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Journal articles on the topic 'Hastings Primary School History'

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Author: Grafiati

Published: 10 December 2022

Last updated: 30 January 2023

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1

Alabaş, Ramazan, and Dursun Dilek. "Primary school students’ conceptions of history." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1605–10. http://dx.doi.org/10.1016/j.sbspro.2009.01.282.

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2

Nichol, Jon. "Using IT in primary school history." Computers & Education 29, no. 1 (August 1997): 50–51. http://dx.doi.org/10.1016/s0360-1315(97)81185-2.

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3

Robert, André. "About the French primary school teacher’s history." Revista Lusófona de Educação, no. 39 (March 1, 2018): 13–26. http://dx.doi.org/10.24140/issn.1645-7250.rle39.01.

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4

Knight, Peter. "Using I.T. in Primary School History, L. Smart." Journal of Computer Assisted Learning 12, no. 2 (June 1996): 127–28. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00044.x.

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5

Rantala, Jukka, and Amna Khawaja. "Prospective primary school teachers’ confidence in teaching disciplinary history." Teaching and Teacher Education 107 (November 2021): 103492. http://dx.doi.org/10.1016/j.tate.2021.103492.

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6

Kropocheva, Tatyana B., Tatiana A. Nalimova, and Marya V. Sineva. "Local lore-based history education for primary school children." Vestnik Tomskogo gosudarstvennogo universiteta, no. 429 (February 1, 2018): 132–42. http://dx.doi.org/10.17223/15617793/429/16.

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7

Li, Albert M., Yin Zhu, Chun T. Au, Dennis L. Y. Lee, Crover Ho, and Yun K. Wing. "Natural History of Primary Snoring in School-aged Children." Chest 143, no. 3 (March 2013): 729–35. http://dx.doi.org/10.1378/chest.12-1224.

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8

Cooper, Hilary. "How Can We Plan for Progression in Primary School History?" Revista de Estudios Sociales, no. 52 (April 2015): 16–31. http://dx.doi.org/10.7440/res52.2015.02.

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9

Blake, Anthony, Gail Edwards, Douglas P. Newton, and Lynn D. Newton. "Some Student Teachers' Conceptions of Creativity in Primary School History." History Education Research Journal 9, no. 2 (January 1, 2011): 15–24. http://dx.doi.org/10.18546/herj.09.2.03.

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10

Temple, Sue. "What is the future for primary school history in England?" Education 3-13 38, no. 3 (August 2010): 233–41. http://dx.doi.org/10.1080/03004279.2010.497270.

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11

Motherway, Anthony. "Developing the history curriculum in the primary school 1922–1986." Irish Educational Studies 7, no. 2 (January 1988): 35–46. http://dx.doi.org/10.1080/0332331880070206.

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Медведева, Ирина, and Irina Medvedeva. "Discovery Learning in Primary School: Target Setting." Primary Education 5, no. 5 (November 1, 2017): 8–12. http://dx.doi.org/10.12737/article_59f1b19b1171d9.56108466.

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The article considers discovery learning as an effective tool for the formation of universal learning activities by younger schoolchildren: cognitive, regulative, communicative. The questions of the history of the discovery education are described, the most frequently used discovery teaching methods are characterized: “brainstorming” and the synectic method. Variants of discovery learning tasks for younger schoolchildren are suggested.

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13

Vorozheykina, N. "Contribution of Primary School Subjects to the Subsequent History Education of Adolescents." Primary Education 8, no. 4 (August 27, 2020): 21–26. http://dx.doi.org/10.12737/1998-0728-2020-21-26.

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The article describes the primary school subjects, which play an important role in the process of mastering the content of the social and humanitarian field by students at the next stage of school education, primarily the historical one. The author reveals the complex of knowledge and universal educational actions that are formed in primary school graduates, necessary for the study of history in primary school, and thus the continuity between the links of school education is traced.

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14

Et.al, Baharuddin Jabar. "Historical Literacy among Primary School Pupils." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 218–23. http://dx.doi.org/10.17762/turcomat.v12i3.659.

