Gotowe bibliografie tematyczne / College teachers – Australia – Fiction

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Gotowa bibliografia na temat „College teachers – Australia – Fiction”

Autor: Grafiati

Data publikacji: 29 lipca 2024

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "College teachers – Australia – Fiction"

Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.

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This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. T

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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds sec

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Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors." Volume-2: Issue-2 (February, 2020) 2, no. 2 (2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.

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I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instruc

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Mulholland, Judith, and Ian Ginns. "College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases." Research in Science Education 38, no. 3 (2007): 385–99. http://dx.doi.org/10.1007/s11165-007-9055-8.

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May, Rachel. "Finding connections to help students move forward." Dean and Provost 26, no. 5 (2024): 5–6. https://doi.org/10.1002/dap.31456.

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Jason Shrontz is a full‐time faculty member at Klamath Community College, where he teaches courses in research writing, film, screenwriting, and fiction. He also supports local high school teachers who offer writing courses for college credit and works closely with administration and faculty to design and integrate ethical AI use in the classroom. He earned his PhD in English at the University of Rhode Island and wrote his dissertation on corporeality and human connection in the digital world. He, his wife, and four children enjoy biking the trails in southern Oregon.

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May, Rachel. "Finding connections to help students move forward." Recruiting & Retaining Adult Learners 27, no. 4 (2024): 5–6. https://doi.org/10.1002/nsr.31270.

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Jason Shrontz is a full‐time faculty member at Klamath Community College, where he teaches courses in research writing, film, screenwriting, and fiction. He also supports local high school teachers who offer writing courses for college credit, and works closely with administration and faculty to design and integrate ethical AI use in the classroom. He earned his PhD from the University of Rhode Island for a dissertation that examined corporeality and human connection in the digital world. He and his wife and four children spend time biking the trails in southern Oregon.

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Indriani, Sri Seti, and Ditha Prasanti. "Communication Challenges of AEC English Teachers in Australia (A case study of the culture shock experienced by AEC teachers in Australia)." West Science Social and Humanities Studies 1, no. 04 (2023): 201–10. http://dx.doi.org/10.58812/wsshs.v1i04.161.

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AEC teachers are those who have taught English in a school called Armidale English College. They also have been exposed enough with English language and its culture. AEC has a program of sending its teachers to Australia with a mission to improve their English skills and to gain cultural studies for three months. These English teachers were expected to have a high ability to communicate well in English, they were also expected to be prepared in cultural differences, in fact, what they experienced was far from the expectations for most people. They actually experienced culture shock in Australi

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Twelves, Jim. "The Alphacrucis College clinical teaching model: An evaluation." International Journal of Christianity & Education 23, no. 3 (2019): 327–48. http://dx.doi.org/10.1177/2056997119865565.

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Alphacrucis College, Australia, has developed a Clinical Teaching Model (CTM) as an option within the initial teacher-training awards. The Alphacrucis College model intentionally combines the pre-service teachers’ spiritual formation with their professional development. This article reports on an evaluation of the CTM students’ experience compared with that of students under the traditional approach. The key findings confirm an increased sense of self-discipline and confidence, and an overwhelming appreciation for the practical application without assessment. The students appreciated that in t

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Pullinger, Kate, Amanda Havard, and Melanie Hundley. "Conversation Currents: Digital Storyworlds: Transmedia Literature in the ELA Classroom." Language Arts 91, no. 2 (2013): 126–31. http://dx.doi.org/10.58680/la201324288.

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As stories evolve into new, varied, and experimental formats in our current digital age, teachers, authors, storytellers, and readers are presented with myriad new conversations about the creation, discussion, and dissemination of literature. What does it mean to consume a story in the digital age? What do the terms we use to describe them—digital fiction, story worlds, transmedia, interactive fiction—really mean? In this conversation, author-educator-storytellers Kate Pullinger (Inanimate Alice) and Amanda Havard (The Survivors, Immersedition™), and language arts professor Melanie Hundley of

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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.

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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address d

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Rozprawy doktorskie na temat "College teachers – Australia – Fiction"

Pelosi, Ligia. "Whispering into knowing: teachers as creative beings." Thesis, 2017. https://vuir.vu.edu.au/34675/.

