Dissertationen zum Thema „History – Study and teaching – Scotland“
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1
Whytock, Jack. „The history and development of Scottish theological education and training, Kirk and Secession (c.1560-c.1850)“. Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683179.
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2
Powell, Mandy. „The origins and development of media education in Scotland“. Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2550.
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This study combines analytical and narrative modes of historical enquiry with educational policy sociology to construct a history of media in education in Scotland. It uses the development trajectory of a single case, media education in Scotland's statutory education sector, to deconstruct and reconstruct a history of the institutional relationship between the Scottish Film Council (SFC) and the Scottish Education Department (SED) that stretches back to the 1930s. Existing literature describes media education in Scotland as a phenomenon located in the 1970s and 1980s. This study disaggregates media education discourse and dissolves chronological boundaries to make connections with earlier attempts to introduce media into Scottish education in the context of Scotland's constitutional relations within the UK. It employs historical and socio-cultural methods to analyse the intersections between actors and events taking place over six decades. The analysis and interpretation of the data is located in three time periods. Chapter 3 covers the period from 1929 until 1974 when, on the cusp of the emergence of the new texts and technologies of film, the SFC was established to promote and protect Scottish film culture and audio-visual technologies. During this time, the interdependence of teachers, the film trade and the educational policy-making community led to the production, distribution and exhibition of new and popular forms of text to national and international acclaim. By juxtaposing public and private documents circulating on the margins of statutory education, this chapter generates a new understanding of the importance of film and its technologies in Scotland in the pursuit of a more culturally relevant and contemporary model of education. It also describes how constraints upon Scotland’s cultural production infrastructure limited its capacity to effect significant educational change. In the 1970s, cultural, political and educational ferment in pre-devolution Scotland, created a discursive shift that gave rise first to media education and then to Media Studies. Articulating documents with wider discourses of educational and cultural change and interviews with key players, Chapter 4 describes a counter-narrative gaining momentum. The constraints of the practices of traditional subjects and pedagogies combined with the constraints on Scottish cultural production gave shape and form to the media education movement. Significantly for this study, the movement included influential members of Scottish education’s leadership class. Between 1983 to 1986, the innovative Media Education Development Project (MEDP) aimed to place media education at the centre of teaching and learning in Scottish education. This was fully funded by the SED, managed by the Scottish Council for Educational Technology (SCET) and the SFC and implemented by the Association for Media Education in Scotland (AMES). The MEDP overlapped briefly with another initiative in SCET, the Scottish Microelectronics Development Project (SMDP). During this period, Media Studies enjoyed rapid success as a popular non-advanced qualification in the upper secondary and further education sectors. Media education, however, did not. Chapter 5 explores the links between the MEDP and the SMDP through the agency of three central actors: SCET, the SFC and AMES in the context of a second term of Margaret Thatcher’s Conservative government. This study concludes that between 1934 and 1964, the SFC was a key educational bureaucracy in Scottish education. The SFC’s role as an agent of change represented the recognition of a link between relevant and contemporary Scottish cultural production and the transformation of statutory education. Between 1929 and 1982 three iterations for media and education in Scotland can be discerned. In 1983, the MEDP began a fourth but its progress faltered. The study suggests that if a new iteration for media and education in Scotland in the twenty-first century is to emerge, an institutional link between media culture, technology and educational transformation requires to be restored.
3
Boag, Brian T. „The role of the programme team in the implementation of policy at institutional level : a case study in the UHI Millennium Institute“. Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3027.
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This thesis reports an insider case study conducted by an active participant in the setting which is the UHI Millennium Institute. UHI is a federal, collegial partnership of 13 academic partner colleges. This partnership is made up of Further Education Colleges and smaller and specialised institutions. The case study focuses on one programme team, the BA Social Sciences team and at its role in the implementation of the institutional learning and teaching policy and its related strategies. The case study uses literature on policy implementation and of Further/Higher Education links. It makes use of social practice theory and the notion of the teaching and learning regime to analyse the cultural characteristics of the team and a typolgy of responses to change, to review the response of the team to policy objectives. In doing so the case study is a response to calls for more 'close-up' research at the meso-level of analysis. The study reviews the response of the team over a 10-year trajectory from the initial validation of the programme to 2009. The study takes an interpretive, participant-obervation based approach to examine the cultural characteristics and response of the programme team. The methods used to gather data include examination of comprehensive documentation relating to the programme over this time frame and semi-structured interviews with team members. The findings are that the cultural character of the team is dominated by its origins in Further Education and by the social relationships involved in a team which spans three colleges and deals with three sets of college managers and UHI. The response of the team to institutional policy is to embrace its objectives but also to reconstruct policy in ways possible within constraints. The team can make certain choices but is also constrained by policy from 'the top'. The study discusses implications for the notion of the teaching and learning regime and for the typology of responses used and proposes ways in which these might be modified. Proposals for further research in this field are made, particularly involving the implications for policy making of the relationship between college management and UHI.
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Macgregor, Lindsay. „The Norse settlement of Shetland and Faroe, c.800-c.1500: a comparative study“. Thesis, University of St Andrews, 1987. http://hdl.handle.net/10023/2728.