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The study was aimed at identifying the level of historical literacy among year six primary school students. This historical literacy was divided into three main domains: knowledge, skills and value. This study employed the quantitative approach to identify the level of historical literacy in the three domains: knowledge (content of subjects), skills (including thinking skills and specific skills in history, such as historical thinking skills) and values (noble values and specific values in the historical subjects of patriotism).The instrument used in data collection was a questionnaire in a form of test. The research samples were 345 Year Six students. The data was analysed descriptively to identify the level of students' historical literacy. Research findings indicated that the level of historical literacy among the Year Six school students was modest at 63.76% (53.15% knowledge, 51.83% skills and 86.3% values). The findings of this study could be used by several parties such as Ministry of Education Malaysia (KPM), school administrators, teachers and students.

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Harnett, Penelope. "History in the Primary School; Re-Shaping Our Pasts. The Influence of Primary School Teachers' Knowledge and Understanding of History on Curriculum Planning and Implementation." History Education Research Journal 1, no. 1 (December 1, 2000): 7–19. http://dx.doi.org/10.18546/herj.01.1.02.

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16

Golia, Paraskevi, and Stella Kassidou. "The Perceptions of Greek Primary School Pupils about National Historical Accounts in History School Textbooks." Journal of the World Universities Forum 1, no. 1 (2008): 11–22. http://dx.doi.org/10.18848/1835-2030/cgp/v01i01/56592.

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17

Zeegers, Margaret. "Positioning the school in the landscape: exploring Black history with a regional Australian primary school." Discourse: Studies in the Cultural Politics of Education 32, no. 3 (July 2011): 343–56. http://dx.doi.org/10.1080/01596306.2011.573251.

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18

Woo, Dae Hyung, and Howard Kahm. "“Road to School: Primary School Participation in Korea, 1911–1960”." Journal of American-East Asian Relations 24, no. 2-3 (September 12, 2017): 184–208. http://dx.doi.org/10.1163/18765610-02402013.

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This article situates South Korea’s economic success in the latter part of the 20th Century within the framework of the emergence of universal primary education. In particular, it examines the history of primary school enrollment in Korea from the onset of Japanese colonial rule in 1910 until the emergence of universal primary school education in the early 1960s. A high enrollment rate was unusual for countries that had an annual income similar to South Korea, which was about one hundred u.s. dollars per person in 1960. Although income was a factor in shaping the access of Koreans to primary education, especially in the colonial era, the authors conclude that it was only one and not the most important factor that determined this process. Other important issues that the article assesses are the Japanese colonial legacy, children’s access to schools, Korea’s Confucian legacy, industrialization, and land reform. Of these factors, the authors argue, the colonial legacy had a mixed impact on access to primary schools, while land reform played a significant role in influencing the movement toward universal primary education in the Republic of Korea.

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19

Armitage, Marc. "The Influence of School Architecture and Design on the Outdoor Play Experience within the Primary School." Paedagogica Historica 41, no. 4-5 (August 2005): 535–53. http://dx.doi.org/10.1080/00309230500165734.

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20

Godsell, Sarah. "What is history? Views from a primary school teacher education programme." South African Journal of Childhood Education 6, no. 1 (December 3, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.485.

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This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: ‘what is history?’, ‘what is history to you?’ and ‘who writes history?’ Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a concept of history that is imbued with a spatial and temporal as well as ideological and moral position. This article argues that, through the data, it seems that for these students the concept of history emerges as an object that is given a moral value, rather than history being seen as having value as a knowledge or skill set. I draw parallels between my findings and Donovan and Bransford’s work on how history is learnt by primary school students in the United States. There are clear similarities between the primary school understandings recorded in Donovan and Bransford, and first-year university understandings that emerged in the data of this study. This article argues that if history is understood as moral, as ‘good’ or ‘bad’, critical thinking and analytic skills which learning history can imbue are vastly diminished. Furthermore, this article uses Lauren Berlant’s concept of ‘cruel optimism’ to consider the implications of how the participating students understand what history is.

