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Education --- Rural schools --- Historia de la educación. --- Escuela. --- History. --- México. --- Country schools --- High schools, Rural --- One-room schools --- One-teacher schools --- Rural high schools --- Schools, Rural --- Schools --- Education, Rural
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History of the Netherlands --- History of education and educational sciences --- anno 1600-1699 --- anno 1700-1799 --- 's-Hertogenbosch --- Catholics --- -Education, Rural --- -Literacy --- -Rural schools --- -Country schools --- High schools, Rural --- One-room schools --- One-teacher schools --- Rural high schools --- Schools, Rural --- Schools --- Education, Rural --- Illiteracy --- Education --- General education --- Rural education --- Rural schools --- Christians --- -History --- History --- 's-Hertogenbosch (Netherlands : Meierij) --- Theses --- Literacy --- History. --- -Education --- Country schools --- Education&delete& --- Den Bosch (North Brabant, Netherlands : Meierij) --- Meierij van 's-Hertogenbosch (Netherlands) --- onderwijs
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Transitioning from place to place has been identified as a key marker of many teachers’ lives. Notions of place and transition have been researched for new teachers as they move from university to rural teaching positions; and, for experienced teachers who may move from school to school, town to city, city to rural town. Since 2002, the Bush Tracks Research Group has explored the lived experience of teachers in rural schools. Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership is a compilation of more than a decade of research conducted by this multidisciplinary group of academics from the University of New England, New South Wales, Australia. Employing a variety of methodologies, these researchers have worked to understand the intimate lives of teachers working in rural schools – the personal and professional challenges of being in relentlessly close proximity to students and their families; the supports needed to continue professional pathways; and the opportunities for accelerated leadership, all while living in the ‘fishbowl’ of a rural community. Chapters also explore the working lives of small school principals, specifically, some of the innovative methods they use to circumvent metrocentric policies; how ingenuity can resolve challenging teaching and leadership situations; and, what can be done to reconcile sometimes conflicting roles. This book will be of interest to all teachers who have ‘gone bush’, or have ever wanted to; and, to teacher educators who want a text that is nuanced in discussing the challenges and opportunities of teaching in rural schools.
Education --- Social Sciences --- Education - General --- Education, Rural --- Rural schools --- Rural education --- Country schools --- High schools, Rural --- One-room schools --- One-teacher schools --- Rural high schools --- Schools, Rural --- Education. --- Education, general. --- Schools --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training
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This book presents a study in educational sociology, exploring the function of rural schools, which are a symbol of the state in rural society, in a time characterized by local cultural transition. The book begins with an investigation of the status quo, background and history of a representative rural school, Fengning Hope Elementary School, and gives a definition of “the ‘states’ in villages.” Subsequently, on the basis of research on the teachers, an analysis of the courses taught, and comparison to other rural elementary schools of the same type, it reveals the dual status of rural schools and their relation with social development in rural areas. Based on thorough fieldwork and empirical research, the book provides a new vision of the interactive relation between the state and rural society, particularly focusing on the role of rural education in that relation. In addition, it explores the reshaping of Chinese culture and the part that intellectuals play in the process of today’s cultural transition. For English-language readers and Western professionals, this translated version will offer an essential window into Chinese studies from a local point of view.
Social sciences. --- Teaching. --- Cultural studies. --- Social Sciences. --- Cultural Studies. --- Teaching and Teacher Education. --- Rural schools --- Education, Rural --- Country schools --- High schools, Rural --- One-room schools --- One-teacher schools --- Rural high schools --- Schools, Rural --- Schools --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training
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This book explores what social justice looks like for rural schools in Australia. The author challenges the consensus that sees the distribution of resources as the panacea for the myriad challenges faced by rural schools and argues that the solution to inequality and injustice in rural settings has to take into account other important dimensions of social justice such as recognition and association. These include teachers’ concerns for issues of power, respect, and participation in their work that extend to policy-making processes and implementation; students’ post-school aspirations and, finally, parents’ hopes and fears for their children’s futures and the sustainability of their community. The book brings together political and social theory with education and youth studies, provides new insights about the complex nature of schooling in rural places, and makes a strong connection between schooling and the people and communities it serves. .
Didactics --- Physiology: reproduction & development. Ages of life --- sociologie --- Teaching --- Philosophy --- curriculumontwikkeling --- puberteit --- adolescenten --- onderwijsfilosofie --- onderwijs --- opvoeding --- kinderen --- Educational sciences --- Curriculum development --- Age group sociology --- Developmental psychology --- vergelijkende pedagogiek --- onderwijssociologie --- Sociology --- onderwijsonderzoek --- cursussen --- Sociology of education --- Philosophy and psychology of culture --- Rural schools. --- Education --- Country schools --- High schools, Rural --- One-room schools --- One-teacher schools --- Rural high schools --- Schools, Rural --- Schools --- Education, Rural --- Social aspects. --- Curriculum planning. --- Sociology of Education. --- Educational Philosophy. --- Childhood, Adolescence and Society. --- International and Comparative Education. --- Curriculum Studies. --- Philosophy. --- Instructional systems --- Planning --- Curricula --- Design --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Education—Philosophy. --- Childhood. --- Adolescence. --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Teen-age --- Teenagers --- Puberty --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- History --- Development --- Aims and objectives --- Sociology. --- Social groups. --- International education. --- Sociology of Family, Youth and Aging. --- Curricula. --- Association --- Group dynamics --- Groups, Social --- Associations, institutions, etc. --- Social participation --- Social theory --- Social sciences
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