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This thesis provides detailed studies of settlement on four Faroese islands and in four districts of Shetland in order to isolate and explain differences and similarities between the two island groups. These studies examine topography, place-names, relationships with previous settlements, church distribution, settlement expansion, inter-relationship of settlements and land assessments. The range of sources and methods are set out in the Introduction. The first Regional Study presents two districts of Western Norway, Fjaler and Gaular, which are discussed to illustrate some of the major trends of settlement in the homeland. Detailed studies are then made of settlements on the four Faroese islands of Fugloy, Streymoy, Sandoy and Suduroy and in the four Shetland districts of Fetlar, Delting, Walls and Sandness, and Tingwall. A section arranged thematically follows, bringing together results from the Regional Studies and referring more generally to the whole of Shetland and Faroe. This section examines three themes: firstly, the relationship between the Norse settlers and pre-Norse populations; secondly, the development of the Scattalds and bygdir; -and thirdly, naming patterns. Despite very great differences in the extent of settlement prior to the arrival of the Norse in Faroe and Shetland, primary settlement patterns are essentially similar. The Scattalds and bygdir represent comparable settlement districts and reflect similar agricultural requirements and responses to the landscape while primary settlement sites in both island groups generally feature good harbours and extensive cultivable land with topographical names descriptive of their coastal location. Secondary settlement expansion takes different forms in Faroe and Shetland, however, and this is reflected in nomenclature, in particular the absence of the habitative elements stadir, bolstadr and setr from Faroe. It is concluded that the absence or presence of habitative place-name elements is dependent on the nature of settlement expansion.
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Peebles, Hugh B. „Warship building on the Clyde, 1889-1939 : a financial study“. Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/1789.
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The part played by warshipbuilding in sustaining the Clyde shipbuilding industry between 1889 and 1939 has received less attention than it deserves. Only a minority of firms undertook warshipbuilding in peacetime but they included some of the leading shipyards an the Clyde. This study, based on a detailed examination of accounts and cost records, shows that naval work was of critical importance for these firms from the 1890's onwards. All of the firms which took advantage of the expansion in the demand for warships in the 1890's were in financial difficulties and profitable naval contracts were largely responsible for reviving their fortunes. From then until the outbreak of the First World War in 1914, naval work constituted a major part of their output and the most profitable part of it. By 19149 all of the warshipbuilders had expanded their capacity and provided expensive new facilities largely an the strength of the demand for warships and the three biggest yards were owned by armaments manufacturers who were primarily interested in shipyards for their warshipbuilding capability. After the war, the demand for armaments contracted and the warshipbuilders were faced with the problem of finding profitable employment for capacity designed for building warships and warship engines. This proved to be impossible and the relative dearth of naval contracts in the 1920's and early 1930's was the primary cause of the severe financial difficulties in which they found themselves when the onset of the world financial crisis in 1931 brought merchant shipbuilding to a standstill. Only Beardmore's succumbed but, had rearmament not been in the offing, it is doubtful if many of the warshipbuilding yards would have survived the ensuing crisis. As it was the survivors regained their financial stability by 1939 only because of the revival in the demand for warships.
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Horsburgh, David Henry Robert. „Gaelic language and culture in north-east Scotland : a diachronic study“. Thesis, University of Aberdeen, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262925.
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The thesis outlines the history of the Gaelic language and culture in North-East Scotland which is defined as the old counties of Kincardine, Aberdeen, Banff, Moray and Nairn. After an introductory description of the North-East, the thesis explores the rise of Gaelic culture, the displacement of Pictish culture by Gaelic, and the dominant position of Gaelic in the North-East by the 12th century as indicated in contemporary sources such as the Book of Deer. The thesis also describes the emergence of a linguistic and cultural frontier which endured between the 12th and 19th centuries, the association of Gaelic culture with the concept of the 'wild Scot', and the perception of the Gaidhealtachd as a region distinguished by language, dress and customs. In exploring these themes, particular areas have been commented upon, including, the church, law and administration and the burghs. Changing attitudes to Gaelic language and culture since the Reformation period have been outlined. The effect of Reformation politics on the North-East Gaelic communities, against a background of wider Scottish events, have been charted with frequent resort to contemporary sources such as the Minutes of the SSPCK, the Statistical Accounts and the Decennial Census Reports. The decline of the Gaelic language and culture in the North-East parishes has been traced from the late 17th century down to the 20th century, including some description of the last communities. Finally, an analysis of the Gaelic-speaking community in the city of Aberdeen has been made, focusing on the Gaelic chapel, the Celtic Society and Department at the University, and the evidence of the census for numbers of speakers.
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MacIntyre, Christine Campbell. „Criterion-referenced assessment for modern dance education“. Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.
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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
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Douglas, Sheila M. „The king o the black art : a study of the tales of a group of Perthshire travellers in their social context“. Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/1801.
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The thesis consists of an introductory chapter, three chapters of family history and three of tale study, two appendices, the first containing sixteen stories in all known versions and the second seventy eight stories recorded by me, based on field recordings fran Alec, Belle and John Stewart and Willie MacPhee, 1978-84. The introductory chapter examines theories of the origins of Highland travellers and sets out the historical, psychological and aesthetic concerns of the tale study. The family history sets out the material recorded frcm informants. The first chapter deals with Belle's early life in Blairgowrie which is the geographic focus of the family's later history. The second traces the fortunes of the Stewarts in Perthshire and Ireland, showing how they adapted to altered circumstances when they returned to Scotland. The third chapter covers the period since the Second World War, during which Alec's family became well-known through the Folk Revival and their children began to integrate with the settled community and lose their oral culture. The historical tale study shows the links with Gaelic tradition to be found in the story collection. The psychological chapter reveals the functions the stories had in travellers' lives: teaching ancestral wisdom, strengthening kinship ties, reinforcing values, passing on skills for survival, containing fears. The aesthetic chapter looks at the structuring of stories and demonstrates the use of signal words and phrases to guide the listener's ear, as well as giving story tellers a means of recreative transmission. Styles and versions are compared and aesthetic principles deduced frcm the use of different kinds of language and imagery.
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Darragh, Alison. „Prison or palace? Haven or hell? : an architectural and social study of the development of public lunatic asylums in Scotland, 1781-1930“. Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1715.
