average age of teachers included in the current study was 40.5 years. 63% are married, 20% are unmarried and 13% say they are divorced. The health condition is perceived as good by 50% of our respondents, most of them being in the age category 20-44 years. Most subjects (74%) stated that they have a hobby, although, unfortunately, 35% of the respondents did not confirm the preferred type of hobby. Conclusions: Although they have a second job, the continuous desire for education is high, certified by the fact that 63% of respondents take courses. Only 14% practice physical activity, which leads us to believe that people who have a second job when they have little free time, prefer activities that do not involve physical effort. Even though they have a second job, in terms of financial situation, 73% said that their monthly income is insufficient, and they are dissatisfied with their remuneration."
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Leroux, Karen. "Using Case Studies in the History of Education to Teach U.S. Women's and Gender History." History of Education Quarterly 56, no. 1 (February 2016): 149–56. http://dx.doi.org/10.1111/hoeq.12156.
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Texts introducing students to women's and gender history typically emphasize how gender refers to the social meanings attached to sexual difference, which vary over time and across societies and cultures. As one of these texts explains, “Definitions of what is masculine and feminine are learned as each society instructs its members from infancy through adulthood as to what behavior and personality attributes are appropriate for males and females of that generation.” Given wide agreement that gender is learned, it is surprising how seldom the places and people who institutionalize learning appear in the texts used to teach U.S. women's and gender history. Teachers are remarkably scarce in the literature, even though vast numbers of U.S. women have taught since the mid-nineteenth century. The reasons for this absence are not clear. Perhaps teachers' social location, at the murky boundaries of the working and middle classes, has contributed to their omission from sharply defined studies of class and gender consciousness. Or perhaps the conventional association of women and teaching has deterred gender historians, following the theory that studying the margins of women's experiences better reveals the mainstream. Yet, the perceived ordinariness of the woman teacher may be especially helpful to illuminate periods of significant change in the meaning of gender.
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Westbrooks, Lisa Marie. "Texts, white lies and a videotape: white teachers teaching African American literature." Journal for Multicultural Education 14, no. 3/4 (October 5, 2020): 239–53. http://dx.doi.org/10.1108/jme-02-2020-0013.
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Purpose The purpose of this paper is to share my personal memories and emotions of my experience as an African American, a Woman of Color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze. I concur with previous researchers on this topic, but from a fresh perspective that traditional educational spaces support racial-socio and linguistic hierarchies by avoiding authentic racial, social and cultural ways of knowing, thus allowing reproduction and perpetuating academic and social inequities targeted toward multilingual learners. Furthermore, I suggest that teachers must acquaint themselves with communities of color to become affective and effective to specifically facilitate multilingual classrooms. Design/methodology/approach This is an autoethnographic inquiry. It examines instances of culturally inexperienced white teachers teaching African American literature to middle school and high school multilingual learners. In adjacent, I share my personal memories and emotions of my experience as an African American, a woman of color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze. Findings Undoubtedly, the white gaze influences marginalized persons. It does not merely attack who we be. It counter forms (e.g. influences) the views and ideas of the world around us. Gonzales (2015), shares in her autoethnography how educational practices are unjustly resistant to diversity. The racial-socio hierarchy uses every means necessary to deprive ethnicity (language, practices and beliefs). I did not verbally resist discrimination. Subsequently, some people of color may be guilty of having a slave gaze. I am very cautious and reluctant to use the term slave gaze. Nevertheless, I describe this as the opposite of having a white gaze. Slave gaze is someone who is colonized, dominated, submissive and feels unequal to whites and describes persons of color who have been conditioned to believe that whites are privileged and there is not much that we can do about it. I think this one way that Gonzales’ (2015); definition of double colonization can be extended, the racial-socio hierarchy in education forces marginalized persons to “redefine their identities within the dictates of yet another racial ideology” (p. 50). Undoubtedly, in re-identifying self-inflicts a counter-response to developing a substandard identity. Yet, I am certainly not the only person of color that is wary of challenging whiteness. Dismantling the master’s house will take more time. As white supremacist’s perceptions are embedded deep in the heart of education. Banishing false linguistic, cultural and racial ideologies equate to a mere few bricks of the master’s house. However, with non-traditional methods (e.g. getting to know the community in which the students live), renewed hearts and minds educators (together as a human race) can deconstruct and rebuild an education system fit for all learners. Originality/value This piece is an autoethnography of my experiences as a teacher teaching in multilingual classrooms. These are my original experiences and opinions.
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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.
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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.
