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Littérature scientifique sur le sujet « Women teachers – drama »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Women teachers – drama"

Rothermel, Beth Ann. "Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools." Journal for the History of Rhetoric 8, no. 1 (2005): 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking,

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Kartal, Ayça, and Ayten Arslan. "Preservice primary school teachers’ journey to drama in Türkiye." Applied Theatre Research 12, no. 1 (2024): 113–37. http://dx.doi.org/10.1386/atr_00090_1.

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This case study examined the drama education received by preservice primary school teachers in terms of both theoretical and practical aspects. The sample consisted of seventeen preservice primary school teachers (thirteen women and four men) from the Department of Classroom Education of the Faculty of Education of a public university in Türkiye. Data were collected using drama lesson plans, practice lesson diaries, semi-structured interview questions and metaphors. The data were analysed using inductive content analysis. The results showed that participants held misconceptions regarding drama

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Gursoy, Aysun. "Evaluation of prospective teacher’s attitudes regarding creative drama courses." International Journal of Learning and Teaching 11, no. 4 (2019): 136–46. http://dx.doi.org/10.18844/ijlt.v11i4.4295.

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The aim of this study is to examine the attitudes of prospective teachers attending the teaching department in universities in North Cyprus according to various variables such as gender, age, department, class, place of residence of families and type of high school they graduated from. For this purpose, Attitude Scale Towards Creative Drama Course was applied to prospective teachers who took creative drama course in Preschool Teaching and Hearing Impaired Education programs of Near East University. Before and after creative drama education and attitude scores of prospective teachers were exami

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Cockcroft, Anne, Leagajang Kgakole, Nobantu Marokoane, and Neil Andersson. "A role for traditional doctors in health promotion: experience from a trial of HIV prevention in Botswana." Global Health Promotion 27, no. 2 (2018): 114–16. http://dx.doi.org/10.1177/1757975918785563.

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Traditional doctors have been largely ignored in HIV prevention, particularly primary prevention. As part of a structural intervention programme to reduce HIV risk among young women in Botswana, we trained 147 traditional doctors in four districts as well as government health education assistants (HEAs) and teachers to run discussion groups in the community and schools, using an evidence-based eight-episode audio-drama, covering gender roles, gender violence, and how these are related to HIV risk. One year later, we contacted 43 of the 87 trained traditional doctors in two districts. Most (32)

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Brown, Margaret Lynn. "Faust, Mothers Of Invention - Women Of The Slaveholding South In The American Civil War." Teaching History: A Journal of Methods 22, no. 2 (1997): 109–10. http://dx.doi.org/10.33043/th.22.2.109-110.

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In an award-winning new book, Drew Gilpin Faust provides another side to the Civil War: the experiences of slaveholding women in the South. After mining the diaries, letters, essays, memoirs, fiction, and poetry of more than 500 Confederate women, Faust pledged herself to writing an accessible yet scholarly work on this important topic. "After two decades as an academic historian, I sometimes fear I no longer can communicate in a manner that will engage a general reader," she writes, "but the compelling nature and human drama of this war story have made me want to try." The results are happy o

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Uno, Roberta, Kathy Perkins, and Honor Ford-Smith. "Contemporary Plays by Women of Color: An Anthology." Canadian Theatre Review 94 (March 1998): 75–77. http://dx.doi.org/10.3138/ctr.94.018.

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Roberta Uno and Kathy Perkins have put together a riveting collection of plays from the United States called Contemporary Plays by Women of Color. This unique anthology brings together a multitude of Latina, African American, Asian and Native American voices which tell richly varied stories of racialized existence in America. The collection is provocative because it challenges us to think about the complexity of the politics of race, gender, class, sexuality and disability. Given the burden of demands often placed on the work of individual women of colour, this collection is sensibly and firml

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Jiang, Huanru. "Teaching Design of Who Says Women Enjoy Leisure from the Perspective of Ideological and Political Education." Journal of Education and Educational Research 12, no. 1 (2025): 104–9. https://doi.org/10.54097/xmjqvd56.

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Compulsory Education Art Curriculum Standards (2022 edition) emphasizes that art curriculum should be based on moral education as the fundamental task, and junior high school music education as an important gateway to moral education in middle school, exploring the ideological and political elements of music curriculum is a far-reaching and significant work. Through research, it is advantageous to promote ideological and political education in the opera art course. The opera art contains excellent traditional music culture, condenses the traditional virtues of the Chinese nation, and integrate

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Lanters, José. "Women and Marriage: Hazel Ellis' Gate Theatre Plays of the 1930s in Context." Review of Irish Studies in Europe 5, no. 2 (2022): 2–18. http://dx.doi.org/10.32803/rise.v5i2.3070.

