Academic literature on the topic 'Citizenship Study and teaching Australia History'
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Journal articles on the topic "Citizenship Study and teaching Australia History"
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Dermer, Anthony. "Imperial values, national identity." History of Education Review 47, no. 1 (June 4, 2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.
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Purpose The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject. Design/methodology/approach This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation. Findings The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed. Originality/value This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.
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Haynes, Bruce. "History Teaching for Patriotic Citizenship in Australia." Educational Philosophy and Theory 41, no. 4 (January 2009): 424–40. http://dx.doi.org/10.1111/j.1469-5812.2008.00430.x.
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Reynolds, Ruth, Suzanne Macqueen, and Kate Ferguson-Patrick. "Educating for global citizenship: Australia as a case study." International Journal of Development Education and Global Learning 11, no. 1 (June 18, 2019): 103–19. http://dx.doi.org/10.18546/ijdegl.11.1.07.
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Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
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Stará, Jana, and Karel Starý. "Qualitative case study: Teaching citizenship through history education in primary schools." Citizenship Teaching & Learning 14, no. 1 (March 1, 2019): 87–105. http://dx.doi.org/10.1386/ctl.14.1.87_1.
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Fernández-Vega, Juan Pablo, and Héctor Gonzalo Cárcamo-Vásquez. "Noción de ciudadanía en estudiantes de pedagogía." Revista Electrónica Educare 21, no. 2 (April 12, 2017): 1. http://dx.doi.org/10.15359/ree.21-2.4.
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This research aims to recognize the notion of citizenship owned by university students enrolled in the career of History and Geography Teaching at Bío-Bío University (Chile), in 2015. It is based on the methods of education for political, social, and active citizenship from a critical position. It is a descriptive, quantitative approach, with a single study case. A survey aimed at the entire population (census) was used. Thus, it is concluded that the future teaching staff seems to adhere to training methods for social citizenship, corresponding with Marshallian notions of citizenship. However, this notion is not entirely pure, because as reflected in the results, it is importantly present in training for active and critical citizenship.
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Dilek, Gülçin, and Dursun Dilek. "Current History Teaching in Turkey: Curricula, Debates and Issues." History Education Research Journal 11, no. 2 (May 1, 2013): 202–15. http://dx.doi.org/10.18546/herj.11.2.16.
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The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research trends in this field are also mentioned briefly. Some researches show that in history teaching in Turkey the common issues that occur are related to text books, the intensity of knowledge/objectives relationships, insufficient weekly course hours and the unfamiliarity of teachers with both new history and constructivist approaches. New history textbooks and curricula continue to be a conflict area between their respective defenders who claim in turn that history teaching should either be a vehicle for constructing national identitity or that it should be a vehicle for constructing global, pluralist and democratic citizenship. On the other hand, mutual work with some Arabian countries to rewrite the common past in textbooks,is on Turkey's current agenda to enhance the international context of this perspective. Some researches also show that apart from debates about the nature of history's social aims and the problems of history teaching as already indicated, teachers seem ready to adopt the new history approach. In addition to this, every passing day there is a marked and rapid increase in research into history teaching and the variety of related research subjects are hopeful improvements.
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De-Alba-Fernández, Nicolás, Elisa Navarro-Medina, and Noelia Pérez-Rodríguez. "School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville." Social Sciences 10, no. 5 (May 8, 2021): 165. http://dx.doi.org/10.3390/socsci10050165.
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In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.
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Marolla Gajardo, Jesús, Marta María Salazar, and Alexandro Maya. "Enseñar historia en tiempos de pandemia: un estudio de caso en una escuela chilena." Revista Española de Educación Comparada, no. 38 (March 27, 2021): 90. http://dx.doi.org/10.5944/reec.38.2021.28996.
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The carried out research aims to identify and understand the main advantages and challenges for history and social sciences teaching in the context of the COVID-19 pandemic. Furthermore, this study recognizes the work spaces that allow teachers to develop historical empathy and the teaching of participatory citizenship through this new school context. This is done through a case study of a group of teachers who belong to an educational centre in the Metropolitan Region of Chile; we have been able to collect the perceptions, emotions, feelings and views of history and social sciences teachers on how they develop their educational practice in a setting of pandemic. The methodology followed is of qualitative nature under a case study design. The results stand out concerning the interrelation that is generated. On the one hand, it interrelates in the complexity that teaching during the pandemic implies with the context of inequalities that the school faces highlighting the efforts of educational innovation to generate significant learning for and the students. Amongst the main conclusions there are the efforts made by teachers to generate educational innovation in the complex context of the pandemic, where the school and all the social problems that arise are inserted. Teachers have found the spaces and raised new perspectives of teaching that promote historical empathy and education for citizenship in students.