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Karakuş, Fatih, and Mesut Bütün. "Examining the method of proofs and refutations in pre-service teachers education." Bolema: Boletim de Educação Matemática 27, no. 45 (April 2013): 215–32. http://dx.doi.org/10.1590/s0103-636x2013000100011.
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There is some evidence in the mathematics education literature that Lakatos' proofs and refutation methods can be useful to examining students' conjecture production and proof construction process. The purpose of this study was to determine how the Lakatos method goes and which steps of the method works in the teacher education program. The population sample for this study consists of 24 senior pre-service teachers in elementary mathematics education in Turkey (16 women and 8 men). Pre-service teachers were given a problem in which they examined the relation between perimeter and area of a rectangle. Data was collected with a camera, field notes, and groups' written solutions and analyzed on the basis of framework included in Larsen and Zandieh's (2008) study. The finding revealed that Lakatos' method was usable in the teacher education program. But some steps of the method described in Lakatos' (1976) historical case study were not provided in the real classroom environment.
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Klein, Joseph, and Rodayna Badir. "Outcomes of the Work and Family Conflict Among Arab Israeli Female Teachers." Education and Society 39, no. 1 (July 1, 2021): 25–46. http://dx.doi.org/10.7459/es/39.1.03.
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In line with the literature that describes conflicts between commitment to work and to family in patriarchal societies undergoing cultural changes, including the cultural empowerment of women, this study examines whether such a development is evident among teacher-mothers in Arab society in Israel, and if so, how it affects their functioning in both settings. 537 teacher-mothers from high schools in Arab society in Israel, representing the population in all districts of the country, completed questionnaires that examined conflictual characteristics and their implications for the teachers’ functioning. It was found that the teachers are in a bidirectional conflict between commitment to family and work but that they cope with it successfully. A model was validated that describes the systemic significance of the commitment conflict between family and work. Identifying conflict factors may facilitate the proposal of means to moderate them. The possibility of expanding the model in further research is discussed.
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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.
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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.
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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.
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<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>
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Jabbar, Huriya, Wei-Ling Sun, Melinda A. Lemke, and Emily Germain. "Gender, Markets, and Inequality: A Framework." Educational Policy 32, no. 6 (October 19, 2016): 755–96. http://dx.doi.org/10.1177/0895904816673740.
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A growing body of research examines the role of elite networks, power, and race in the advocacy for market-based reforms and their ultimate effects on students, teachers, and communities of color. Yet, less research explores how such reforms interact with gender in the workplace, especially how policies such as school choice, competition, and incentive-based pay impact female actors within K-12 schools (e.g., teachers, school leaders). The current research on marketization and privatization in education has largely overlooked the potential impact on women in schools. We review the literature on women in K-12 education and in the economy more generally, and organize it conceptually to identify areas for future inquiry. After synthesizing and summarizing themes across diverse bodies of literature, we contend that as schools privatize, we may see greater gender disparities in education leadership and teaching.
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Whitehead, Kay. "Histories of teachers in Australia and New Zealand from the 1970s to the present." History of Education Review 48, no. 2 (September 26, 2019): 242–58. http://dx.doi.org/10.1108/her-06-2019-0020.
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Purpose Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years. Design/methodology/approach The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive. Findings Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time. Originality/value The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.
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Sifneos, Evrydiki. "Rentiers, teachers and workers: Greek women in late nineteenth-century Odessa." Byzantine and Modern Greek Studies 34, no. 2 (September 2010): 182–200. http://dx.doi.org/10.1179/030701310x12725358652270.
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Comber, Barbara. "The work of women teachers in primary literacy education: knowing and doing." English in Education 41, no. 2 (June 2007): 7–26. http://dx.doi.org/10.1111/j.1754-8845.2007.tb00814.x.
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Harris, Mary N. "Beleaguered but Determined: Irish Women Writers in Irish." Feminist Review 51, no. 1 (November 1995): 26–40. http://dx.doi.org/10.1057/fr.1995.31.
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A growing number of Irish women have chosen to write in Irish for reasons varying from a desire to promote and preserve the Irish language to a belief that a marginalized language is an appropriate vehicle of expression for marginalized women. Their work explores aspects of womanhood relating to sexuality, relationships, motherhood and religion. Some feel hampered by the lack of female models. Until recent years there were few attempts on the part of women to explore the reality of women's lives through literature in Irish. The largely subordinate role played by women in literary matters as teachers, translators, and writers of children's literature reflected the position of women in Irish society since the achievement of independence in the 1920s. The work of earlier women poets has, for the most part, lain buried in manuscripts and is only recently being excavated by scholars. The problems of writing for a limited audience have been partially overcome in recent years by increased production of dual-language books. The increase in translation has sparked off an intense controversy among the Irish language community, some of whom are concerned that both the style and content of writing in Irish are adversely influenced by the knowledge that the literature will be read largely in translation. Nevertheless, translation also has positive implications. Interest in women's literature is helping to break down the traditional barriers between Irish literature in Irish and in English. The isolation of Irish literature in Irish is further broken down by the fact that women writers in Irish and their critics operate in a wider international context of women's literature.
