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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Dauercamping als multilokale Wohnform Hilti, Nicola; Huber, Andreas In: Multilokale Lebensführungen und räumliche Entwicklung: ein Kompendium ; 13 ; Forschungsberichte der ARL ; 253-259 (2020) BASE Show details 2 КЛЮЧЕВЫЕ КОМПЕТЕНЦИИ КАК ОСНОВА РАЗВИТИЯ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ БАКАЛАВРА ЛИНГВИСТИКИ В ЭТНОКУЛЬТУРНОМ КОНТЕКСТЕ ГАЦАЕВА АКСАНА БУНХОЕВНА. - : Общество с ограниченной ответственностью Издательство Грамота, 2014 BASE Show details 3 The geography of Indiana's creative class : student place preferences and alumni migration patterns Fortriede, Lesley L.. - 2013 BASE Show details 4 Dialects, Cultural Identity, and Economic Exchange Heblich, Stephan; Lameli, Alfred; Sudekum, Jens. - 2011 BASE Show details 5 Transient teachers : mixed messages of schooling in regional Australia Mills, Carmen; Gale, Trevor. - : University of Maine, College of Education and Human Development, 2003 Abstract: This article explores the transience and mobility of teachers working in an isolated community: a secondary school in regional Australia. Drawing on parent, student, and teacher interviews, we ask: how should we understand these teacher commitments to schooling and how does this influence parents’ and students’ commitments and understandings of the “outside” value of their community? Responses to these questions are theorized utilizing the social theory of Pierre Bourdieu. Drawing on this work we argue that, even though teachers in this context are the bearers of highly prized capitals, they act more as gatekeepers than as their distributors and/or challengers. While we conclude that teachers may need to address their mobility and the messages this conveys in order to make a difference in such schools and communities, we also acknowledge that there are complexities related to staff residing in the community given its treatment of outsiders. Keyword: isolated communities; mobility; regional schooling; teachers; transience URL: http://hdl.handle.net/10536/DRO/DU:30040810 BASE Hide details

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