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21

Ortiz-Henderson, Gladys. "Political values in History text books for primary school en Mexico." Comunicar 12, no. 24 (March 1, 2005): 151–57. http://dx.doi.org/10.3916/c24-2005-22.

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History text books officially used in Mexican schools have been and still are supporters of political values since their creation in the sixties. History text books in 1960 promoted nationalims as the main value, product of the need of national union of those postrevolutionary times; History text books in 1972 taught diversity and communication as central values, also due to the political and social context. What are the dominant values that the Mexican goverment tries to teach children in present History text books which have been created in the so-called «modernization»? Los libros de texto de historia que se utilizan oficialmente en las escuelas mexicanas han sido y son promotores de valores políticos desde su creación en los años sesenta. Los libros de texto de historia mexicanos de 1960 promovían como valor fundamental el nacionalismo, fruto de la necesidad de unidad nacional en aquellos tiempos post-revolucionarios; los libros de texto de historia de 1972, enseñaban la diversidad y la comunicación como valores primordiales, debido también al contexto político y social en el que se realizaron. ¿Cuáles son los valores dominantes que el gobierno mexicano pretende inculcar a los niños en los actuales libros de texto de historia producto de la llamada «modernización»?

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22

UNO, Kinya, Hideo HASEGAWA, Kayoko SATO, Tomoaki SUGIURA, Ikuko KANATAKI, Takao TOMOTSU, Yu MASUDA, Yoshio OGURA, and Osamu ADACHI. "Speech Correction Class at Izushi Primary School-History and recent problems." Okayama Igakkai Zasshi (Journal of Okayama Medical Association) 97, no. 1-2 (1985): 39–45. http://dx.doi.org/10.4044/joma1947.97.1-2_39.

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23

Korfiatis, Kostas J., Anastasia G. Stamou, and Stephanos Paraskevopoulos. "Images of nature in greek primary school textbooks." Science Education 88, no. 1 (2003): 72–89. http://dx.doi.org/10.1002/sce.10133.

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24

Gomes, Pedro, and Matilde P. Machado. "LITERACY AND PRIMARY SCHOOL EXPANSION IN PORTUGAL: 1940-62." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 38, no. 1 (November 26, 2019): 111–45. http://dx.doi.org/10.1017/s0212610919000302.

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ABSTRACTIn 1940, the Portuguese government approved a massive primary school construction plan that projected a 60 per cent increase in the number of primary schools. Based on the collection of a new dataset, we describe literacy levels in Portugal prior to the plan as well as the plan's strategy regarding the location of schools. We then estimate the causal impact of the increase in the number of schools between 1940 and the early 60s on enrolment and literacy, all at the county level. We conclude the increase in the number of schools was responsible for 80 per cent of the increase in enrolment and 13 per cent of the increase in the literacy rate of the affected cohorts.

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25

Havrylenko, Tetiana, Tatiana Doroshenko, Vira Vykhrushch, Tetiana Hurkova, Ivan Bykov, and Tetyana Zenchenko. "Primary Education in Ukraine. History and European Priorities." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (December 14, 2021): 652–68. http://dx.doi.org/10.18662/rrem/13.4/503.

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The article briefly discusses the main models of providing primary education in the leading countries of Europe, in particular, the organization of the educational process. Against their background and as a result of historical consideration (the long experience of the totalitarian regime), it is shown how post-Soviet Ukraine reached its transitional system of primary education. The international value of the article lies in the demonstration of the historical totalitarian influence on primary education in comparison with the countries of ancient democracies. The article may be of interest to educational historians, specialists in comparative pedagogy, etc. Goals as a determining component in the system of primary education were formed under the influence of state educational policy, the needs of society, school practice, research in the field of primary education. The invariant goals of primary education in the chosen chronological framework remained the all-round development of children of primary school age; upbringing of high moral qualities in them, the development of their mental and physical abilities, in accordance with the prevailing social and political system, acquired a communist or national connotation. It is proved that Ukrainian primary education is still at the initial stage of borrowing pan-European value and methodological systems.