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Kamere, Isabela M., M. I. Makatiani, and Arthur Kalanza Nzau. "Policy interventions for attraction and retention of female teachers in rural secondary schools." Msingi Journal 1, no. 2 (July 18, 2019): 50–59. http://dx.doi.org/10.33886/mj.v1i2.103.
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The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful insights and offer suggestions on how the implementation of these policies could be improved.
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Tie, Chen Guang. "Optimizing Mining Association Rules of Japanese Literary Characteristics Based on Artificial Neural Network." Applied Mechanics and Materials 321-324 (June 2013): 2097–100. http://dx.doi.org/10.4028/www.scientific.net/amm.321-324.2097.
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<p>Literatureis a kind of cultural historical stage of development to the most full ofvitality shone forth a glorious reflection of the cultural and social Hainan period as the heyday of Dynasty Women Current Literature.The prosperity of the Japanese literature of the Hainanperiod women to create the miracle of the history of Japanese literature, andeven the history of world literature. Learn from foreign cultures at the sametime, the Japanese created their own unique literary genre, such as Storyliterature. From domestic colleges and universities of the Japanese literatureclass status quo, analyzes the problems in the teaching of Japanese literaturefrom four aspects of teaching students of teachers and teaching and thesurrounding environment, to discuss current problems in the Japanese literatureclass.</p>
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van Kraayenoord, Christina E. "“I want to do something better”: Career education, guidance and counselling for young women wtth disabilities in secondary schools." Journal of Psychologists and Counsellors in Schools 4 (November 1994): 89–99. http://dx.doi.org/10.1017/s103729110000193x.
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This paper is based on our studySchool subjects, tertiary education, career choice and occupational outcomes: A study of women with sensory and physical disabilities(van Kraayenoord & Bramley, 1993). First, we discuss the literature related to subject selection at high school. The second part of the article examines factors that assist or hinder career choice and development. These factors include specific career aspirations, parents, teachers, career counsellors and gender stereotyping. In the third section of the article we describe the continuum of career education, guidance and counselling that we believe would assist in career decision making if developed in schools. The fourth part of the article makes some specific suggestions related to the nature of assistance that young women with disabilities in secondary school need as part of the process of developing knowledge about work and careers. We argue that changes in practices and attitudes in high schools related to career information and support provided to young women with disabilities will lead to better planned and more effective career paths for these women in the long term.When I was at school, one of the career teachers thought I should … work in the blue collar area, not the white collar area … [and said] ‘No you can't do that’ … I really wanted that too much. I wanted something better. I couldn't argue though. Now I hope that the teacher sees what I am now. Be surprised, perhaps shrink down, realise that she had the wrong thought (van Kraayenoord & Bramley, 1993, p.68.)
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Dori, Nitsa. "Ridiculing the Female Characters in Israeli Hebrew Children’s Literature – From a Gender-Oriented Stereotype to a Feminist Protest." Studies in Media and Communication 8, no. 1 (May 6, 2020): 50. http://dx.doi.org/10.11114/smc.v8i1.4844.
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The differences between the genders and attitudes toward the feminine and masculine domains are already recognizable during early childhood. Blatant sexism can be distinguished in a number of Israeli Hebrew children’s books written several decades ago on the subject of the grotesque woman, and which have become classics still read in preschools. The women in these stories are described as bewildered, confused, and absentminded. Since these Hebrew literary texts are extremely popular among preschool teachers, this article firstly promotes awareness of the issue. Later, this article will suggest a new way of reading that will lead to deeper understanding of the messages and change gender-oriented stereotypes, common in the past, to a feminist protest of the present. Discussion and conversation with children regarding the essence of the gender-oriented viewpoint in shaping the grotesque woman, its motives, and other insights that can be reached through the figure’s activity, conversation, and behaviour, can serve as a tool for the development of a person capable of critical thinking, independence, and having values.
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MOHR, BARBARA A. R. "CLEMENTINE HELM BEYRICH (1825–1896), THE UNUSUAL CASE OF A WOMAN POPULARIZER OF THE GEOSCIENCES DURING THE NINETEENTH CENTURY IN CENTRAL EUROPE." Earth Sciences History 40, no. 1 (January 1, 2021): 84–101. http://dx.doi.org/10.17704/1944-6187-40.1.84.