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In 1897 John Sibbald, Commissioner in Lunacy for Scotland, stated that ‘the construction of an asylum is a more interesting subject of study for the general reader than might be supposed.’ This thesis traces the development of the public asylum in Scotland from 1781 to 1930. By placing the institution in its wider social context it provides more than a historical account, exploring how the buildings functioned as well as giving an architectural analysis based on date, plan and style. Here the architecture represents more, and provides a physical expression of successive stages of public philanthropy and legislative changes during what was arguably one of the most rapidly evolving stages of history. At a time when few medical treatments were available, public asylum buildings created truly therapeutic environments, which allowed the mentally ill to live in relative peace and security. The thesis explores how public asylums in Scotland introduced the segregation or ‘classification’ of patients into separate needs-based groups under a system known as Moral Treatment. It focuses particularly on the evolving plan forms of these institutions from the earliest radial, prison-like structures to their development into self-sustaining village-style colonies and shows how the plan reflects new attitudes to treatment. While many have disappeared, the surviving Victorian and Edwardian mega-structures lie as haunting reminders of a largely forgotten era in Scottish psychiatry. Only a few of the original buildings are still in use today as specialist units, out-patient centres, and administrative offices for Scotland’s Health Boards. Others have been redeveloped as universities or luxury housing schemes, making use of the good-quality buildings and landscaping. Whatever their current use, public asylums stand today as an outward sign of the awakening of the Scottish people to the plight of the mentally ill in the nineteenth and early twentieth centuries.
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Reid, Fiona. „A geographical study of Scottish sport“. Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2540.
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The thesis identifies a lack of research in the general subject area of sports geography and in particular Scottish sports geography. A new conceptual framework for the analysis of the geography of sport is developed from an extensive review of the literature. This framework is then used to illustrate three case studies of the sports landscape in Scotland at three geographical scales. Case study one considers a national sport and traces curling, from its origin to the international Olympic sport it is today, through time and the geographical concepts of space, place, and environment. The sport of curling is shown to be a distinctively Scottish despite influences of modernisation and internationalisation. At the regional scale, case study two identifies two key sporting attributes. Recent survey data are used to highlight regional variations in sports club membership and volunteering in sport. For example the highest rate of sports volunteering in the population is found in the north of Scotland, while the biggest contribution to the sport volunteer workforce comes from large urban towns nearer the central belt. Finally case study three examines a local sportscape. Factors relating to the local population and to the individuals within the sportscape are combined to propose a model for the analysis of sports places. Each case study has added to the knowledge of sports geography in Scotland, however the real benefit of the thesis is to the overall understanding of sports geographical analysis. A new conceptual framework has been developed for the geographical analysis of sport and this has been applied to three case studies to illustrate its efficacy. This is a first Geography of Sport in Scotland.
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Kilday, Anne-Marie. „Women and crime in south-west Scotland : a study of the Justiciary Court Records, 1750-1815“. Thesis, University of Strathclyde, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327453.
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House, Nancy Ellen. „Teaching art history to adult students: A teaching model and pilot study /“. The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.
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Farhanieh, Iman. „A Study in History Teaching Using Serious Games“. Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12948.
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The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.
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Hamilton, Elsa Catherine. „The acts of the Earls of Dunbar relating to Scotland c.1124-c.1289 : a study of Lordship in Scotland in the twelfth and thirteenth centuries“. Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/1582/.
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The House of Gospatric was established in Scotland by Malcolm III after 1072 and endowed with lands surrounding the stronghold of Dunbar, in Lothian. The descendants of Gospatric accumulated vast estates in Lothian and the Merse, assuming the title ‘earl of Dunbar’ by c. 1200. Their charters, of which the earliest surviving dates to the earldom of Gospatric, brother of Dolfin (died c. 1138), belong to the mainstream of European charter culture and exemplify many of the changes in diplomatic observable elsewhere. They are rich in evidence which can be used with that of the chronicles, and of the English and later Scottish public records, concerning the extent of the Dunbar estate in south-east Scotland. They indicate a variety of forms of lay tenure, with land used flexibly by the earls to endow the family, to install associates as tenants and dependants, and to elicit service and revenue; and they show these patterns of land use to have been replicated by those to whom Dunbar land was granted. Women were part of the process, making and assenting to grants. Links with the religious orders were forged and re-forged through benefaction, but dispute settlement and control mechanisms lay at the heart of much of the charter production of the period. Patterns of witnessing varied, according to the context of the charter. The people who served the earl - his family and his dependants, his employees in his estate and household, his associates in aristocratic society - can be identified, grouped and analysed through studies of the witness lists, and the origins and offshoots of their families explored. These formed a network of both dependency and support which was crucial to the functioning of the Dunbar lordship. Whether the structure can be termed feudal is more problematic. The comital economy was based on arable and pastoral farming, and in the charters there are land management agreements which suggest a heavy involvement in the wool trade. The importance of the maritime economy is glimpsed in arrangements linking to fishing and shipping, and ancillary industries such as salting. There are references to an infrastructure sophisticated enough to sustain extensive trade and commerce. Moreover the developing sense of the cohesiveness of the earldom to which aspects of the Dunbar charters testify connects well with the impression of an active lordship with a coherent economic strategy at a time of growth and expansion. In an era of change also in the relationship between the Church and lay society, the charters tell of issues of patronage and the control of teinds, of the foundation and endowment of religious houses with land and churches, the competing jurisdiction of lay and ecclesiastical courts. When its power was challenged, the Dunbar lordship responded flexibly, standing its ground in some areas, yielding or seeming to yield in others. Similarly on the national stage the earls played a prominent role, but one which had to be adapted to the growth of royal justice and the evolution and systematisation or judicial processes. They intermarried with the royal house and from earliest times were close associates of the Scottish kings whose charters they witnessed. Though cross-border lords with extensive English lands and particular frontier responsibilities, they undoubtedly played primarily on the Scottish stage.
