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Female Teachers (female + teacher)
Selected AbstractsStatus and Likabiiity: Can the "Mindful" Woman Have It All?,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 10 2003Tracie L. Stewart A total of 182 college students in The Netherlands participated in a study assessing the effects of a college teacher's gender, term of address (title vs. first name), and mindfulness (i.e., openness to novelty, awareness of both context and content of information; Langer, 1989) on perceptions of the teacher's status, likabiiity, and femininity. Participants read and answered questions about a fictional transcript of a class session taught by either a male or female teacher addressed by first name or title and acting in a mindful or mindless manner. As predicted, teachers were perceived to hold higher status if male and if addressed by title. Mindful teachers were rated higher than mindless teachers on both femininity and accessibility, but not status. [source] Women, the labor market, and the declining relative quality of teachersJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 3 2004Sean P. Corcoran School officials and policymakers have grown increasingly concerned about their ability to attract and retain talented teachers. A number of authors have shown that in recent years the brightest students,at least those with the highest verbal and math scores on standardized tests,are less likely to enter teaching. In addition, it is frequently claimed that the ability of schools to attract these top students has been steadily declining for years. There is, however, surprisingly little evidence measuring the extent to which this popular proposition is true. We have good reason to suspect that the quality of those entering teaching has fallen over time. Teaching has for years remained a predominately female profession; at the same time, the employment opportunities for talented women outside teaching have soared. In this paper, we combine data from five longitudinal surveys of high school graduates spanning the classes of 1957 to 1992 to examine how the propensity for talented women to enter teaching has changed over time. While the quality of the average new female teacher has fallen only slightly over this period, the likelihood that a female from the top of her high school class will eventually enter teaching has fallen dramatically. © 2004 by the Association for Public Policy Analysis and Management. [source] St Darerca and Her Sister Scholars: Women and Education in Medieval IrelandGENDER & HISTORY, Issue 1 2003Maeve B. Callan This article examines largely neglected evidence for women's education in Irish saints' Lives and integrates it with findings from other medieval Irish texts, such as chronicles, devotional works and poetry. The sources attest that education was available to at least some girls and women under male and female teachers in mixed and single,sex schools from the earliest days of the Irish church until the mid,fifteenth century. Their history points to the power, agency and authority open to medieval Irish women and the respect, affection, and admiration their brothers felt for them. [source] Consumers' knowledge on sizing and fit issues: a solution to successful apparel selection in developing countriesINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 3 2008Anne Mastamet Mason Abstract A study was conducted in the Nairobi, Eldoret and Kisumu regions of Kenya with the objective to determine and describe the role that Kenyan female consumers' sizing and fit knowledge play in the problems that they experience when selecting apparel. The study was cross-sectional and 201 female teachers between the ages 25 and 55 years were involved. Participants completed a questionnaire and were measured wearing body suits. Results revealed that most Kenyan female consumers frequently experience problems in getting the right size apparel items, while more than 90% of the consumers are also unsatisfied with the fit of their clothes. It was clear that most Kenyan female consumers are familiar with the non-informative lettered and numbered size labels as well as with the size label terms that represent established body types. However, the consumers lack knowledge of the meanings of various size label descriptions used on labels of ready-made apparel and also lack knowledge of their own key body dimensions. They are also confused as to where the cause of their problems lies and therefore blame their bodies as well as the apparel industry for their problems. The importance of knowledge in consumers' selection of apparel that would fit their specific proportions should not be underestimated. Industry should take notice that it is of no use to present consumers with size label information that is not clear, informative and understandable, as currently the case with the use of non-informative lettered and numbered size codes. [source] Science teachers' perceptions of the school environment: Gender differencesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2009Shwu-yong L. Huang Abstract Because the school environment has been shown to play an important role in teacher and student performance, we undertook research into the assessment of school environment, differences between female and male science teachers' perceptions of their school environments, and associations between these school environment perceptions and teachers' background characteristics. Although gender differences in science education have attracted both public concern and academic interest, little research has specifically addressed this issue in terms of the school environment. Data were collected from a large sample of 300 female and 518 male science teachers from secondary schools in Taiwan. Statistically significant gender differences were found in most aspects of the school environment, with female science teachers perceiving greater collegiality among teachers, higher gender equity among students, and stronger professional interest, and with male science teachers perceiving lower work pressure and better teacher,student relations. Gender differences in science teachers' perceptions of collegiality, work pressure, and gender equity in the school environment persisted even after controlling for teachers' background and school characteristics. Among the implications are recommendations about administrative policy for improving the school environment for both male and female teachers and about future research on factors associated with teachers' perceptions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 404,420, 2009 [source] Establishing credibility in the multicultural classroom: When the instructor speaks with an accentNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 110 2007Chikako Akamatsu McLean Applying theories of cultural dimensions, teacher credibility, and nonverbal immediacy, this chapter explores classroom management techniques used by Asian female teachers to establish credibility. [source] | |||||||||||||