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26

JANET. N., IGBO, MEZIEOBI D. I., EZENWAJI IFEYINWA, and ONUORAH GRACE. "Material Reinforcement, Cognitive and Affective Behaviours among Primary School Pupils’." Review of European Studies 8, no. 3 (June 28, 2016): 115. http://dx.doi.org/10.5539/res.v8n3p115.

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<p>This research paper aimed at determining the impact of material reinforcement on primary school pupils’ cognitive and affective behaviours in the classroom situations. Two research purposes, research questions and two hypotheses guided the study. Expose-factor research design was adopted. The sample for the study was 557 pupils. Questionnaire was used in data collection. Mean standard deviation and t-test were applied in answering the research questions while t-test was used in the analysis of the data. Results obtained indicated that material reinforcement influenced both cognitive and affective behaviours of primary school pupils significantly.</p>

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27

Taniguchi, Kyoko. "Determinants of Student Mobility in Primary School in Rural Malawi: An Event History Analysis." World Journal of Education 7, no. 2 (April 10, 2017): 19. http://dx.doi.org/10.5430/wje.v7n2p19.

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This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences,levels of achievement, feelings about school, number of household tasks, distance to school, and parental habits ofpaying school fees were related to student mobility. Also, school location and mean number of grade repetitions forthe institution are correlated with Grade 7 student mobility. The findings contribute to ongoing discussions abouteducational policy regarding transfer.

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28

VASYLKIVSKA, NADIIA. "MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 153–61. http://dx.doi.org/10.25128/2415-3605.21.1.19.

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The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out considering the following components of the motivational function of the primary school textbooks: the emotional content of educational materials, the ways of its didactic organization, the design of the textbooks. Analyzing the content of the textbooks, the author has taken into account the cognitive interests of young learners and the content characteristics of the materials. Considering the cognitive interests of students means that the textbook contains interesting cognitive materials, various literary genres, topics important for third-graders. The analysis of the subject content with the most interesting information for young learners draws attention to the presence of developmental texts (scientific facts in biology, geography, history, ecology, Ukrainian language, etc.) real life situations, facts from today’s reality; local lore materials; folk works; interesting tasks; famous people’s quotations; elements of humor etc. The presence of various literary genres in the textbook (articles, stories, poems, fairy tales, legends, songs, works of small folklore forms, etc.) has been analyzed. Topics significant for third-graders (changes in natural world, history of the local area, human relationships, stories about famous people, scientific travels, discoveries, life abroad, children’s dreams and hobbies, healthy lifestyle etc) have been analyzed. The author also takes into consideration semantic characteristics of the materials (value, accessibility, curiosity, emotionality). The analysis of the ways of didactic organization of educational materials takes into account the availability of practical tasks, didactic games, tasks involving emotional and evaluative activities, developmental tools, interactive teaching methods, the way of presenting the materials. The design of the textbook has been analyzed in terms of keeping to hygienic requirements, aesthetic and didactic criteria of the decoration. The research has contributed to identifying new possible problems that deserve special study, in particular, the problem of application of emotional and artistic materials in textbooks.

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Ngozi Igbo, Janet, Angie Oboegbulem, and Ifeyinwa Ezenwaji. "Establishing the Contexts of Disruptive Behaviours and Psychological Implications among Pre-Primary and Primary School Pupils." Review of European Studies 9, no. 4 (November 21, 2017): 114. http://dx.doi.org/10.5539/res.v9n4p114.

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The study attempted to examine the contexts under which disruptive behaviors occur among pupils in pre-primary and primary schools in Nsukka Urban. The population of the study comprised all pre-primary and schools pupils. A sample of one hundred and sixty-four (164) pupils (both male and female) was drawn. Data was collected through observation. The mean was adopted for answering the research questions. The findings indicated that the context under which disruptive behaviors were displayed by pupils, include the following: when child lacks writing materials, when the environment is noisy, when the child is oppressed by his or her classmates, when the child is frustrated and when the child lacks adequate communication. The findings also indicated that with male pupils, disruptive behaviors occur frequently under all the five items, while with the female pupils disruptive behaviors occur frequently under four of the items and occur slightly on one the items. The psychological implications were also addressed in the study.