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Ebot, Tabe Fidelis. „The history of History in South African secondary schools, 1994-2006“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.
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This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."
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Mackay, Francesca L. „Reading Pitscottie's Cronicles : a case study on the history of literacy in Scotland, 1575-1814“. Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7341/.
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This thesis addresses a range of research questions regarding literacy in early modern Scotland. Using the early modern manuscripts and printed editions of Robert Lindsay of Pitscottie’s late sixteenth-century 'Cronicles of Scotland' as a case study on literacy history, this thesis poses the complementary questions of how and why early modern Scottish reading communities were encountering Pitscottie’s 'Cronicles', and how features of the material page can be interpreted as indicators of contemporary literacy practices. The answers to these questions then provide the basis for the thesis to ask broader socio-cultural and theoretical questions regarding the overall literacy environment in Scotland between 1575 and 1814, and how theorists conceptualise the history of literacy. Positioned within the theoretical groundings of historical pragmatics and ‘new philology’ – and the related approach of pragmaphilology – this thesis returns to the earlier philological practice of close textual analysis, and engages with the theoretical concept of mouvance, in order to analyse how the changing ‘form’ of Pitscottie’s 'Cronicles', as it was reproduced in manuscript and print throughout the early modern period, indicates its changing ‘function’. More specifically, it suggests that the punctuation practices and paratextual features of individual witnesses of the text function to aid the highly-nuanced reading practices and purposes of the discrete reading communities for which they were produced. This thesis includes extensive descriptive material which presents previously unrecorded data regarding twenty manuscripts and printed witnesses of Pitscottie’s 'Cronicles', contributing to a gap in Scotland’s literary/historiographical canon. It then analyses this material using a transferable methodological framework which combines the quantitative analysis of micro-data with qualitative analysis of this data within its socio-cultural context, in order to conduct diachronic comparative analysis of copy-specific information. The principal findings of this thesis suggest that Pitscottie’s 'Cronicles' were being read for a combination of devotional and didactic purposes, and that multiple reading communities, employing highly nuanced reading practices, were encountering the text near-contemporaneously. This thesis further suggests that early modern literacy practices, and the specific reading communities which employ them, should be described as existing within a spectrum of available practices (i.e. more or less oral/aural or silent, and intensive or extensive in practice) rather than as dichotomous entities. As such, this thesis argues for the rejection of evolutionary theories of the history of literacy, suggesting that rather than being described antithetically, historical reading practices and purposes must be recognised as complex, coexisting socio-cultural practices, and the multiplicity of reading communities within a single society must be acknowledged and analysed as such, as opposed to being interpreted as universal entities.
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O'Grady, Oliver J. T. „The setting and practice of open-air judicial assemblies in medieval Scotland : a multidisciplinary study“. Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/506/.
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This study examines the physical settings and landscape associations of open-air judicial courts in medieval Scotland. Outdoor medieval assembly practices represent an ephemeral collective human activity crucial to the understanding of medieval society. A multidisciplinary approach which utilises place-name, historical and archaeological evidence is adopted. Representative case studies are investigated and the results of geophysical and topographical survey presented. Place-names derived from Gaelic, Scots, Old Norse and English indicative of assemblies, and drawn from established studies, are brought together and supplemented by a preliminary survey of additional material. Over 200 place-names are considered. Published historical references to open-air courts relating to the 13th - 16th centuries, are examined, with 18 examples where physical settings can be confidently identified presented in detail. A diversity of open-air court settings are identified, incorporating both natural and archaeological features. Mounds are the most common archaeological setting identified with a widespread distribution which transcends historical linguistic and cultural boundaries. However, a significant number of court settings utilised natural hills, which has implications for the archaeological scrutiny of assembly places. The re-use of prehistoric features such as cairns and megalithic remains for courts is a widespread phenomenon, not restricted to royal centres. The pre-Christian cultic qualities of early historic central places are illustrated and the close association of early church sites and judicial assembly mounds in Scotland is demonstrated. Medieval judicial assembly sites in Scotland are also found in association with territorial boundaries, emphasising their role in inter-community dynamics. The historical material demonstrates a gradual decline in the use of open-air settings for courts from the 15th century onwards. This nonetheless represents significant persistence of customary court venues in Scotland during the progressive centralisation of legal process.
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Ford, John Davidson. „The rational discipline of law : a historical study of Stair's 'Institutions of the Law of Scotland'“. Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302941.
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Macrae, Michael John. „Some aspects of concept acquisition in history“. Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001433.
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There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)
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Constantinidou, Evi Ioanni. „Local history and identity in a coastal village in East Sutherland, Scotland : a social anthropological study“. Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335686.
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Atuahene-Sarpong, Boateng Kofi. „"Why I like history ...": Ciskeian secondary school pupils' attitudes towards history“. Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.
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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
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Pryke, Sebastian. „The eighteenth century furniture trade in Edinburgh : a study based on documentary sources“. Thesis, University of St Andrews, 1995. http://hdl.handle.net/10023/11339.
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“The existing work is easy to summarise; despite the ever present nature of furniture in people's lives, and its obvious position in a social context as a reflection of taste, wealth and progress, the study in Scotland of the trade which made it, and the furniture itself, has until recently been sadly neglected.” -- From the Preface. “This thesis is intended to hang flesh on the bones of Francis Bamford's ‘Dictionary of Edinburgh Wrights', rather than to be a counterpart to Pat Kirkham's study of the London trade¹². Whereas in Glasgow 'no rich vein of documentation has revealed the existence of a dominant city manufacturer comparable with Trotter of Edinburgh, whose furniture and business activities can be traced back into the eighteenth century¹³', in Edinburgh rich veins do exist. They have been used not only to illuminate the careers of individuals but also to explore the great range of services which these individuals offered. The editorial of the 1992 volume of ‘Regional Furniture' states that 'some work on Norwich, Chester, Doncaster, Lancaster and Glasgow is in print, but coverage is patchy'. That Edinburgh had such a clearly vibrant trade will hopefully be of encouragement to historians of all major British cities, even those that did not benefit from the privileges of a capital city, or bask in the reflected glow of the Enlightenment.” – From the Introduction.