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ABSTRACT During the nineteenth century the role of women was very much restricted. In the geosciences, women were not able to study and thus even less able to publish. Here the work of one female writer is presented who, due to her upbringing in an intellectual family with close connections to the most celebrated scientists in Prussia/Germany, such as Alexander von Humboldt, the mineralogist Christian Samuel Weiss, Ernst Haeckel and many others, was aware of scientific progress and the discussions of the times. Based on her unusual education by teachers and scientists and her intellectual abilities, and knowledge acquired through marriage to a well-established geoscientist, she wrote popular juvenile literature that included geological and palaeontological content. This scientific content was typically woven into fairy tales or novels for adolescent girls and served as a way to spread geoscientific knowledge to a large audience.
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Gupta, C. K., Bhavya Khattri, and Manish Garg. "Work-Family Conflict among Married Teachers of Urban Meerut." International Journal of Research and Review 8, no. 6 (June 29, 2021): 290–96. http://dx.doi.org/10.52403/ijrr.20210636.
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Background: Work–family conflict (WFC) and Family–work conflict (FWC) are likely to exert negative influences on an individual’s mental health, resulting in lower life satisfaction and greater internal conflict at work-family interface. Existing literature on WFC ignores the teaching profession, despite it being a universal phenomenon. This study expands on WFC & FWC occurring in the lives of female teachers, with special mention of psychological distress and wellbeing of the working women. Methods: The main objectives of the study were to compare WFC with FWC among married teachers of urban Meerut and to assess various factors associated with them. It was a cross-sectional study conducted in schools of urban block of Meerut, Uttar Pradesh on 384 teachers aged 20 - 50 years, and married for at least 3 years. Data was collected using a questionnaire containing Breyer’s work family conflict scale and analysed using SPSS V25, ANOVA, and Pearson’s correlation Results: FWC (Mean 5.97; SD=1.962) was found to be greater than WFC (Mean 4.93.01; SD=1.571). More than 60% of the participants were always or often asked to bear the brunt of dual role, even when most of them (~58%) were working solely due to family needs. Variables like reason for working, work experiences and demand for dual roles were found to be important in deciding WFC as well as FWC. Conclusions: This study explores WFC/ FWC and governing factors in these conflicts. Present study found that family roles created more friction towards work roles in teachers rather than work roles creating friction in family roles. Keywords: Work Family conflict, Teachers, Married, Women.
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Amunga, Jane, and Amadalo Maurice Musasia. "The Gender STEM Gap and Its Impact on Sustainable Development Goals and the Big Four Agenda in Kenya: A Synthesis of Literature." International Journal of Contemporary Education 4, no. 1 (October 11, 2020): 1. http://dx.doi.org/10.11114/ijce.v4i1.5042.
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Women have made significant progress in education through marked increase in enrolment. However, the same zeal has not been demonstrated in STEM based subjects and careers. The gender STEM scale still tips in favour of men in many countries across the world. This imbalance in the STEM fields owing to dominance by men is what creates the STEM Gap. In this paper, we synthesize literature and secondary data to show these disparities. We appreciate that STEM gap drivers are numerous and therefore zero in on what we consider the critical STEM gap drivers with respect to Kenya. We identify and succinctly discuss these critical drivers which are: self-concept and lack of resilience, teachers’ and parental expectations, role models and stereotyping, work environment and family obligations and finally weak scholastic performance. We also assess how this gender STEM gap is likely to affect the achievement of a number of Sustainable Development Goals (SGDs) and the Big Four Agenda and in the process, steer the country away from the path of industrialization envisaged in Vision 2030. We explain why it is important to mitigate the STEM gap and get more women in STEM. We recommend that, parents should deconstruct their own stereotypes; teachers should debunk the myth about STEM being the preserve of superior mental abilities that girls lack, students should acknowledge that STEM drives the economy and opens up employment opportunities, institutions should have a STEM endowment fund and industries should institute policies that enhance retention of women in STEM careers. It is expected that these if addressed should enhance women’s participation in STEM based subjects so that they can build careers in STEM.
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Torrey, Jane W. "Phases of Feminist Re-Vision in the Psychology of Personality." Teaching of Psychology 14, no. 3 (October 1987): 155–60. http://dx.doi.org/10.1207/s15328023top1403_6.
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Recent literature argues that psychology should include the distinctive and often neglected feminist perspective. McIntosh (1983) proposed five interactive phases in the development of a scholarship that incorporates the more recent and subsequent insights from the psychology of women. This article documents McIntosh's sequence of five phases by using pertinent references to the psychology of personality. The article elaborates on Phase III in which investigators study women as inherently different or deviant from men. Teachers of personality psychology should find the article helpful in recognizing other examples of the phases and in familiarizing themselves and their students with this feminist perspective.
