Journal articles on the topic 'Primary Victoria Curricula History'
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1
Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.
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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Jackson, Stephen J. "British History is Their History: Britain and the British Empire in the History Curriculum of Ontario, Canada and Victoria, Australia 1930-1975." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 165. http://dx.doi.org/10.14516/ete.161.
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This article investigates the evolving conceptions of national identity in Canada and Australia through an analysis of officially sanctioned history textbooks in Ontario, Canada and Victoria, Australia. From the 1930s until the 1950s, Britain and the British Empire served a pivotal role in history textbooks and curricula in both territories. Textbooks generally held that British and imperial history were crucial to the Canadian and Australian national identity. Following the Second World War, textbooks in both Ontario and Victoria began to recognize Britain’s loss of power, and how this changed Australian and Canadian participation in the British Empire/Commonwealth. But rather than advocate for a complete withdrawal from engagement with Britain, authors emphasized the continuing importance of the example of the British Empire and Commonwealth to world affairs. In fact, participation in the Commonwealth was often described as of even more importance as the Dominions could take a more prominent place in imperial affairs. By the 1960s, however, textbook authors in Ontario and Victoria began to change their narratives, de-emphasizing the importance of the British Empire to the Canadian and Australian identity. Crucially, by the late 1960s the new narratives Ontarians and Victorians constructed claimed that the British Empire and national identity were no longer significantly linked. An investigation into these narratives of history will provide a unique window into officially acceptable views on imperialism before and during the era of decolonization.
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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.
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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.
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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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Andjelkovic, Sladjana. "Teaching jestastvenica in primary schools in Serbia: From 1844 until the end of the XIX century." Zbornik Matice srpske za drustvene nauke, no. 157-158 (2016): 561–75. http://dx.doi.org/10.2298/zmsdn1658561a.
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This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.
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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.
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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.
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KOLJANIN, DRAGICA. "METHODOLOGICAL AND MOTIVATIONAL BASIS OF HISTORY TEXTBOOKS FOR PRIMARY SCHOOLS IN THE KINGDOM OF YUGOSLAVIA (1918-1941)." ИСТРАЖИВАЊА, no. 26 (January 6, 2016): 133–46. http://dx.doi.org/10.19090/i.2015.26.133-146.
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This paper analyzes the textbooks and curricula of history classes for primary schools in the Kingdom of Yugoslavia and in Serbia. The results indicate that their methodological and motivational basis relies on the functionalization of history in accordance with the political and ideological objectives of the Yugoslav state, primarily nationally-integrative and patriotic. The paper is based on archival research, published historical sources, periodicals and historiographical literature.
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Deslandes, Paul R. "Competitive Examinations and the Culture of Masculinity in Oxbridge Undergraduate Life, 1850-1920." History of Education Quarterly 42, no. 4 (2002): 544–78. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00010.x.
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As the primary means through which academic success was measured and professional credentials were established, competitive examinations for university degrees and civil service appointments became a frequently discussed topic among the Victorian and Edwardian elite in Great Britain. Students and dons (the term for college fellows with teaching and pastoral responsibilities) at the universities of Oxford and Cambridge, as well as a whole range of outside observers, regularly commented on the importance of these exercises during the seven decades that passed between the curricular and administrative reforms of the 1850s and the conclusion of World War I, years in which these ancient institutions achieved their modern form and functioned, in the words of Jan Morris, as “power house [s]” and “conscious instruments of Victorian national greatness.” In an 1863Student's Guide to the University of Cambridge, for example, J.R. Seeley, a famous Cambridge don and historian, celebrated the invigorating, youthful, and competitive nature of the Tripos (or Honors) examinations in a lengthy discussion of academic life: “Into these [examinations] flock annually the ablest young men … who during their University course have received all the instruction that the best Tutors, and all the stimulus that a competition well known to be severe, can give…. The contest is one into which the cleverest lads in the country enter [and] it may safely be affirmed that even the lowest place in these Triposes is justly called anhonour.” By the 1860s, when Seeley first penned these comments, competitive examinations had become, in the words of one contemporary observer, “matters of … much interest and importance not only to those whose future success in life depended upon them, but to the public in general.” Public interest was further fueled, throughout this period, by numerous articles in the periodical press that discussed and debated the general value of competitive examinations and by the regular publication of test results in widely circulated, national newspapers such as theTimes.
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Wojdon, Joanna. "The Impact of Communist Rule on History Education in Poland." Journal of Educational Media, Memory, and Society 4, no. 1 (March 1, 2012): 61–77. http://dx.doi.org/10.3167/jemms.2012.040105.
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This article analyzes textbooks and curricula for primary schools in Poland published between 1944 and 1989 to show how the communist regime attempted to influence Polish history education via political change and educational reform. The article focuses on five aspects of this influence: Marxist methodology of history, portrayals of political parties, promotion of a “scientific“ worldview, justification of new boundaries and alliances of the People's Poland, and a new pantheon of national heroes. In conclusion, the article investigates the effectiveness of history education in shaping Polish collective memory under the communist regime.
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Глебушкин and S. Glebushkin. "Aesthetic Education of Primary School Pupils Based on Exploring the Russian Traditional Costume." Primary Education 2, no. 5 (October 17, 2014): 44–46. http://dx.doi.org/10.12737/5980.