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Eagles, Jonathan L. M. „The 'Chronicle of Perth': an historical and archaeological study“. Thesis, University of St Andrews, 1995. http://hdl.handle.net/10023/2742.
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This thesis features a full transcript of NLS Advocates MS. 35.4.4, The "Chronicle of Perth". The manuscript volume was edited and published by James Maidment in 1831 for the Maitland Club of Glasgow; however, Maidment's edition represents only a partial transcription of the original volume, and the editor provided few textual notes. I have written a substantial commentary to accompany the text; my work on the "Chronicle" is intended to improve upon and replace Maidment's edition. The manuscript volume was probably compiled between c. 1590 and c. 1668, and incorporates a variety of subject matter: copies of official correspondence, a register of deaths and, chiefly, a register of historical events of local and national significance in the 16th and 17th centuries. Editorial work in this thesis includes detailed analysis of the structure and provenance of the manuscript, a study of the veracity of the historical notices, and an assessment of its place in the local literary context. The "Chronicle" is an anonymous work; but suggestions concerning the identity of its authors have been made following handwriting analysis and a comparative study of the manuscript with other documents in the Perth Burgh Records. The "Chronicle" can be dated through internal evidence, and also by study of the manuscript paper. Numerous archaeological excavations have been carried out in Perth during recent years. The results of this work have substantially augmented the historical record of life in the medieval and early modern burgh, and archaeological evidence is certainly of considerable importance to historians of Perth. This thesis seeks to assess the value of historical records for archaeologists working in the burgh. This is essentially a theoretical exercise, but it should also have practical consequences for archaeological research in Perth. It is the contention of my approach that historical sources can be used in advance of archaeological investigation to pose archaeological questions, to provide guidelines for research, and indeed to provide archaeological information. In this thesis I have sought to demonstrate that the "Chronicle of Perth" contains useful archaeological material in its own right, and that the manuscript indicates areas in which archaeological study may develop our understanding of the 17th century environment, in both town and country. The archaeological themes which emerge from the text of the "Chronicle" are developed by reference to manuscripts in the Perth Burgh Records and existing archaeological information. This thesis examines the climatic history of the Perth region in the early modem period - with particular reference to damage caused by floods, harvest failures, and the spread of infectious diseases - and the built environment of the burgh. Attention is paid to major public buildings of the town, such as the tolbooth and St. John's Kirk, and to significant structures beyond the town walls such as Lowswork and the Brig of Earn. A pervasive theme of this research is an assessment of the burgh's complicated relationship with its rural hinterland. Features of this study include the structure of the market economy in 17th century Perthshire, and the influence of large estates within the landscape. The economy of the burgh of Perth was relatively weak in the 17th century, and the "Chronicle" directs particular attention to the disruption which was caused by the Covenanting crisis of the 1640s and Cromwellian occupation of the 1650s; this thesis considers the effects of those years upon Perth's economy. The thesis is intended to form a substantial reference source for historians and archaeologists working in Perth. At both theoretical and practical levels, this study considers the value of documentary sources for archaeological research. The "Chronicle of Perth" can be used as an introduction to the quality of life which was experienced within and without Perth in the early modern period; archaeological themes which can be extracted from the text of the "Chronicle" can be developed using the Perth Burgh Records to build up a portrait of the state of the built environment in town and country. An important consequence of this research has been to demonstrate the close association which exists between historical and archaeological information.
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Kaplan, Richard E. „Teaching adolescents about war“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.
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Smith, Alastair. „Fair trade governance, public procurement and sustainable development : a case study of Malawian rice in Scotland“. Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/10706/.
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This thesis provides an account of the way in which meaning associated with the term ‘fair trade’ is negotiated within a number of discrete, yet interrelated communities, in a way which influences stakeholder understanding of the concept – and as a result, structures the way in which public procurement strategies integrate fair trade governance into their operation. Building from the identification of ‘fair trade’ governance as a means to embed the intra-generational social justice concerns of sustainable development within the public procurement system, the thesis investigates how the ambiguous meaning of fair trade is reconciled in discourse and practice. Specifically focusing on the case study of Scotland – where Local Authorities are involved in a complex network of state and private governance initiatives – investigation reveals that despite various influences to the contrary, fair trade is strongly conflated with certification administered by the dominant global fair trade certifying body, Fairtrade International (FLO). However, exceptions are argued to demonstrate an active negotiation of this domination over meaning. In particular, one Authority has purchased ‘fairly traded’ Kilombero rice – produced by members of the National Smallholder Farmers Association of Malawi (NASFAM) – as part of its fair trade strategy, by accepting claims of fairness not on the basis of external certification, but on trust from a socially orientated import organisation. Extending the study along the supply chain, investigation reveals that while the producer organisation sees fair trade as beneficial to their overall objectives, they identify significant limitations with the FLO approach. For this reason they have pursued World Fair Trade Organisation (WFTO) accreditation in order to back their claims to fair trade operation. As such, the dominance of FLO certification is seen to be actively contested as part of a wider dynamic in which different approaches vie to influence the understanding, and therefore the praxis of stakeholders.
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Mitchell, Rosamond. „An investigation into the communicative potential of teachers' target language use in the foreign language classroom“. Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/2554.