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Çiçek, Samet, and Osman Akhan. "Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 158. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.158.
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This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.
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Öhman, Marie. "Losing touch – Teachers’ self-regulation in physical education." European Physical Education Review 23, no. 3 (April 13, 2016): 297–310. http://dx.doi.org/10.1177/1356336x15622159.
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The question of physical interaction is especially relevant in school physical education, where a lot of the teaching and activities are based on body movements. However, the issue of ‘touching’ has been questioned in recent years. This paper takes its starting point in the discourse of child protection and the growing anxiety around intergenerational touch in educational settings. The purpose is to examine PE teachers’ self-regulation in relation to the child protection discourse and no touch policies. What sort of strategies have the teachers developed for dealing with physical contact in their teaching? It is a matter of problematising teachers’ pedagogical interactions in PE practice. The study takes its starting point in a discourse-analytical tradition using a methodology based on Foucault’s ideas about governmentality. Twenty-three teachers (10 women and 13 men) aged 30–63 and at different stages in their careers were interviewed. The results show two different self-regulating processes: (1) adaptation using avoidance-oriented strategies and (2) resistance using downplaying-oriented strategies. The paper discusses potential consequences for PE teachers’ pedagogical work if they feel that they have to protect themselves instead of operating in a way that is in the best interest for students’ learning and development. The study aims to contribute to the literature on child protection and ‘no touch’ policies and to a more multifaceted understanding of physical interaction in PE.
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Starodubets, Galyna, Igor Vlasyuk, Galyna Mishchuk, Olexandr Buravsky, and Andrii Shevchuk. "SPECIFICS OF THE FORMING OF THE COMPETENCIES OF THE FUTURE HISTORY TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 656–66. http://dx.doi.org/10.17770/sie2021vol1.6222.
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The aim of the article is to define the specifics of formation of future history teachers’ professional competencies. Research competencies are seen among preferential ones, which are to be acquired by higher education applicants of the educational qualification Master in Secondary Education (History). The empirical basis of the research is the results obtained by instructors of the Department during teaching the special courses “History of Stalinism” and “History of New Independent States”. The article highlights methodological techniques and practices, implemented by educationalists in the process of teaching the mentioned special courses, aiming at forming professional competencies of students obtaining Master’s degree. Using the materials of the laboratory “Studying the Soviet Past of the Stalin’s Era” (audio and video recordings of interviews with women from villages in Zhytomyr Region, who were raised in the conditions of the Stalin’s regime) is the peculiarity of the educational process. The focus of attention is the methodology of organization of students’ work with archive sources, scientific literature and narrative texts.
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Nesbitt, Eleanor. "‘Woman Seems to Be Given Her Proper Place’: Western Women’s Encounter with Sikh Women 1809–2012." Religions 10, no. 9 (September 18, 2019): 534. http://dx.doi.org/10.3390/rel10090534.
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Over a period of two centuries, western women—travellers, army wives, administrators’ wives, missionaries, teachers, artists and novelists—have been portraying their Sikh counterparts. Commentary by over eighty European and north American ‘lay’ women on Sikh religion and society complements—and in most cases predates—publications on Sikhs by twentieth and twenty-first century academics, but this literature has not been discussed in the field of Sikh studies. This article looks at the women’s ‘wide spectrum of gazes’ encompassing Sikh women’s appearance, their status and, in a few cases, their character, and including their reactions to the ‘social evils’ of suttee and female infanticide. Key questions are, firstly, whether race outweighs gender in the western women’s account of their Sikh counterparts and, secondly, whether 1947 is a pivotal date in their changing attitudes. The women’s words illustrate their curious gaze as well as their varying judgements on the status of Sikh women and some women’s exercise of sympathetic imagination. They characterise Sikh women as, variously, helpless, deferential, courageous, resourceful and adaptive, as well as (in one case) ‘ambitious’ and ‘unprincipled’. Their commentary entails both implicit and explicit comparisons. In their range of social relationships with Sikh women, it appears that social class, Christian commitment, political stance and national origin tend to outweigh gender. At the same time, however, it is women’s gender that allows access to Sikh women and makes befriending—and ultimately friendship—possible.
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Bacquet, Jennifer Ngan. "Implications of Summative and Formative Assessment in Japan – A Review of the Current Literature." International Journal of Education and Literacy Studies 8, no. 2 (May 6, 2020): 28. http://dx.doi.org/10.7575/aiac.ijels.v.8n.2p.28.