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This essay considers two unpublished plays written by Hazel Ellis in the 1930s and produced by the Gate Theatre, Dublin, where Ellis had started out as an actor. While the two plays appear to have little in common, the substance of each echoes the public debate in Ireland at the time regarding marriage, divorce, and women in the workplace. These were the years leading up to the adoption of the 1937 Constitution, which sanctified the nuclear family and the central role of the wife and mother within it as the moral cornerstone of society. In both plays the female characters struggle to make mean

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Appiah, Kofi Nyantakyi, Emmanuel Aboagye, and Daniel Darkwa Mensah. "Students’ Perception of Integration of Physical Education, Music, and Dance (PEMD) as a Course in Colleges of Education in Ghana." European Journal of Education and Pedagogy 4, no. 2 (2023): 237–45. http://dx.doi.org/10.24018/ejedu.2023.4.2.627.

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The integration of courses (subjects) is currently trending in all facets of the educational curriculum. Therefore, studies must be done to holistically look into the impacts and perceptions of teachers and learners on the integration of courses in our educational systems. This paper examined students’ perception of the combination of Physical Education and Music and Dance as an integrated course in colleges of education in Ghana. Semi-structured interviews were used to collect data from 10 purposively sampled students (five women and five men) in two strategically selected colleges of educati

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Virtanen, Anniina, Jessica De Bloom, and Ulla Kinnunen. "Relationships between recovery experiences and well-being among younger and older teachers." International Archives of Occupational and Environmental Health 93, no. 2 (2019): 213–27. http://dx.doi.org/10.1007/s00420-019-01475-8.

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Abstract Purpose The study had three aims. We investigated, first, how six recovery experiences (i.e., detachment, relaxation, control, mastery, meaning, and affiliation) during off-job time suggested by the DRAMMA model (Newman et al. in J Happiness Stud 15(3):555–578. 10.1007/s10902-013-9435-x, 2014) are related to well-being (i.e., vitality, life satisfaction, and work ability). Second, we examined how age related to these outcomes, and third, we investigated whether age moderated the relationships between recovery experiences and well-being outcomes. Methods A sample of 909 Finnish teacher

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Thèses sur le sujet "Women teachers – drama"

Gallucci-Maggisano, Carmen. "A narrative inquiry into understanding the drama of encounter at the borders of identity, six second-generation Italian Canadian women teachers speak." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ45671.pdf.

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Livres sur le sujet "Women teachers – drama"

Lucas, Craig. Missing persons. Dramatists Play Service, 1996.

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William, Gibson. The miracle worker: And related readings. McDougal Littell, 1998.

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William, Gibson. The miracle worker: And related readings. McDougal Littell, 1998.

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William, Gibson. The miracle worker: And related readings. McDougal Littell, 1998.

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Murray-Smith, Joanna. The female of the species. Nick Hern Books, 2008.

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Murray-Smith, Joanna. The female of the species. Nick Hern Books, 2008.

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MacDonald, Josh. Whereverville. Talonbooks, 2004.

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Hébert, Julie. The knee desires the dirt: A play in two acts. Dramatic Pub., 2000.

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Alianak, Hrant. The walls of Africa. Scirocco Drama, 2002.

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Rayson, Hannie. Life after George. Currency Press, 2000.

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Chapitres de livres sur le sujet "Women teachers – drama"

Guadamillas Gómez, María Victoria. "Analysis of the Fictional Elements and Their Connection With Gender Stereotypes in EFL Learners' Productions." In Teaching Language and Literature On and Off-Canon. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3379-6.ch001.

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This contribution analyses short biographies written by pre-service infant and primary school teachers about fictional women in history. The pieces of writing were produced by upper-intermediate English learners within a project carried out in two different classes, and in which reading, storytelling, and creative writing were combined with the main purpose of contributing to women's empowerment and visibility in society as well as writing and oral skills' development. In this regard, students read a selected group of biographies, and, later, they created their own fictional biography in which

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Bond, Jennifer. "Establishing Missionary Schools for Girls in East China." In Dreaming the New Woman. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197654798.003.0002.

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Abstract Chapter 1 traces the development of missionary schools for girls in East China in the context of the changes that were taking place in private and government education for girls. Missionary schools retained some unique selling points throughout the Republican era. They remained the main providers of higher level middle schoolgirls’ education, outside the teacher training system, well into the 1920s. This meant that for the tiny minority of elite women who aspired to go to university in the first few decades of the twentieth century, missionary middle schools often offered the best aca

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Actes de conférences sur le sujet "Women teachers – drama"

Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), p

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