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Nash, Margaret A. "“How to be Thankful for Being Free”: Searching for a Convergence of Discourses on Teaching Patriotism, Citizenship, and United States History." Teachers College Record: The Voice of Scholarship in Education 107, no. 1 (January 2005): 214–40. http://dx.doi.org/10.1177/016146810510700114.
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Immediately after the events of September 11, 2001, there was a dramatic upsurge in exhibitions of patriotism, most generally in the form of flags prominently displayed on houses, storefronts, and automobiles. There also was a renewed zeal for inculcating patriotic feelings in children at public schools across the country. This paper, based on a study of teacher credential candidates at a large urban midwestern university, suggests that there may be a need to create a new discourse of patriotism. Such a project might integrate patriotism, the discourse on citizenship education, and the discourse of multicultural education, into a coherent whole. This new discourse on patriotism might, then, ground the emotionalism of patriotism in the responsibility of citizenship, employing the critical thought generated in discourses of multiculturalism.
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Heras-Sevilla, Davinia, Delfín Ortega-Sánchez, and Mariano Rubia-Avi. "Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity." Sustainability 13, no. 9 (May 7, 2021): 5233. http://dx.doi.org/10.3390/su13095233.
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The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.
Dissertations / Theses on the topic "Citizenship Study and teaching Australia History"
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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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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.
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Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.
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[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.
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Thapa, Om K. "A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.
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Quin, Robyn. "A socio-historical study of the construction of knowledge in secondary media education in Western Australia - whose knowledge?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1022.
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This thesis investigates the history of the construction of knowledge in the school subject media studies using the Western Australian experience as the case for the study. It seeks to explain why the subject media studies looks and sounds the way it does today through the production of a genealogy of the subject. The problems addressed are first, why was this subject introduced into the curriculum in the 1970s. Secondly, how has the knowledge in the subject been defined and contested, how and why has it changed in the course of the subject’s history. Thirdly, which knowledge attains the status of truth and becomes the accepted definition of what the subject is about.
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Sears, Alan Murray. ""Scarcely yet a people": State policy in citizenship education, 1947-1982." Thesis, 1996. http://hdl.handle.net/2429/6163.
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The constitutional division of powers in Canada assigns no
authority to the federal state in the area of education. In
spite of this, the Canadian state has used its constitutional
authority to act in the national interest to justify substantial
activity in public education at all levels. One area of
particular interest to the state is the education of Canadian
citizens. This thesis examines state policy in citizenship
education between 1947 and 1982. It focuses on the Department
of the Secretary of State, particularly the Canadian Citizenship
Branch, and addresses three questions: 1) What conception of
citizenship formed the basis for state policy in citizenship
education? 2) How did the state formulate citizenship education
policy? and 3) What means did the federal state use to implement
citizenship education policy given that education is an area of
provincial jurisdiction?
Throughout this period the state was preoccupied with
questions of national unity and therefore the focus of its
policy in citizenship education was the construction and
propagation of a national ideal in which all Canadians could
find their identity as citizens. The policy was consistent with
an elitist conception of citizenship in that it excluded most
Canadians from the process of constructing the national identity
and relegated citizen participation to largely apolitical
voluntary activities.
Although the Department of the Secretary of State was rhetorically committed to scientific policy making, the process
was driven not by social science research but by attempts to
secure and extend bureaucratic territory in relation to both
other government departments and voluntary organizations working
in the citizenship sector. In the complex interplay among the
interested parties the Department was sometimes a leader and
sometimes a follower in the policy making process.
State citizenship education policy was implemented through
official agreements with the provinces as well as more direct
means which bypassed provincial authorities. Bilingualism in
Education programs are the best example of the former, while
training programs for teachers, the production and dissemination
of materials, and attempts to use voluntary organizations as
surrogates for the state are examples of the latter.
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Eckers, Jennifer Mitnick. "How Teachers Make Historical Explanation Meaningful for Democratic Citizenship." Thesis, 2018. https://doi.org/10.7916/D8VM5VSJ.