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My personal experience as a teacher in Japan has raised questions about the usefulness of both summative and formative assessment, the possible benefits of non-traditional approaches to classroom instruction, and the influence of assessment measures in the success of Japanese students. For instance, the use of collaborative, inquiry, task or project-based learning in Japanese high schools is nearly non-existent because of the structure of government-led educational standards, which mostly focus on preparing students for university entrance examinations. By critically looking at the latest existing literature on the uses and impact of assessment in Japanese education, this paper aims to further contribute to the discussion on the topic by elucidating possible implications for teachers and researchers who are interested in the context of Japan or similar educational settings. This paper also attempts to look at Japan’s current educational practices and how cultural tradition is woven into the integration of teaching philosophy.
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Jacek Lis, Tomasz. "Emancipation of Women in Bosnia and Herzegovina during the austro-hungarian administration (1878-1918)." Historijski pogledi 4, no. 5 (May 31, 2021): 70–86. http://dx.doi.org/10.52259/historijskipogledi.2021.4.5.70.
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After the Congress of Berlin in 1878, in Bosnia and Hercegovina we saw big changes. The Austrian government was building roads, and railroad tracks. In the Austro-Hungarian period, also they changed their architectural style; from the prevailing ottoman one to more like in Vienna or Prague. This situation was a short time, in live only one generation. These changes affected to life and behavior of Bosnia and Hercegovinas’ citizens. Was changed several people, because after the Austrian arrive, a lot of Muslims Bosniacs, and Turks, were left this part. There were elites in this place. Their positions, how “new elites” take people which they came from different part of the Habsburg Monarchy; Hungarians, Germans, Poles, Czechs, etc. They were taking new ideas, how feminism. The emancipation of women was something new in these places. The first woman, which was proclaiming the slogans, as teachers. On the article we can show two examples; Jelica Belović-Bernadzikowska, and Jagoda Truhelka. They were born in Osijek, from giving Bosnian part ideas, that girl needs to will independent and need to have good graduated. These modern ideas, supported, in a way, the government because in the country was a school program for girls. Austro-Hungarian politics was building a school for girls, and take some scholarship went girl studied in University, how Marija Bergman, born in Bosnia, daughter of some Jews officials. However teachers not only modern women, similar roles had women-doctors. Girls who graduated Faculty of Medicine, arrive in Bosnia and Hercegovina and help Muslim women. Poles Teodora Krajewska and Czechs Anna Bayerova also take ideas of feminism, but, most important that she was great respect between patience. Propagating the feministic ideas was thinking which affect all women. Most important was not only slogans but also changes in everyday life normal family in Bosnia and Hercegovina. The other day only men can work on the farmland or work. After the Congress of Berlin situations was changed. On the consequences, women must be going to work, often how a worker in fabric. Work was hard, but women first time have their cash. Automatically her position in society was better. These situations have consequences for the city, as like villages. We sow this situation in the book Vere Ehrlich, which researched this topic in the interwar period. In the article, we went to show, that this changing was things also women, which life to margin, how prostitutes. Naturally, their life was always difficult, but the new government also got assistance. Habsburg's administration knew, that better control of specific profession, because this is the way how deal with the epidemic of syphilis, and something like this. In this work, we use scientific literature and documents from archives, mainly the Archive of Federation Bosnia and Hercegovina, and Historical Archive from city Sarajevo, when was document fo Jelica Belović-Bernadzikowska. How method we use case study and analyzing to literature and historical sources.
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Amhag, Lisbeth. "Mobile-Assisted Seamless Learning Activities in Higher Distance Education." International Journal of Higher Education 6, no. 3 (May 16, 2017): 70. http://dx.doi.org/10.5430/ijhe.v6n3p70.
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Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing), b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22 recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men). The study is theoretically within the research concept of mobile-assisted seamless learning: mediated learning anytime, anywhere, and in different contexts. The results raise some challenges and implications presented by using mobile digital devices to expand participation and motivation across different contexts for creation of ubiquitous knowledge access.
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Safatian, Fakhereh. "The Complex Construction of Female English Teachers’ Identity in Iran." Journal for the Study of English Linguistics 8, no. 1 (July 5, 2020): 137. http://dx.doi.org/10.5296/jsel.v8i1.17312.
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There has been a growing interest regarding the identity formation in the broader TESOL research field; however there is scares number of studies which examined the formation of the female teacher’s identity using a feminist poststructuralist framework. This study also attempts to help to grow the existing literature regarding the female teacher’s identity formation by seeking to explore the construction of an Iranian female English teacher identity and the related discourses that shape and reshape her identity through delving into the narratives, using data collected from interviews. To investigate the participant’s main subject positions and the prevailing discursive practices that construct them, feminist poststructuralist conceptual framework was applied in this study. The research data, gathered from interviews indicates the teacher’s identity as multiple, complex, and contradictory construct. The findings reveal both gender and professional discourses impact the way which this woman tries to conceive a sense of coherent self. The normative, disciplinary, and individualizing nature of the gender and professional discourses was also revealed as the result of the analysis.