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30

Lankin, Sergey Viktorovich, and Natalia Sergeevna Tkachenko. "FORMATION OF PRIMARY ASTRONOMIC CONCEPTS IN BASIC SCHOOL." EurasianUnionScientists 7, no. 7(76) (August 20, 2020): 15–18. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.946.

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Solving the problems of students associated with strengthening the scientific worldview has a long history and is still relevant. The article discusses the forms and methods of formation of primary astronomical concepts in basic school (grades 7-9). Interdisciplinary communication allows you to create a holistic astronomical picture of the world in accordance with the provisions of the Federal State Educational Standard. It is shown that the organization of purposeful independent actions of schoolchildren in physics lessons is accompanied by an increase in interest in the study of astronomy.

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31

Mańkowska, Anna. "MORAL EDUCATION IN CHINA – CULTURAL CONTEXT, HISTORY, AND CONTEMPORARY PRACTICE." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 85–96. http://dx.doi.org/10.5604/01.3001.0013.2208.

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The article presents the ways of shaping the morality of Chinese citizens and social attitudes from the beginning of school education to late adulthood. The ways of learning morality are presented: (1) through the school system – through the subject called “moral education” from primary school to high school and ideological education at higher education, (2) through additional activities, such as participation at political organizations, and (3) through the social credit system (adults only). The observations were based on the analysis of research on the core curriculum for teaching the school subject called moral education (primary and secondary school) and my own observations. Analyzes have shown that China has been implementing a moral education plan since the early 1950s, adapting its context to the existing political context. Moralization of citizens is planned and purposeful, and it’s a lifelong process. From the youngest school years to adulthood, the State controls the moral attitudes of citizens, and the “moral” person it is a patriot citizen.

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32

Mustapha, Audu Hadiza. "Socio Demographic Profiles of Enuresis among Primary School Children." TEXILA INTERNATIONAL JOURNAL OF PUBLIC HEALTH 10, no. 1 (March 30, 2022): 11–26. http://dx.doi.org/10.21522/tijph.2013.10.01.art002.

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Enuresis is defined in many different ways, but the common thread to all involves a lack of bladder control after 5 years of age, an age when most children would be expected to have achieved bladder control. Nocturnal enuresis is best regarded as a condition with different etiologies. Many aetiological theories have been proposed, with the cause of nocturnal enuresis now regarded as heterogeneous. This was a cross-sectional, descriptive study of primary school children aged between 6-12 years. The study was conducted in Borno State in the northeastern part of Nigeria, West Africa. The sample size is 560, with 260(52.1%) males and 239 (47.9%) females. The ages of the respondents ranged from 6 to 12 years, with a mean age of 9.47 years and a Standard Deviation (SD) of ±1.85. Nine variables, namely age, gender, home environment, maternal education/occupation, paternal education/occupation, family size, and family history of enuresis among siblings at 95% CI were considered. The variables that have a significant relationship with enuresis when the chi 2 test was used were further subjected to logistic regression analysis. The children’s sex, age group, family history, fathers’ education, and occupation were found to have statistical significance in predicting bedwetting among children. Health educators and primary care health staff should obtain detailed history not to miss patients with enuresis, and parents should be informed about the psychological effects of Enuresis and to seek appropriate treatment for their children.

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33

Brīvere, Inese, and Līvija Levinska. "ELEMENTS OF ESCAPE GAMES IN LATVIAN HISTORY LESSONS IN PRIMARY SCHOOL CLASSES." Education Reform: Education Content Research and Implementation Problems 1 (September 21, 2021): 19–28. http://dx.doi.org/10.17770/er2021.1.6497.