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Enduring misconceptions exist regarding the value of learning history. Many history teachers are engaged in lecture- and recitation-based forms of instruction that seem to be at odds with the goal of helping students to develop skills and dispositions important for democratic citizenship. This study asked whether history teachers’ most ubiquitous core teaching practice, the explanation of historical content, had the potential to support civic ends. The study analyzed transcriptions of 43 classroom observations and interviews of ten U.S. history teachers. Findings pointed to five forms of historical explanation that have the potential to make explanation meaningful for preparing students for democratic citizenship. Findings also revealed factors that influenced teachers to make decisions to explain historical content in particular ways. The study has implications for improving teacher education and professional development with the goal of helping history teachers to make explanation meaningful and contributory toward their students’ preparation for democratic citizenship.
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Peterson, Mary. "Developing an awareness of professionalism : nursing in Australia, 1899-1975." Thesis, 1995. http://hdl.handle.net/2440/114314.
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Mayorga, Camus Luis Rodrigo. "Between hope and hopelessness. Citizenship education and student mobilization in a Chilean public high school." Thesis, 2020. https://doi.org/10.7916/d8-77am-kf04.
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During the last decade, Chilean high school students have exploded into the international spotlight for social organizing. They also have managed to achieve significant changes in some of the major educational policies governing their schools. In this work I examine how student political mobilization affects the ways in which these young people learn to be citizens inside and outside of public high schools. I also explore the implications of these processes for democratic citizenship education.
Drawing on a year of ethnographic fieldwork in a public high school located in Chile’s capital city of Santiago, I analyze the main citizenship education practices in which these high school students engaged. I examine these practices as they occur within schools – namely, those related with the national curriculum for citizenship education and the varied ways in which it is implemented, appropriated and resisted – as well as in the streets – specifically, practices in which these young people engage in the course of their participation in student movements. I also focus on the different ways in which Chilean students make use of history in order to learn new ways of enacting their citizenship, exploring how these high schoolers’ relationships with the past and the future are significant for educational and political processes.
This work reaches three main conclusions, all of them significant for researchers and educators interested in citizenship education. First, civic engagement takes varied forms and discourses of youth apathy obscure several of these forms as well as the material obstacles that hinder youth civic engagement. Second, high school students actively participate in the constant production of the state, not only as participants in social movements, but also in their everyday lives within their high schools. Third, that one of the main ways in which students participate of this production is by making use of the past and imagining the future while enacting their citizenship.
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." 2000. http://hdl.handle.net/2440/38422.
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Erratum pasted onto front end paper.Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
Books on the topic "Citizenship Study and teaching Australia History"
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Ferres, Kay. An articulate country: Re-inventing citizenship in Australia. St. Lucia, Qld: University of Queensland Press, 2001.
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Heater, Derek Benjamin. A history of education for citizenship. London: RoutledgeFalmer, 2003.
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Bennet, William. History, geography, and citizenship: The teacher's role. Washington, D.C: Ethics and Public Policy Center, 1986.
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Service, United States Immigration and Naturalization. United States history, 1600-1987: Level 2. Washington, DC: Immigration and Naturalization Service, U.S. Dept. of Justice, 1988.
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Haas, Adrian R. Para-professional engineering education in Australia. Hobart, Tasmania, Australia: Australian Institute of Engineering, 1986.
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1957-, Arthur James, ed. Citizenship through secondary history. London: RoutledgeFalmer, 2001.
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Service, United States Immigration and Naturalization. United States history, 1600-1987: Level I. Washington, DC: Immigration and Naturalization Service, U.S. Dept. of Justice, 1987.
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Abdi, Ali A. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.
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Abdi, Ali A. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.
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Panoramas: History and citizenship education, Canada, secondary cycle two, year 1. Montréal: Graficor, 2009.
Find full textBook chapters on the topic "Citizenship Study and teaching Australia History"
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Print, Murray. "The Recent History of Teaching Civics and Citizenship Education in Australia, 1989–2015." In Civics and Citizenship Education in Australia, 7–22. Bloomsbury Publishing Plc, 2017. http://dx.doi.org/10.5040/9781474248228.ch-002.
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Simpson, Jane. "Language studies by women in Australia." In Women in the History of Linguistics, 367–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0015.
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Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.
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Carrasco, Cosme Jesús Gómez, Ramón López Facal, and Belen María Castro Fernandez. "Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship." In Handbook of Research on Citizenship and Heritage Education, 239–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch012.
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This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.
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Strang, Kenneth David. "Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University." In Cases on Technological Adaptability and Transnational Learning, 42–68. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch003.
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This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.