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This thesis describes an investigation into the capacity of foreign language (FL) teachers in Scottish secondary schools to make the target foreign language the sole or main means of communication with their pupils in the formal setting of the FL lesson. In the first part of the thesis, the reasons why FL teachers should behave in this way are explored. Relevant sociolinguistic and psycholinguistic theories are first discussed, together with their implications for FL teaching methodology. Contextual factors thought likely to influence the extent to which British FL teachers would be either willing or able to make the target language the medium of classroom communication are then reviewed. These have to do with a) the nature of the classroom as a social and sociolinguistic setting, and b) FL teachers' linguistic competence and beliefs about the nature of teaching and learning. Existing research on FL classroom interaction, and in particular on structural and functional characteristics of teacher FL talk, is also reviewed. The second part of the thesis reports an empirical study of the classroom talk of a group of teachers committed to the 'communicative approach' to FL teaching. These teachers' classroom use of French (the target FL) and English is described at several levels of detail, notably that of the teaching! learning activity and of the pedagogic move. Structural characteristics of teacher talk are also studied. Special attention is given to teachers' classroom management talk, and it is argued that the choice of French for this purpose is critical for enhancing pupils' experience of message-oriented target language use. comparison is made between the language use patterns of teachers characterised as 'High' and 'Low FL Users'; and an account is given of the discourse strategies which appear necessary to sustain high levels of FL use.
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Jackson, Sylvia. „The implementation of curriculum innovation : an examination of the factors affecting the use of the 'Science 5/13' project in trial schools after the trial period“. Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/21856.
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The central focus of this research is the implementation of curriculum innovation: this is examined by looking in detail at one particular innovation, the Schools Council project, Science 5/13, and attempting to isolate factors affecting its use. The research has been undertaken in a sample of those schools who tried out the project materials in the initial trial stages. These schools were contacted a number of years after the completion of the trials to examine the development of the project in the post trial period.
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Tan, Kang John, und 陳岡. „History of the history curriculum under colonialism anddecolonisation: a comparison of Hong Kong andMacau“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956749.
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Mills, Christine Elizabeth. „The portrayal of women in history textbooks“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.
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McLaughlin, Patrick M. „Responding to drunkenness in Scottish Society : a socio-historical study of responses to alcohol problems“. Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/1912.
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This thesis explores the nature of responses to problems associated with drinking and drunkenness. The aim is to consider how perceptions and responses to the issue have changed over time, and, crucially, to analyze the implications of the resulting evidence for policy and practice. There are two interdependent issues which the thesis seeks to expose and debate. First there is the process of emergence, the historical development of alcohol abuse as a social problem. It is possible to see in the historical record the continuities and (just as importantly) the discontinuities of responses to drinking behaviour from the Industrial Revolution to the present day. it is important to realise that some important aspects of contemporary explanations of problem drinking are in fact 'hangovers' from an earlier tradition and, in particular, from the Temperance response to alcohol problems. Ultimately, however, this is a thesis about the practice of managing contemporary alcohol related problems. It is about how the modern institutional network of criminal justice, medical, and social welfare agencies perceive and respond to problem drinking in Scotland. How do police officers, procurators fiscal, magistrates, doctors, and social workers view problem drinking? How do they respond to the problem drinker? The thesis then is about attempts to control, treat, and/or rehabilitate deviant drinkers, but it is also about the attitudes, perceptions, and experiences of the individuals whose job it is to realise policy as practice. In as much as it is based on the belief that in order to understand the modern system of management of the problem, it is necessary to understand how 'alcoholism' came to be defined as a social problem in the first place, the analysis is informed by perspectives and concepts that have been developed in the sociology of social problems. Chapter I considers the main features of this analytical framework and outlines the structure of the thesis.
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Cheung, Wai Wan. „Conceptions of teaching and learning held by teachers of Mandarin and Cantonese in Chinese complementary schools in Scotland“. Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/24444.
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The thesis explores Chinese teachers’ conceptions of teaching and learning Chinese at Chinese complementary schools in Scotland. The teachers taught either Cantonese or Mandarin, the two main Chinese languages spoken by Scotland’s Chinese communities; teaching took place on a voluntary basis at weekends; the teachers were drawn from a variety of occupations; most of the pupils were of Chinese ethnicity, with in addition some non-Chinese children. The research mainly draws on phenomenography, a research approach that investigates variation in conceptions of different phenomena as these appear to particular groups of people – in this case, teachers of Chinese in Scottish complementary schools. The variation refers to the different conceptions of teaching and learning that were identified in the group of teachers as a whole. Semi-structured interviews with each individual teacher were devised, conducted and analysed according to phenomenographic procedures. From the group as a whole six key conceptions of teaching were identified, and likewise six key conceptions of learning. In addition, the research focused on a smaller number of teachers in order to identify individual profiles in greater depth. The teacher interviews also elicited the metaphors that the teachers considered represented good teaching and learning. The interviews also served to identify the factors that the teachers considered had most influenced their conceptions, and they were complemented by qualitative classroom observations designed to identify factors that would allow the researcher to better understand the context in which the teachers had formed their conceptions. The findings showed that Mandarin and Cantonese teachers had much in common, but that also there were clear differences in particular areas that seemed to be explained both by differences in culture between Mandarin-speaking Mainland China and Cantonese-speaking Hong Kong, and also by emerging differences in power and status, with Mandarin assuming a dominant role and Cantonese showing some decline in numbers and in optimism, with some parents switching their children over from Cantonese to Mandarin. More generally, the findings suggested that the teachers were dedicated, adaptable, and different from the stereotypical perception of Chinese teachers of the sort that emphasises examinations, rote-learning and authoritarian teaching style. The teachers in the present study generally understood their pupils had multiple identities and they sought to teach in a child-centred way, and to help their pupils preserve moral values and a Chinese component of their identity through learning Chinese language and experiencing Chinese culture.