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The paper “Elements of Escape Games in Latvian History Lessons in Primary School Classes” reflects escape games as an application of the interactive teaching method in history lessons. Explores the game as a learning technique, as well as the history and characteristics of the escape game, summarizes the students' opinion on the application of the breakout game in lessons of Latvian history, methodological material for the use of escape game elements in history lessons in primary school classes is developed.

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34

Shin Jang. "The Recognition of Primary School Teachers to Korean History under Japanese Imperialism." Korean Studies Quarterly 31, no. 2 (June 2008): 87–117. http://dx.doi.org/10.25024/ksq.31.2.200806.87.

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35

Tormey, Roland. "The construction of national identity through primary school history: the Irish case." British Journal of Sociology of Education 27, no. 3 (July 2006): 311–24. http://dx.doi.org/10.1080/01425690600750494.

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36

Kurovskaya, Yulia. "The history of primary school textbooks: developing Vitaly Grigorievich Bezrogov’s academic ideas." St. Tikhons' University Review. Series IV. Pedagogy. Psychology 58 (September 30, 2020): 74–83. http://dx.doi.org/10.15382/sturiv202058.74-83.

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37

Sharp, Heather. "Australia’s 1988 Bicentennial: national history and multiculturalism in the primary school curriculum." History of Education 41, no. 3 (May 2012): 405–21. http://dx.doi.org/10.1080/0046760x.2011.625557.

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38

Aho, Leena, Tarja Permikangas, and Seppo Lyyra. "Finnish primary school children's preferences in environmental problem solving." Science Education 73, no. 5 (September 1989): 635–42. http://dx.doi.org/10.1002/sce.3730730509.

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39

Zeng, Chongbi. "Cause analysis of meager salaries of Sichuan primary school teachers in the 1930s." Frontiers of History in China 1, no. 4 (December 2006): 611–28. http://dx.doi.org/10.1007/s11462-006-0022-0.

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40

Hodge, John E. "The Formation of the Argentine Public Primary and Secondary School System." Americas 44, no. 1 (July 1987): 45–65. http://dx.doi.org/10.2307/1006848.

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With the acceptance of the Federal Constitution of 1853 by the province of Buenos Aires in 1862 and the assumption of the presidency of the Nation by Bartolomé Mitre, the main constitutional problem besetting the region since independence was, in theory at least, solved. The permanent location of the capital had not been settled, but a national government was a reality. Leaders who had brought about the downfall of Rosas, negotiated an end to full-scale civil war, and organized the outline of the patria grande now faced new challenges. The spirit of anarchy, the rule of force, provincial allegiances, and a widely scattered, largely illiterate population were awesome impediments to the creation of a modern nation state. The response to these problems by the politicians, economists, scholars, technocrats, artists, and soldiers of Argentina during the last forty years of the nineteenth century, working towards the goal of a unified, peaceful and cultivated nation, is an enthralling topic.

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41

Kropocheva, Tat'yana, Mariya Sineva, Olga Elkina, and N. Skalon. "Developing Independent Information Retrieval Skills in Primary School Students at Local History Classes." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2022, no. 4 (December 12, 2022): 326–32. http://dx.doi.org/10.21603/2542-1840-2022-6-4-326-332.

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The article features the pedagogical conditions for using local history classes as a means of developing information retrieval skills in primary school students. The authors described the psychological and pedagogical aspects of developing independence in young schoolchildren via academic and extracurricular activities. They also designed a set of criteria and indicators for assessing the competence of information search. The new methodology uses the primary school course of local history to teach children the skill of unfacilitated information search. The experimental part of the research took place in comprehensive school No. 60 in the city of Novokuznetsk. The first stage included ascertaining, while the second stage concentrated on skill development. Books on popular science, art, and local history were applied in the classroom and during extracurricular activities. The results obtained at the control stage underwent quantitative and qualitative processing. The article can help primary school teachers to plan their local history classes whilst developing the independent research skills in their students.

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42

steedman, Carolyn. "‘The Mother Made Conscious’: The Historical Development of a Primary School Pedagogy." History Workshop Journal 20, no. 1 (1985): 149–63. http://dx.doi.org/10.1093/hwj/20.1.149.