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This study (re)presents how teachers enact pedagogy in order to become transformative agents of change in their students’ lives. The importance of teacher agency and creative, arts-based practices in the teaching and learning of literacy was explored during interviews with a small sample of Australian primary school practitioners. The field texts are (re)presented in the form of a novel that interrogates the contemporary landscape of schooling as a datadriven, political instrument. The novel, which should be read first, looks at the impact of creativity in classrooms and on teachers’ li

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Manypeney, Amanda. "The Devil’s in the Detail: an Ethnovella Approach to Teaching in New Religious Movements." Thesis, 2014. https://vuir.vu.edu.au/25870/.

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This study critically and creatively appraises the pedagogical complexities of being an outsider teacher within a New Religious Movement. There are two sections in this study: a critical exegesis (42%) and an original fictionalised section (58%). The latter, called an ethnovella, depicts a first-person account of Anna, a conflicted teacher, who relates her negotiations of the educational situations that arose during her work within a closed rural community. In both the ethnovella and exegesis, key areas of difference and ties between the outsider teacher and students of the closed commun

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White, Rochelle. "The banning of E.A.H. Laurie at Melbourne Teachers' College, 1944." Thesis, 1997. https://vuir.vu.edu.au/32972/.

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This thesis examines the banning of a communist speaker. Lieutenant E.A.H. Laurie, at Melbourne Teachers' College in July, 1944 and argues that the decision to ban Laurie was unwarranted and politically motivated. The banning, which was enforced by the Minister for Public Instruction, Thomas Tuke Hollway, appears to have been based on Hollway's firm anti-communist views and political opportunism. A. J. Law, Principal of the Teachers' College, was also responsible for banning Laurie. However, Law's decision to ban Laurie was probably directed by Hollway and supported by J. Seitz, Directo

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Peters, Judith Helen. "Complexity of schooluniversity partnerships participants' perceptions of the Innovative Links Project in South Australia." 2002. http://arrow.unisa.edu.au:8081/1959.8/25030.

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This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation pha

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Farrow, Erin. "Somewhere Between: The Shifting Trends in the Narrative Strategies and Preoccupations of the Young Adult Realistic Fiction Genre in Australia." Thesis, 2017. https://vuir.vu.edu.au/35052/.

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‘Young adult realistic fiction’ is a classification used by contemporary publishers such as Random House, McGraw Hill Education and Scholastic, who define it as ‘stories with characters, settings, and events that could plausibly happen in true life’ (Scholastic 2014). From the first Australian young adult imprint in 1986 it has become possible to trace substantial shifts in the trends of genre. This thesis explores some of the ways that the narrative structures and preoccupations of contemporary Australian young adult realistic fiction novels have shifted, particularly in regards to the portra

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al-Qassas, Adil. "Displace or Be Displaced Narratives of Multiple Exile in the Sudanese Communities in Australia." Thesis, 2015. https://vuir.vu.edu.au/32313/.

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This thesis consists of two parts. Both parts navigate the experience of displacement, in both realist and metaphorical modes, of a number of Sudanese expatriates to Australia. The first part, a fictional account in the form of a novella, employs different points of view to explore a range of diasporic encounters undergone by diverse Sudanese migrants and refugees prior to and during resettlement in Australia. Taking the events of the author’s life as its focus, the second part delves into narratives of personal, inner displacement that have deep roots in the history of Sudan and the question

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Gleeson, Paul. "Understandings, Attitudes and Intentions of Health and Physical Education Teachers in Relation to the Australian Curriculum: Health and Physical Education." Thesis, 2017. https://vuir.vu.edu.au/37850/.

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Australia’s education system is undergoing major reform with the staged introduction of the Australian Curriculum starting in 2010. One of the learning areas designated for development in the Australian Curriculum is Health and Physical Education (HPE). The aim of this study is to examine the understandings, attitudes and intentions of regional HPE teachers in relation to the Australian Curriculum: Health and Physical Education (AC:HPE). A qualitative research method based on narrative inquiry has been used to gather data to provide a depiction of regional secondary school HPE teachers

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Anderson, Gina, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Playing their game : an exploration of academic resistance in the managerial university." 2005. http://handle.uws.edu.au:8081/1959.7/27335.

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This thesis explores the phenomenon of academics’ resistance to materialism in Australian universities. In common with many other public sector employees, academics have experienced significant changes in the management of their institutions over recent years. Many of these changes are associated with increasing ‘managerialism’ – the application of methods and approaches commonly associated with the private sector, to public sector organizations. While previous studies indicate that academics are broadly opposed to such changes, little Australian research has considered how they might be resis

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Woodward, Helen Lynette, University of Western Sydney, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27518.

