Relevant bibliographies by topics / History Study and teaching Victoria

Academic literature on the topic 'History Study and teaching Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "History Study and teaching Victoria"

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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.

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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Gooday, Graeme. "‘Nature’ in the laboratory: domestication and discipline with the microscope in Victorian life science." British Journal for the History of Science 24, no. 3 (September 1991): 307–41. http://dx.doi.org/10.1017/s0007087400027382.

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What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time.
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Mansfield, Elizabeth. "THE VICTORIAN GRAND SIÈCLE: IDEOLOGY AS ART HISTORY." Victorian Literature and Culture 28, no. 1 (March 2000): 133–47. http://dx.doi.org/10.1017/s1060150300281084.

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The true greatness of this great century consists . . . not in its vain wars, and formal stage, and stilted eloquence, and pompous palaces, and grandiose art, but in the formation and working out of the political and social system of which these things were the first fruits. It is idle to indulge in academical discussions as to the merits of this system. We have inherited it, it has penetrated our lives in every direction, we act, we think under its invisible pressure, and its study is pregnant with teaching.— Emilia Dilke, Art in the Modern StateFUSING AESTHETIC INQUIRY WITH POLITICAL THEORY, Emilia Dilke’s Art in the Modern State heralds a shift in the evolving discipline of art history. Published in 1888, the book succeeds her well-received The Renaissance of Art in France (1879) and anticipates by a decade her multi-volume study of the arts of eighteenth-century France. Methodologically, however, Art in the Modern State stands apart from her other books. Predicated upon the supposition that art — indeed all cultural production — derives from and serves the “invisible pressure” of ideology, the book points to a new direction in Victorian aesthetic theory. Specifically, the book offers the first direct application of Marxist philosophy in an art historical text. That this innovation met and continues to meet with critical as well as popular indifference appears, at first, extraordinary. Considered within the context of Victorian art writing and materialist art history, however, the sources of this critical neglect begin to emerge.
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Mitchell, Richard. "Forty Years of Labour Law Scholarship in New Zealand: A Reflection on the Contribution of Gordon Anderson." Victoria University of Wellington Law Review 50, no. 2 (September 2, 2019): 159. http://dx.doi.org/10.26686/vuwlr.v50i2.5740.

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This special issue of the Victoria University of Wellington Law Review is published in recognition of Gordon Anderson's outstanding contribution to the study of the academic and socio-economic policy field of labour law in New Zealand since the mid-1970s. During this period of time Gordon's work has informed both teaching and learning in labour law scholarship and legal practice, charted the shifts in labour law policy, and examined the implications of these shifts for industrial and employment relations and human resource practices in business. This impressive output has included the publication of several full-length accounts of New Zealand labour law, incorporating background history, economic and political contexts and institutional arrangements, accompanied by analytical accounts of the general principles of individual and collective regulation. At the same time his research work, and his extensive engagement with labour lawyers internationally, has considerably expanded the international understanding and interest in New Zealand's labour law system, drawing it more immediately and closely into comparison with other national systems and sets of laws.
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Perlman Lorch, Marjorie. "A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform." Historiographia Linguistica 43, no. 1-2 (June 24, 2016): 175–208. http://dx.doi.org/10.1075/hl.43.1-2.06per.

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Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
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Allison, Sarah. "The Social Life of Private Notes." Victorian Literature and Culture 50, no. 4 (2022): 757–63. http://dx.doi.org/10.1017/s1060150322000092.

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Simon Reader's Notework: Victorian Literature and Nonlinear Style, as I discuss below, pushes us to rethink how we understand notes in the nineteenth century and in our own. I will begin with the contemporary implications of Reader's argument by pairing it with Rachel Sagner Buurma and Laura Heffernan's The Teaching Archive: A New History for Literary Study. Both books foreground aspects of the research and writing life that have always supported the publish-or-perish research agenda and yet have seemed instrumental or ephemeral.
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Amin, Muhammad, Asim Khurshid, Mukhtar Ahmad, and Zunaira Javed. "Etiology and outcome of culture proven bacterial meningitis in children 6 to 24 months of age." Professional Medical Journal 26, no. 09 (September 10, 2019): 1451–56. http://dx.doi.org/10.29309/tpmj/2019.26.09.2562.