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43

Santucci, Steve. "Teaching Thomas Edison Using Primary Sources." New Jersey Studies: An Interdisciplinary Journal 5, no. 2 (July 16, 2019): 254. http://dx.doi.org/10.14713/njs.v5i2.182.

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In this edition of “Teaching NJ History,” West Morris Mendham High School History Teacher Steve Santucci shares information to assist educators who wish to teach Thomas Edison using primary sources. Mr. Santucci has presented on this topic at several conferences over the past few years.

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Kong, H. Y., S. Purdy, D. Fox, P. Patel, S. Bandobranski, and H. Syed. "Pharmacist intervention in cardiovascular disease prevention: lipid modifying treatment optimisation in type 2 diabetes within hastings primary care network." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii27—ii28. http://dx.doi.org/10.1093/ijpp/riac089.031.

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Abstract Introduction Cardiovascular disease (CVD) leads to 1 in 4 premature deaths with higher likelihood in the most deprived population1. Consistent data demonstrated efficacy of statins in CVD prevention and mortality reduction through modifying lipid profile1,2. NICE:CG181 recommends high-intensity statin, namely atorvastatin 20mg daily in type 2 diabetes (T2DM) with high risk of developing CVD1, whilst the European Society of Cardiology suggests LDL-C target below 1.4mmol/L, the lower the better 2. In contrast, 30% of patients in Hastings Primary Care Network (PCN) are prescribed sub-optimal statin therapy3 with scope to promote medicine optimisation through modification of CVD risk factor in one of the England’s most deprived areas. Aim Lowering patient’s CVD risk through optimising statin therapy and improving practice’s compliance with NICE:CG181. Methods NHS Health Research Authority Decision tool was followed, ethics approval was not required. Statin prescribing data were obtained through OpenPrescribing database. This pilot study focused on the prescribing of simvastatin at one surgery within the PCN where patients were identified using the surgery medical information system with the inclusion clinical codes of: “T2DM”, “QRISK2>10%”, “latest LDL-C>1.4mmol/L” and “current simvastatin 10/20/40mg prescription”. Systematic review of patient medical records was followed, including medical history, latest lipid profile and liver function, allergies, history of statin intolerance, previous lipid therapy and frailty status determined using the electronic frailty index, Rockwood score and medical notes. Patients with heterozygous familial hypercholesterolaemia diagnosis, confirmed statin intolerance and moderately-to-severely frail were excluded. Patients were contacted to exercise shared decision-making. Once intervention agreed, prescription was initiated for prescriber authorisation. Blood test 3 months post-intervention monitored for liver function and lipid profile. Results Search in February 2022 identified 44 patients with 39 suitable for intervention after exclusion. Thirty-six contactable patients were all switched to high-intensity statin. Thirty-four were switched to atorvastatin 20 mg whilst two with prior atorvastatin intolerance were switched to rosuvastatin 10 mg. At baseline, 32 patients (88%) had cholesterol profile done within a year as per NICE:CG181. Three-month post-intervention blood tests were completed for 21, with 15 pending; 33% (7/21) had a reduction of LDL-C. In February 2022, 28.9% of the practice’s statin prescriptions were of low and medium intensity and was reduced to 25.6% post intervention. Discussion/Conclusion All contactable patients had statin therapy optimised after exercising shared decision-making with improvement of prescribing compliance to NICE:CG181 demonstrated in this practice. Findings were inconclusive whether the intensification of statin therapy demonstrated cholesterol lowering effect in this cohort. Study limitations due to small sample size, currency of baseline profile at time of intervention and patient compliance not measured. Raised LDL-C observed could have been influenced by lifestyle changes such as poor diet and lack of exercise1. The limitations of this study will be reviewed for future roll out across Hastings PCN. Further exploration of therapy compliance, lifestyle education and the barriers to regular blood test would facilitate such medicine optimisation intervention. In conclusion, patients prescribed with sub-optimal lipid therapy should be reviewed and managed through healthy lifestyle recommendations and aggressive pharmacological intervention. References 1. National Institute for Health and Care Excellence. Cardiovascular disease: risk assessment and reduction, including lipid modification, CG181. 2016 [cited 2022 Jul 27]. Available from: https://www.nice.org.uk/guidance/cg181 2. Mach F, Baigent C, Catapano AL, Konskinas CK, Casula M, Badimon L, et al. 2019 ESC/EAS Guidelines for the management of dyslipidaemias: lipid modification to reduce cardiovascular risk: the task force for the management of dyslipidaemias of the European Society of Cardiology (ESC) and European Atherosclerosis Society (EAS). Eur Heart J [Internet]. 2019 Aug [cited 2022 Jul 27]. Available from: https://academic.oup.com/eurheartj/article/41/1/111/5556353#207091308 DOI: 10.1093/eurheartj/ehz455 3. OpenPrescribing.net. Bennett Institute for Applied Data Science. University of Oxford. [Internet]. 2022 [cited 2022 Jul 30]. Available from: https://openprescribing.net/measure/statinintensity/pcn/U99438/

