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Women in Teacher Training Colleges, 1900-1960
Women in Teacher Training Colleges, 1900-1960 is an intricate and fascinating investigation of the lives and experiences of women in these important educational institutions of the early twentieth century. The book provides an overview of the historical context of the development of the colleges, using detailed case studies of three colleges: Homerton, Avery Hill and Bishop Otter. Drawing on a wealth of archival material, primary and secondary sources, and on the oral testimonies of former pupils and staff, the book examines the following key themes: *the changing social class of women students *the colleges culture of femininity drawn from the family organization and social practices of the middle-class home *the conflicting public and private roles of the woman principal *the role of the college staff and the residential context of college life *women's sexuality *the last days of the womens colleges.Women in Teacher Training Colleges, 1900-1960 is an essential contribution to women's history and gives a unique insight into this neglected aspect of women's experiences in the twentieth century.
London's Women Teachers
Dina Copelman's investigation of the public and private lives of women teachers reveals a strikingly different model of gender and class identity than the orthodox one constructed by historians of middle-class gender roles and middle-class feminism. Consequently, while the book focuses on women teachers from the beginning of state education in 1870 up to 1930, it is also an examination of how gender, class and professional identities were shaped and perceived. While offering a significant original contribution to the social history of teachers, this book is also driven by a consideration of broader historiographical questions.
Women and the Teaching Profession
Examines how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.
What the Best College Teachers Do
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.
Women Teachers and Feminist Politics, 1900-39
Women teachers were key players in twentieth century feminism. They fought for women's suffrage before the First World War and continued their vigorous campaigns for equal pay, equal promotion opportunities and abolition of the marriage bar into the less promising political environment of the 1920s and 1930s. This book is the first to offer a detailed assessment of why women teachers were so politically active, and makes an important contribution to the literature on women's politicisation. Drawing on interviews with women teachers (in state elementary and secondary schools) as well as the records of teachers' associations and central and local government, it explores the tensions in the relationship between their position at the workplace and their family lives and unravels the connections and dissonances between how they saw themselves as both women and professional teachers.
College Teachers
Explores many aspects of the organisational framework of the University and puts it in a historical perspective. A major theme which emerges in the study is that the structure and size of the university are closely linked with each other and together have an impact on the conception of the teachers’ role and performance, and on the overall academic life in the university. Reviews Bali’s book is a comprehensive account of the professional life of Delhi University teachers, their strengths and constraints in the performance of the role .... Nevertheless, it contains information of interest to all academics and academic planners. Sandhya Jain, The Hindustan Times, New Delhi, June 3, 1988 “In this book Bali defined the teaching and research roles of the teachers in their various dimensions and also the role conflicts that the teachers experience in their profession.â€
Women who Taught
In an era when women are moving into so many areas of the labour force, we all remember some of the first working women we ever encountered: 'women teachers,' as they were too often known. The impact of women on education has been enourmous throughout the English-speaking world. It has also been ignored, for the most part, by mainstream historians of education. Alison Prentice and Marjorie R. Theobald have addressed this omission by bringing together a wide range of essays by feminist historians on the role of women in education at all levels, in Canada, Australia, Britain, and the United States. All the essays were ground-breaking when first published. Among the subjects they explore are th...