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Wilson, Virginia. "Academic Librarians Have Concerns about Their Role as Teachers." Evidence Based Library and Information Practice 3, no. 3 (September 3, 2008): 73. http://dx.doi.org/10.18438/b82k6h.
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A Review of:
Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008): 51-71.
Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.”
Design – A literature review extended by qualitative semi-structured interviews.
Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.”
Subjects – Six academic librarians.
Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring 2004 with six librarians (five women and one man), whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives” (Centre for Health Evidence).
Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from the data. The first theme was the centrality of teaching. Each participant sought out a position where the teaching role was valued. The role of teacher spilled over into the other roles of the librarian, i.e., reference service, collection development, etc. The next theme was the importance of collegial and administrative support, which is critical to the ability to focus on work as a teacher. The stress of multiple demands emerged as a theme, as time dedicated to teaching was often at the expense of something else. Another theme was the problems with professional education around teaching. Instruction course offerings in library schools were reported to be meagre, and some were badly planned and executed. The fifth theme involved stereotypes and misperceptions. Studies have shown that the academic library profession has been poorly understood by students and faculty. Study participants believed that many of their campus colleagues were either unaware of what they did, or were misinformed by popular culture stereotypes of librarians.
Conclusions – The small sample size precluded the making of any definite conclusions based on the study results. Other limitations of the study include the relatively short amount of time spent in the interview process and the narrow range of librarians chosen to participate. The author notes that a subject pool more representative of academic librarians’ full range of opinions regarding the importance of teaching as a professional responsibility would have resulted in more complex themes emerging. While the author is aware of the study’s limitations, he feels there is value in the qualitative research design, in giving voice to individual librarians, and in the provision of insight into some of the research questions found in the literature of learning to teach and of teacher identity.
Given the limitations, Walter makes three conclusions about his findings. He points out the lack of a formal introduction to teaching in many library programs which has been explored by other studies and concludes that his study “suggests that continuing lack of attention to this issue results in a difficult introduction into the profession for new academic librarians” (64). Regarding continuing and professional education, Walter concludes that “this study suggests that there are a number of important questions about the content and conduct of these opportunities for instruction librarians that have not been explored in the literature” (64). Finally, Walter concludes that “this study suggests that there is an important connection between research on student perceptions of academic librarians, the study of teacher identity, and the future of the profession” (64).
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Abou-Bakr, Omaima. "Teaching The Words Of The Prophet: Women Instructors Of The Hadith (Fourteenth and Fifteenth Centuries)." Hawwa 1, no. 3 (2003): 306–28. http://dx.doi.org/10.1163/156920803322765155.
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AbstractThe muhaddithat were women experts and teachers of the hadith and its literature, who were very prominent in their societies - especially of the fourteenth and fifteenth centuries. The article highlights their role in this important field of higher education and argues that they should be given more credit for being interacting educators and not just transmitters. Reading closely the biographies of dozens of these women scholars, one discerns their professional status and efforts in disseminating a large corpus of the ad th sciences to male and female students. Significant details reveal their personal characteristics, the nature of their work, methods of teaching, and their social and cultural milieu. The biographies therefore offer an insight into the 'mixed' environment of this field, where male and female scholars interacted and where the muhaddithat taught and supervised large numbers of male students. This history also reveals the active involvement of these women in public work, albeit in the informal sector.
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Pelliccione, Lina, Valerie Morey, Rebecca Walker, and Chad Morrison. "An evidence-based case for quality online initial teacher education." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 64–79. http://dx.doi.org/10.14742/ajet.5513.
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The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.
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Cabral, Clement, and Rajib Lochan Dhar. "Skill development research in India: a systematic literature review and future research agenda." Benchmarking: An International Journal 26, no. 7 (September 2, 2019): 2242–66. http://dx.doi.org/10.1108/bij-07-2018-0211.