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Wright, Allan Dene. „The archaeology of variation : a case study of repetition, difference and becoming in the Mesolithic of West Central Scotland“. Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3310/.
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This thesis comprises a regional synthesis of the diversity of the human experience in West Central Scotland during the Mesolithic period (c.7875-c.4200BCE). The research area incorporates the modern local authorities of Ayrshire, Dunbartonshire, Glasgow City, Inverclyde, Lanarkshire and Renfrewshire. The regional profile has been constructed from a comparison of the lithic assemblages from mainland coastal and inland sites in a transect (c.2550km2) from Ballantrae and Girvan on the Ayrshire coast inland to Loch Doon, South Ayrshire and beyond to the Daer Valley in South Lanarkshire. Three other sites from South Lanarkshire outwith the transect have also been included in the study, namely Climpy, Powbrone and Weston. Reference has also been made to sites on the islands of the Firth of Clyde and at Loch Lomondside. The archaeological and environmental evidence from the Ayrshire coast has been considered, supporting the interpretation of probable sedentism at Girvan during the Late Mesolithic. The theoretical structure can be distilled into two main themes, namely variation and technology which are folded into a cohesive framework by reference to the philosophies of Gilles Deleuze, and in particular his 1968 work Difference and Repetition. The concepts of repetition, difference and becoming have given meaning to variation as something more profound than a mere contradiction. In this thesis, these concepts have been recast to incorporate the chaîne opératoire. Firstly, variation in people and things are forged in the social dimension through repetition. Secondly, technology is understood as inseparable from the agent, where the people and things are both subject and object, and things may be understood as detached parts of people. It is by conjoining these enhanced constructs of variation and technology that people and things as technology inscribe the landscape to create a meaningful taskscape; referring to the notion proposed by Ingold in 1993. These concepts as becoming have been used to explore notions of identity, group identity, social boundaries and taskscape as inseparable qualities of Mesolithic lifeways. Detailed technological analysis of the surface collections and excavated assemblages comprised within this study has confirmed the continuity of lithic practice across the greater part of the Mesolithic period. Subtle nuances have been recorded in technological choices made, and also in the composition of the lithic assemblages. The main variation lies in the choice of raw materials. The distinctions are more profound than the dominant use of flint at the coast and chert inland. Marked variations in both the colour and original cortical surface of raw materials are identified suggesting differentiated resources across the landscape and different groups of hunter-gatherers. The presence of flint at the inland sites is interpreted as representative of pioneer incursions. The variations in the assemblages of West Central Scotland, together with the cautious use of ethnographic analogy allow consideration of the cosmological significance of raw materials and the materiality of stone. The notion that the use of specific raw materials is culturally proscribed has been instrumental in the interpretation of hunter-gatherers groups who are either predominantly practising sedentism at the coastal lagoonal habitats of Girvan, or creating new group identities and adopting more mobile lifeways inland.
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O'Brien, Eileen Marie. „Women in history: A vanishing act“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.
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Ho, Chi-ming Ronald, und 何志明. „Epistemological beliefs and constructivist teaching for secondary students learning history“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.
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Winter, Regina Beth 1945. „An integrative model for a discipline based feminist history of art“. Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276708.
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This thesis establishes guidelines and develops art historical instructional materials that answer requirements of discipline-based and feminist art education. Recent literature on the theoretical bases and curricular applications of DBAE,and feminist writings in art education and art history serve as conceptual sources for developing an integrative art historical model. This study applies this model to develop a variety of high school level instruction materials based on the lives of 19th century American neoclassical women sculptors. These materials contain biographies, sources of reproductions, and an analysis of these artists' particular positions as women, and as artists, in nineteenth century America. The last chapter provides information and suggestions for teachers on how to use the materials in a discipline based context. This kind of integrative approach can serve to broaden our understandings and experiences of the visual arts so that they are more truly representative of all humankind.
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Wilson, Pete. „The politics of history within New South Wales schools : the contentious nature of history courses from 1880 to the present“. Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/27707.
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This thesis studies the politicised and contested nature of history within New South Wales’ Schools. History emerged into New South Wales schools in the 18805, amidst extensive criticism that the course would inflame sectarian division between Protestants and Catholics. The type of history that was eventually instated in the Public Instruction Act of 1880 was a triumphant appraisal of British and Australian colonial achievements and has been described as the ‘drum and trumpet’ approach. In the first decade of the
twentieth century there was an extensive reform movement in education that was termed at the time the ‘new education’. Central to these reforms was the first Director of Education in New South Wales, Peter Board. Board published the first Syllabus of Instruction in 1904, which placed history at the centre of the curriculum and titled the primary school history course ‘civics and morals’. The purpose of history in schools at this time was to disseminate a loyalty to Empire and nation and to inculcate Protestant moral values for the benefit of society in general.
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Poswa, Mandisa. „History reading comprehension in black secondary schools : a Ciskei study“. Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.
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This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.
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McNabb, Cheri Andrea. „Oral history: An approach to teaching limited english proficient children“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.
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Ho, Sun-yan Anita, und 何蕣顏. „Post-1949 China in Hong Kong's "History" and "Chinese History" curricula: a comparative study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203815.
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Tharp, Glenda Nell. „A whole language approach to teaching history: Social studies through literature“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
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Mrwetyana, Notemba. „Group work in black history classes“. Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001425.
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As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
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Cunningham, Deborah Lynn. „Professional practice and perspectives in the teaching of historical empathy“. Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.
