Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 84-88).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 84-88). Also available in print.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Cecilia Reynolds. Includes bibliographical references.

No description available.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 358-367). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ39258.

Thesis (MED. (Education Management)) -- University of Pretoria, 2005. / Abstract in English. Includes bibliographical references (leaves 105-109). Available on the Internet via the World Wide Web.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 285-295).

No description available.

This study examines why excellent working class rural female teachers remain in teaching. Although the teachers of this study admit to having experienced disillusionment during their teaching careers, they have remained passionate and enthusiastic educators, and are the teachers most often cited when colleagues, students and parents are discussing "good" teachers. Thus, this study seeks to determine the factors that influence these women educators to remain in education and to remain passionate about education. The original supposition that an administrator was a determinative variable in influencing the rural female educators proved to be erroneous. For the women of this study, their working class backgrounds, their beliefs that teaching is a calling and an art form, and their belief that teaching is a socially constructed form of public service are important determinative factors in their continuing belief in their educational career. Additionally, the women of this study, through their stories and interactions, disproved the stereotypical image of the female teacher who works alone. The teachers of this study actively seek out collegial relationships and pursue professional development.

The purpose of this study was to determine and explain the experiences as well as influences and other determinants on the careers of female educators who studied for the B.Ed at the University of Natal, Pietermaritzburg. For some time, it had been observed that although women comprised the majority of part-time students in the B.Ed programme, most of the women experienced gender based problems which could only be addressed by research informed by evidence from these female graduate students' stories. Accordingly, when in 1999 the School of Education set out to determine the extent to which the B.Ed as a course was influencing change in educator practice, a focus on gender was initiated. In line with this, a mini study focusing only on some of the female educators was designed. The purpose was not only to determine the influences of the B.Ed on practice (as was for the main study), but locate these influences in gendered relations. This research report is based on this smaller study. By means of in-depth-interviews eleven women were studied. These women were part of the sample of the bigger study which comprised volunteered male and female educators. The interview schedule included questions relating to the women's background, putting a specific reference to the early lessons in their lives and the impact they (lessons) had on the choices they made about their careers. Women were further asked to relate their experiences of the constraints both during their B.Ed studies and at their workplaces, which are a result of the socially defined roles of the two gender groups. The interviews were tape-recorded and transcribed for analysis which was done descriptively. The study revealed that their backgrounds determined their career choices, and that the B. Ed had a positive impact on their practices as educators. As women they had a lot of pressure from their studies that left them with limited time to spend with their families. Women are still under the influence of the gendered social expectations in terms of what they do at school and at home, hence some inconsistencies between their beliefs and practices were exposed. Through the feminist perspective, this situation ironically makes them unwilling promoters of gender inequality. These findings led to the conclusion that women are aware of the gender inequalities in education and within the society in general, but they need to accept them as anomalies, so that they can be given proper attention. A call for gender awareness programmes was therefore made. These programmes should be made part and parcel of the initial teacher training, so that gender biases within the education system are confronted and deconstructed. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2000.