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Purpose The purpose of this paper is to conduct an in-depth analysis of the literature and provide new insights on skill development research in India. Objectives in the study are twofold. First is to conduct descriptive analysis in terms of structural dimensions such as geographical context, focus on skill development, research methods, economic sector, type of training and origin of the study. The second objective is to conduct thematic analysis on importance of skill development, institutional and regulatory mechanisms, skill development as an antecedent for technology adoption, role of skill development in women empowerment, integrating skill development with secondary education and labour market reforms for skill development. Design/methodology/approach Systematic literature review method is employed to review 45 articles on skill development research in India conducted between 2004 and 2017. Findings The review discusses about the importance of skill development, the role of institutions such as NSDA and PMKVJ, skill development as a necessity in the advent of technological changes, an effective measure to empower women in the country and the need of integrating skill development with secondary education. Labour market reforms are required to overcome challenges such as mismatch between theory and practice, low quality of skills assimilated, the mismatch between demand and supply of skilled labour force, low level of in-house training, low cooperation from students and employees due to lack of incentives and lack of qualified teachers. Originality/value This study is the first to offer a systematic literature review on skill development. The study provides insights into the concept of skill development, specifically for academicians to carry out research in a niche area and for government authorities in policy formulation.
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Limbong, Nurelni. "KEDUDUKAN PEREMPUAN DALAM IBADAH (Studi Kitab 1 Timotius 2:11-12)." Jurnal Teologi Cultivation 2, no. 2 (December 20, 2018): 1–11. http://dx.doi.org/10.46965/jtc.v2i2.274.
Full textAbstract:
Abstrac The aim of this research is to dscribe concept of the position of women in the worship according to 1 Thimothy 2:11-12 and to formulated what can be reflected in this time? Is the interpretation of this chapter still relevant in the midst of contemporary life? This research is used by descriptive qualitative research methods with using literature (library research). The interpretation that is use in this research is exegesis method with the right step to get the right interpretation. With the literature that have a relation with the title, the writer try to review 1 Thimothy 2:11-12 to get the clear meaning, point out view that was said by the writer of this hook about the position of women in the worship. In this chapter Paul said a women can't teach and she is better keep silence. Paul said these case have a corelation with the patriarch culture at the time. Paul aim to prevent women from teacher heretical at the time. This teaching is actually addressed to the woman who was involved in the heresy/ false, who have abuse the ercercise of power that is true in the church. So Paul said that such matter is not to be understood universally. From this research or exegesis the writer conclude that the woman also be used in God's work, a woman also can be a servant of God because nor only man can serve God woman also called to do the same thing. Proper or not is not about gender. Because man or women are same in the presence of God So. it's not true when this chapter be a reason to limiting the space of woman in the service both in the church and in the family and society. Key words: the position of women, worship
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Dehbaneh, Maryam Hessaby, Narjes Banou Sabouri, and Javad Ghamkhar Saravani. "Readers of English Literature Confronting Quiet Members with Critical Literacy in the Act of Mentoring." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 986. http://dx.doi.org/10.17507/jltr.0905.12.
Full textAbstract:
In response to many years of a one-way teacher-oriented teaching approach in Iran, there have been some attempts in research to identify young learners as resourceful learning material themselves. Over a period of two semesters, the researchers as teacher-researcher and co-teacher full-time participant observer explore the diverse ways for inviting thirty English Literature majors to voice their own spontaneous learning challenges in reading English literature through mentorship; and characteristics of a popular mentor in critical reading practice and the ways in which a mentor may share her voice with mentees. For this purpose, a qualitative case-study methodology is conducted at Alzahra University (the only-woman university in Iran) for an in-depth understanding of the language and act of reading when Iranian women English literature readers participate in a mentorship interaction. The findings indicated that the mentors/mentees and the teacher create a subtle relationship throughout the semesters by sharing how to read and search for literary texts; how to review literary texts after hearing one another’s writing styles; how to voice their critiques with courage; how to overcome competition; and how to invite quiet members to their circles.
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Kangwa, Jonathan. "Indigenous African Women’s Contribution to Christianity in NE Zambia – Case Study: Helen Nyirenda Kaunda." Feminist Theology 26, no. 1 (August 22, 2017): 34–46. http://dx.doi.org/10.1177/0966735017711871.
Full textAbstract:
This article explores the contribution of indigenous African women to the growth of Christianity in North Eastern Zambia. Using a socio-historical method, the article shows that the Presbyterian Free Church of Scotland in North Eastern Zambia evangelized mainly through literacy training and preaching. The active involvement of indigenous ministers and teacher-evangelists was indispensable in this process. The article argues that omission of the contribution of indigenous African women who were teacher-evangelists in the standard literature relating to the work of the Presbyterian Free Church of Scotland in North Eastern Zambia exposes a patriarchal bias in mission historiography. In an effort to redress this omission, the article explores and evaluates the contribution and experience of an indigenous African woman, Helen Nyirenda Kaunda. Based on relevant research the article concludes that indigenous African women were among the pioneers of mission work in North Eastern Zambia.