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This document is a portfolio about portfolios and a narrative about narratives. It is a meta-portfolio and a meta-narrative. It breaks new ground by providing a conceptual framework that supports assessment processes and phenomena across multiple environments. It is a portfolio, a narrative for learning. The fundamental premises initially established in this study are constantly revisited throughout the document. These premises focus acutely on the value and worth of the portfolio authors as they negotiate their learning and develop their understandings of assessment and reflection. As the stu

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Woodward, Helen 1939, of Western Sydney Nepean University, and Faculty of Education. "Portfolios : narratives for learning: assessment processes and phenomenon across multiple environments." 1999. http://handle.uws.edu.au:8081/1959.7/27609.

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Książki na temat "College teachers – Australia – Fiction"

Jolley, Elizabeth. The Sugar Mother. Persea Books, 2010.

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Jolley, Elizabeth. The Sugar Mother. Harper & Row, 1988.

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Jolley, Elizabeth. The sugar mother. Viking, 1989.

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Jolley, Elizabeth. The sugar mother. Fremantle Arts Centre Press, 1988.

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Jolley, Elizabeth. The sugar mother. Penguin, 1989.

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Armstrong, Judith. The Christesen romance. Melbourne University Press, 1996.

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Simsion, Graeme C. Comment trouver la femme idéale ou Le théorème du homard. Pocket, 2015.

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Simsion, Graeme C. Projekt Rosie. Bonnier Pocket, 2014.

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Simsion, Graeme C. The Rosie project. HarperCollins Publishers Ltd, 2015.

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Simsion, Graeme C. Luoxi ji hua. Ai mi li chu ban you xian gon gsi, 2013.

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Części książek na temat "College teachers – Australia – Fiction"

Rocha, Cristina. "The Return." In Cool Christianity. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197673195.003.0007.

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Abstract This chapter follows those Brazilians who have joined Hillsong Church and College and the Brazilian CJC in Australia on their return home. It shows the difficulties they face in reinserting themselves in their old churches due to different styles of service, church management, and culture. As a consequence, the majority of them leave their old churches and start “church hopping” in search of churches whose aesthetics styles and values are similar to the ones they learned in Australia. Many never find them and remain churchless. Importantly, their experience in Australia gave them a co

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Howard, June. "Local Knowledge and Book-Learning." In The Center of the World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821397.003.0002.

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The second chapter of The Center of the World: Regional Writing and the Puzzles of Place-Time, titled “Local Knowledge and Book-Learning,” offers a revision of received American literary history. It argues that the figure of the schoolteacher personates the contested connection between the particular place and the world beyond. The one-room schoolhouse, in particular, is a site where provincial and metropolitan or cosmopolitan knowledges meet. These topoi play an important role in local color fiction in the nineteenth century, and persist into later periods. The chapter includes Southern, Midw

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Daugherty, Beth Rigel. "Contexts." In Virginia Woolf's Apprenticeship. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781399504515.003.0001.

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The introduction discusses three contexts for this study’s focus on Virginia Woolf’s apprenticeship: Virginia Stephen’s education at home as described in biographies; as compared to three groups of other women writers; and as a non-fiction writer during journalistic expansion. It organizes the book into three parts – Virginia Stephen’s homeschooling, Morley College teaching, and essay writing and book reviewing – and organizes each part into a wider historical context, teachers and lessons, practice, and resulting outcomes. The book argues that during her apprenticeship, Virginia Stephen exper

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Srinivasulu, Andoju. "USES OF ON-CAMPUS FILM CLUBS FOR TEACHING LANGUAGE AND LITERATURE." In Research Trends in Language, Literature & Linguistics Volume 3 Book 3. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bilt3p6ch3.

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Films and film clubs on campuses facilitate participatory and collaborative teaching learning opportunities. Pragmatic methods and explorative approach in teaching and learning respectively are implemented at under graduate college education resulting in outcome based evidential and result oriented academic achievements. English academics are the most suitable educational professionals to initiate this endeavor as they deal with language which is more creative as a subject matter and also deal with literary texts like fiction that has value for adaptations into film. Teachers at university lev

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