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HOPTOVÁ, LUCIÁNA. "ISSUE OF HOLOCAUST TEACHING AT PRIMARY AND SECONDARY SCHOOLS IN SLOVAKIA." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 429–43. http://dx.doi.org/10.15503/jecs2020.2.429.443.

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Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools. Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history. Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.

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McGeorge, Colin. "Evolution and the New Zealand primary school curriculum 1900‐1950." History of Education 21, no. 2 (June 1992): 207–18. http://dx.doi.org/10.1080/0046760920210207.

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Huggins, Mike, and Peter Knight. "Curriculum Continuity and Transfer from Primary to Secondary School: the case of history." Educational Studies 23, no. 3 (November 1997): 333–48. http://dx.doi.org/10.1080/0305569970230301.

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Mirkov, Snezana. "Causes of learning problems in primary school students." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 151–65. http://dx.doi.org/10.2298/zipi0335151m.

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Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher?s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students? responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

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Santucci, Steve. "Teaching WWI with Primary Sources." New Jersey Studies: An Interdisciplinary Journal 4, no. 2 (July 20, 2018): 289. http://dx.doi.org/10.14713/njs.v4i2.145.

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As we approach the Centennial of the Great War's end, there are still significant milestones to commemorate. There are still many discussions to have about the War's long-term implications. A myriad of primary sources are available to help educators do this. In this edition of "Teaching NJ History," West Morris Mendham High School History Teacher Steve Santucci shares his thoughts. Mr. Santucci has presented on this topic at several NJ Historical Commission events over the past two years.

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Yancheva, Milena. "APPLYING CLIL TEACHING METHOD IN PRIMARY SCHOOL CLASSES." Education and Technologies Journal 12, no. 2 (August 1, 2021): 454–57. http://dx.doi.org/10.26883/2010.212.3644.

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In today’s dynamic, rapidly evolving and changing world, there are a number of challenges facing various spheres of public life, in particular the educational process. Teachers find that nowadays a major problem in school education is the weak and declining motivation of students to learn. Teachers are looking for ways to increase students’ interest in the subject they teach. In the last 30 years, the only major development in foreign language teaching has been the introduction of information and computer technology in teaching. In this regard, the CLIL method can be said to be a means of overcoming the stagnation in the teaching of foreign languages and to increase students’ interest in both the topic studied and the language in which it is taught. This report reviews the history of the CLIL method, its theoretical foundations and applications. The legislative support of the method is indicated both by the educational policy of the European Union and by the foreign language curricula in Bulgaria. The main characteristics of the method, which make it an effective method for the development of skills in the 21st century, are also considered. The conclusions are based on twenty teaching practices, developed by the method in the Primary Stage of „Petko R. Slaveykov“ Secondary School, town of Varna. They illustrate its effectiveness, increased interest among students and lasting knowledge of the language and non-language subject. Opinions of parents and students and fellow teachers were analyzed.

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