Spelling suggestions: "subject:"locational education teachers"" "subject:"ocational education teachers""
1 |
The policies and discourses of vocational education and training and their impact on the information of teacher's identities /Chappell, Clive. January 1999 (has links)
Thesis (Ph. D.)--University of Technology, Sydney, 1999.
|
2 |
Work adjustment of vocational education teachers /Muncrief, Martha Crawford January 1973 (has links)
No description available.
|
3 |
A study of teaching performance of degree and non-degree teachers in the manpower development training centers in Ohio /Strange, Anthony January 1973 (has links)
No description available.
|
4 |
Work adjustment of vocational education teachers /Muncrief, Martha Crawford January 1973 (has links)
No description available.
|
5 |
A study of the attitudes and teaching behaviors of occupational orientation teachers in Mississippi /Brooks, William Kent January 1974 (has links)
No description available.
|
6 |
The status of the certification requirements for trade and industrial teachers in the United States /Klehm, Merwyn Allen. January 1974 (has links)
No description available.
|
7 |
Teacher career expectations for students as related to elementary career aspirations : an exploratory study /Morris, Judith January 1973 (has links)
No description available.
|
8 |
To hell in a handcart educational realities, teachers' work and neo-liberal restructuring in NSW TAFE /Clark, Judith. January 2003 (has links)
Thesis (Ph. D.)--University of Sydney, 2004. / Title from title screen (viewed 7 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2004; thesis submitted 2003. Includes bibliographical references. Also available in print form.
|
9 |
To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFEClark, Judith January 2003 (has links)
This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
|
10 |
To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFEClark, Judith January 2003 (has links)
This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
|
Page generated in 0.1198 seconds