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To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and practice about how to cultivate it. Instead, it has tended to offer norms for good practice that take little account of differing contexts or the sometimes competing goals that teachers seek to achieve. It has been guided as well by a particular image of empathy teaching as dedicated exercises, often involving immersion in many historical sources. My study begins to address the lack of attention to teachers' actual ideas and practices for fostering empathy by presenting a case study of four experienced history educators in England. Through extensive analysis of lesson and interview transcripts, I derive a new framework for thinking about empathy teaching that takes into account both the major activities and smallscale discourse strategies - heretofore largely unexamined - that the teachers use to promote understanding. It attends to their ways of conceptualising empathy, their means of establishing the conditions they view as essential, their negotiations of myriad factors helping or hindering their efforts, and their complex deployments of various types of relevant knowledge. The framework shows how, in making decisions about empathy teaching, they consider student factors such as capacities, preconceptions and motivation, structural factors such as time, resources, and examination priorities, and factors concerning their own knowledge, beliefs and state - then utilise a broad and flexible repertoire of strategies to address the shifting variables they encounter. Finally, the study explores curriculum as an interaction between teachers, pupils and educational context, recognising the influence of each on understanding in particular classrooms. Significant divergences between how teachers think and practice and how empathy teaching is discussed in the educational literature emerge for a spectrum of issues. These include how empathy is conceptualised, what sorts of strategies are enacted, who the historical subjects of empathetic efforts are, how students' achievements are assessed, and how empathy-related dilemmas are construed and managed. All of these discrepancies suggest that research stands to benefit by attending more closely to teachers' ideas. For their part, the teachers appear to be oriented toward self-improvement - learning and changing through experience, collegial contact, and focused reflection of the sort prompted by this research. Implications for teachers' professional development and for future research approaches are explored.
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Panzo, Barbara Ann. „Inclusion of Alaska natives in history/social science curriculum for fifth grade“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.
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This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.
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Rehman, Jonas. „From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa“. Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.
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The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.
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Kehoe, Earl. „The teaching of history in post-genocide Rwanda : a case-study of a post-genocide secondary school history curriculum“. Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33446/.
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The focus of this thesis is an investigation of secondary school history in post-genocide Rwanda. The thesis addresses a knowledge gap by examining the 2008 O-level Rwandan history curriculum as a case of a post-genocide secondary school history curriculum. The issues surrounding the construction of the 2008 O-level history curriculum and the wider opportunities and challenges of teaching and learning history in Rwandan schools are addressed. The research is located in the field of literature that investigates school history in different post-genocide and post-conflict countries and the connections between history education, conflict, peace and reconciliation. Research involved two periods of fieldwork in Rwanda of 11 weeks and 16 weeks respectively. During this time curriculum documents were collected and field-notes taken. Also, interviews were conducted with Rwandan policy-makers (3), secondary history teacher-educators (5) and secondary history student-teachers (10). Informal discussions were held with four additional policy-makers. The empirical research was related to the research question: What opportunities and challenges does teaching history face in post-genocide Rwanda - perceptions of what, why and how history is taught to secondary school pupils? A thematic analysis of the data resulted in three key inter-related findings. Firstly, there are competing policy visions and curriculum processes at the heart of the 2008 O-level secondary school history curriculum. Secondly, the memory of the 1994 genocide is central to the 2008 O-level history curriculum construction (policy), mediation (teacher-educators) and implementation (student-teachers). Finally, and related to finding two above, limited learner-centeredness in student-teachers’ classroom practice demonstrates how the legacy of the Rwandan 1994 genocide impacts on the delivery of the 2008 O-level history curriculum. Based on these findings the thesis makes three original contributions to knowledge. The legacy of the genocide in terms of post-genocide fears of future violence and aspirations for unity and reconciliation needs to be at the centre of our understanding of school history curriculum reform in post-genocide Rwanda. Also, over 20 years after the 1994 genocide the on-going emotional legacy of the genocide in the classroom shapes the classroom practice of a new and university trained generation of history teachers. Yet, student-teacher classroom practice also challenges the uniform depiction of teacher-led history teaching by writers, suggesting a more complex history classroom reality. Finally, this is the first empirical study to use the theoretical framework of ‘unity in homogeneity’, ‘unity in diversity’ and ‘diversity’ approaches to frame and investigate the opportunities and challenges the teaching of history faces in post-genocide Rwanda.
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Richardson, Lina. „AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING“. Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443294.
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Urban EducationPh.D.
The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African American history. There is a paucity of empirical studies, however, that examine how exposure to this knowledge informs students’ historical and contemporary understandings. Framed by the theory of collective memory, the purpose of this study was to investigate how two teachers’ contrasting representations of African American history shaped student’ understanding of the Black past and its relationship to the experiences of Black Americans today. To examine this, I conducted an ethnographic study at two school sites that each required students to complete a year-long course on African American history. The participants in this study were two groups of Black high school students and their respective African American history teacher. Analysis of data derived from classroom observations, student and teacher interviews and curricular artifacts (e.g., reading materials, handouts, assessments and writing samples) indicate that teachers’ representations of African American history shaped students’ understandings in distinctive ways. This study contributes to the existing literature by examining students’ interpretations of the Black experience in relation to two teachers’ competing narratives on the meaning and significance of African American history. Findings from this study suggest that we must go beyond advocating for inclusion of African American history curricula and work toward ensuring this is being taught in a way that is relevant and meaningful for students.
Temple University--Theses
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Paris, Lisa. „Visual arts history and visual arts criticism : Applications in middle schooling“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.
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Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a "whole person". In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as "learning aids" because they don't have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student's autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists' and teachers' understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students' perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers' perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students' questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date.
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Hougland, Uchwat Gail Ann. „Natural history of the saguaro“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1466.
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Harding, James Craig. „Teachers' conceptions of history education, a phenomenographic inquiry“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/NQ46353.pdf.
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Mazibuko, Edmund Z. „The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.
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The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.