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Introduction: Pediatric bacterial meningitis is a life-threatening illness that results from bacterial infection of the meninges and leaves some survivors with significant sequelae. More than 2/3 cases of meningitis occur in the 1st 2 years of life, owing to decreased immunity and high vascularity of the brain.This study was conducted to determine the frequency of hemophilus influenzae type b, streptococcus pneumonia and neisseria meningitidis and outcome in culture proven meningitis in children 6 months to 24 months. Study Design: Case series. Setting: Paeds Unit 1, Bahawal Victoria Hospital, Bahawalpur and Paeds Unit of District Headquarter (DHQ) Teaching Hospital, Dera Ghazi Khan. Period: 1st April 2017 to 30th September 2018. Material and Methods: A total of 220 children (110 from each center) of either sex with culture proven meningitis, aged 6 months to 24 months, were included in the study. Demographics, duration of fever, history of seizures, weight of child, vaccination status and bacteria isolated from CSF and outcome were analyzed. The outcome in the form of mortality was noted during the first 10 days of hospital stay. Results: Amongst a total of 220 children, 123 (55.9%) were male. There were 130 (59.1%) children who were less than or equal to 1 year of age. There were 154 (70.0%) children who were having a weight of 7 to 10 kg. Vaccination status was, 111 (50.5%) were fully vaccinated, 59 (26.8%) partially vaccinated and 50 (22.7%) not vaccinated. Duration of fever was, 141 (64.1%) had fever for more than 5 days. There were 139 (63.2%) children who had a history of seizures. Streptococcus pneumonia was the commonest bacteria found in 110 (50%) children followed by neisseria meningitides 53 (24.1%), H. Influenza 37 (16.8%). Overall mortality was noted in 34 (15.5%) children. Conclusion: In children with bacterial meningitis, mortality was high and most common bacteria were found to be s.pneumoniae followed by neisseria meningitidis and h.influenzae. Awareness about the empiric and directed antimicrobial therapy will help to lower the burden of morbidity and mortality related to bacterial meningitis.
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BENNETT, J. M. R. "THE BRITISH LUTHER COMMEMORATION OF 1883–1884 IN EUROPEAN CONTEXT." Historical Journal 58, no. 2 (May 11, 2015): 543–64. http://dx.doi.org/10.1017/s0018246x14000235.

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AbstractIn 1883 and early 1884 the controversial commemoration of the four-hundredth birthday of Martin Luther, celebrated in Germany and worldwide, captured much British public attention. The examination of this celebration offered here will improve current understanding of late Victorian religious controversies and indicate their continuing centrality to a range of cultural and historical debates in the period. The commemoration invigorated historic antagonisms in the British religious landscape, yet it also did far more than this. The commemoration provided a platform for those who wanted to foster Protestant unity in the face of what was widely perceived to be a revived threat from ‘popery’ and religious indifference at home and abroad. Whereas some religious and not-very-religious commentators, often belonging to a younger generation, wanted closely to associate Luther's world-historical role with liberalizing intellectual and social progress, others – sceptics, Catholics, high Anglicans, older Protestants – resisted this. Arguments about Luther's life and teaching often became more broadly Victorian discussions of the family, Anglo-German affinities or antagonisms, and the nature of modernity. By relating themes in the study of modern religious history to current concerns in the history of historical writing, this article will point to wider lacunae in scholarly approaches to nineteenth-century culture.
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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.

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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
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Dissertations / Theses on the topic "History Study and teaching Victoria"

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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Yeung, Hoi-yan, and 楊愷欣. "Property rights to views: a study of the history of reclamation in Victoria Harbour." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242625.

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Yeung, Hoi-yan. "Property rights to views : a study of the history of reclamation in Victoria Harbour /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24521036.

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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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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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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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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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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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Books on the topic "History Study and teaching Victoria"

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Grigg, Russell. Golwg ar Gymru yn oes Victoria =: Wales in the Victorian age. Caerdydd: Uned Iaith Genedlaethol Cymru CBAC, 2000.

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Brock, W. H. Science for all: Studies in the history of Victorian science and education. Brookfield, VT: Variorum, 1996.

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Museum, Victoria and Albert, ed. Using the Dress Collection at the V & A: A handbook for teachers. London: Victoria and Albert Museum, 1995.

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Estes, James Martin. The first forty years: A brief history of the Centre for Reformation and Renaisssance Studies, 1964-2004. Toronto: Centre for Reformation and Renaissance Studies, 2004.

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Tweed, Thomas A. TheA merican encounter with Buddhism, 1844-1912: Victorian culture and the limits of dissent. Bloomington: Indiana University Press, 1992.

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Bennett, Clinton. Victorian images of Islam. London: Grey Seal, 1992.

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Vance, Norman. The Victorians and Ancient Rome. Oxford, UK: Blackwell Publishers, 1997.

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1947-, Behrendt Stephen C., and Mellor Anne Kostelanetz, eds. Approaches to teaching Shelley's Frankenstein. New York: Modern Language Association of America, 1990.

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The American encounter with Buddhism, 1844-1912: Victorian culture & the limits of dissent. Chapel Hill, NC: University of North Carolina Press, 1992.

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Heretic and hero: Muhammad and the Victorians. Wiesbaden: O. Harrassowitz, 1989.

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Book chapters on the topic "History Study and teaching Victoria"

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Haefeli, Sara. "Case Study Curriculum Design." In Teaching Music History with Cases, 18–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-2.

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Haefeli, Sara. "Assessment in the Case Study Classroom." In Teaching Music History with Cases, 87–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-6.

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Brockett, Oscar G. "On Theatre History: Historical Study in the Theatre Curriculum." In Teaching Theatre Today, 31–49. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9780230100862_3.

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Chapman, Judith, Sue Cahill, and Roger Holdsworth. "Student Action Teams, Values Education and Quality Teaching and Learning—Case Study from the Manningham Cluster, Victoria." In Values Education and Quality Teaching, 27–43. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_3.

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Samaras, Anastasia P., Mark A. Hicks, and Jennifer Garvey Berger. "Self-Study Through Personal History." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 905–42. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_23.

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Schubring, Gert. "Why Study Historical Books Intended for Teaching?" In International Studies in the History of Mathematics and its Teaching, 1–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17670-8_1.

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Crymble, Adam, and Maria José Afanador-Llach. "Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study." In Teaching History for the Contemporary World, 85–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_7.

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Jones, Adrian. "Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development." In Teaching History for the Contemporary World, 99–115. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_8.

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Allender, Jerome S. "Humanistic Research in Self-Study: A History of Transformation*." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 483–515. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_13.

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Olesko, Kathryn M. "Science Education in the Historical Study of the Sciences." In International Handbook of Research in History, Philosophy and Science Teaching, 1965–90. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_60.

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Conference papers on the topic "History Study and teaching Victoria"

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Sun, Guojun. "The study of extracurricular reading in history teaching." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.12.

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Gao, Feng, and Qingling Qiu. "The study of Physics History Teaching in High School Physic." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.85.

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Izatul Hanim Md Rashadi, Noor, and Abdul Razak Ahmad. "Lesson Study: Enhancing the Teaching and Learning of History Subject." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.01110.

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Terzieva, Valentina. "GAME-BASED TEACHING IN HISTORY – CASE STUDY IN BULGARIAN SCHOOLS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1686.

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Nizan, Victoria. "The Role And Value Of Diaries In Teaching History - Case Study." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.93.

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Sosniuk, O. P., and I. V. Ostapenko. "Media literacy and media competence: basic approaches to study, development, teaching and diagnostics." In HISTORY, POLITICAL SCIENCE, PHILOSOPHY AND SOCIOLOGY: EUROPEAN DEVELOPMENT DIRECTION. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-120-6-18.

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"Study on the Teaching Mode of Dichotomous Class in the Teaching Reform of Western Fine Arts History." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29122.

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Mukhametzyanova, Rezida, and Alsu Gainutdinova. "INTEGRATING STUDY OF LOCAL LORE, HISTORY AND ECONOMY INTO TEACHING INTERPRETING AT UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1603.

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Feng, Ke. "Notice of Retraction: Study on architectural history courses in teaching methodology and methods." In 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607769.

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Romero, Pilar. "Cultural Routes as Innovative Pedagogic Tool in Foreign Languages Teaching: Camino de Santiago (Pilgrims’ Way of Santiago) as an Object of Study and Teaching Spanish as a Foreign Language." In Spain: Comparative Studies oт History and Culture. Novosibirsk State University, 2021. http://dx.doi.org/10.25205/978-5-4437-1247-5-48-55.

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Reports on the topic "History Study and teaching Victoria"

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Belton, Tom, Amanda Jamieson, Amanda Oliver, and Anne Quirk. Library Impact Research Report: Impact of Archival Collections and Services on the Western University Department of History. Association of Research Libraries, June 2022. http://dx.doi.org/10.29242/report.westernuni2022.

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Abstract:
As part of ARL’s Research Library Impact Framework initiative, Western University Libraries conducted a study to examine the impact of archival collections and related services on teaching and research in Western University’s Department of History.
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2

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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