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The paper outlines the pedagogical potential recourse to the finest examples of the genuine Russian folk costume at lessons and extra-curricula
activities within the arts and aesthetics cycle. Insights in the characteristics of the Russian traditional costume will help primary school pupils to
enhance their knowledge of the national culture and history of their Motherland, to take a love to folk arts and to form their personal artistic taste.
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Charis, Nikolaidou, and Repoussi Maria. "Multiculturalism and History Education: Teachers’ Perceptions." International Journal of Education (IJE) 9, no. 4 (December 31, 2021): 79–89. http://dx.doi.org/10.5121/ije.2021.9406.
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The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
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Unal, Kerami. "A research on the Russian language in the history of Turkish people." Journal of Global Social Sciences 2, no. 7 (September 1, 2021): 109–20. http://dx.doi.org/10.31039/jgss.v2i7.28.
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In the article, information is given about when foreign language education started in Turkish people. The primary, secondary and high school curricula of the Russian language are researched in tables. It was determined when and where the Russian language was first systematically taught in Turks. The reasons for teaching were researched. The events of the Republican period were listed with dates and focused on the tendency to the Russian language both in the private sector and in government institutions. Information was given on the situation and development of the Russian language in higher education.
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Dym, Jordana, and Karl Offen. "Maps and the Teaching of Latin American History." Hispanic American Historical Review 92, no. 2 (May 1, 2012): 213–44. http://dx.doi.org/10.1215/00182168-1545674.
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Abstract Historical maps deserve a place in the college classroom as primary sources. Since the 1980s, scholarship has shown how maps can be analyzed and interpreted to reveal something not only about the peoples, spaces, and times they portray but also about the societies that create, consume, and contest them. Over the last decade, the maps themselves have become increasingly accessible, as important research libraries and archives digitize their holdings. Yet these graphic texts are not yet staples of college curricula or documentary readers. This essay provides a brief overview of recent research in the history of cartography and presents two examples of map discussion modules for the Latin American history classroom: a demonstration of US neocolonialism, resource extraction, and social change in late nineteenth-century eastern Nicaragua, and a case of urban planning and ideas of order in colonial Mexico City.
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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (December 2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.
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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.
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Bickford, John H., and Brigid O’Farrell. "Exploring Eleanor Roosevelt’s labor advocacy using primary and secondary sources." Social Studies Research and Practice 14, no. 1 (May 20, 2019): 64–77. http://dx.doi.org/10.1108/ssrp-10-2018-0038.
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Purpose Education initiatives have increased expectations of students’ non-fiction reading and text-based writing within history, social studies and other curricula. Teachers must locate age-appropriate curricular materials and implement discipline-specific pedagogy to guide students’ history literacy, historical thinking and historical argumentation. The paper aims to discuss these issues. Design/methodology/approach Students are guided on an inquiry into an underemphasized element of a historically significant figure’s life. Eleanor Roosevelt’s labor and poverty advocacies generate comparably less attention by historians and trade book authors than her work with civil rights, human rights and international diplomacy. Findings Students are positioned to scrutinize primary and secondary sources using differentiated optics relevant to each source type. History literacy and historical thinking strategies ground students’ analyses. After extracting meaningful content from diverse sources, students are prompted to engage in text-based writing to articulate their newly developed understandings. Diverse elements of revision bolster students’ historical argumentation. Practical implications Close reading, critical thinking and text-based writing are joined throughout the guided inquiry. Originality/value The previously unused texts and original tasks are intended for middle school classrooms. These sources and strategies integrate different elements of history literacy, historical thinking and historical argumentation throughout the inquiry.
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Davis, M. Elaine. "Archaeology education and the political landscape of American schools." Antiquity 74, no. 283 (March 2000): 194–98. http://dx.doi.org/10.1017/s0003598x00066369.
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Education, a primary mode for transmitting society's knowledge, values and beliefs, is a highly political endeavour. To understand fully the place of archaeology within the framework of public education in the United States, some background in the broader political landscape and sanctioned curricula in American schools is necessary. This article examines some key aspects of these issues, including governmental control of education, the ‘history of history’ in schools, and the appropriation of the past. It also looks at the status of archaeology education in the United States and considers an appropriate role for pre-college archaeology.
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Enslen, Joshua. "Green, James N., Victoria Langland, and Lilia Moritz Schwarz, editors. The Brazil Reader: History, Culture, Politics. Duke UP, 2019." Journal of Lusophone Studies 4, no. 2 (January 1, 2020): 296–98. http://dx.doi.org/10.21471/jls.v4i2.348.
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The editors have produced a significantly revised compendium that introduces Brazil and its major themes and events through primary source documents in translation. The new edition boasts welcome advancements, especially in its heavily revamped selections for reading, its expanded expert commentary, and its updated organization.
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Brown, Geoff W., Peter Robertson, and Ben G. Fanson. "Digging in: a review of the ecology and management of a threatened reptile with a small disjunct distribution – the heath skink, Liopholis multiscutata, in Victoria, south-eastern Australia." Pacific Conservation Biology 25, no. 3 (2019): 222. http://dx.doi.org/10.1071/pc17057.
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The central issue for species that are highly localised habitat specialists and occur in relatively small numbers is vulnerability to extinction processes. The heath skink, Liopholis multiscutata, is considered Critically Endangered in Victoria, in part because it is restricted to essentially four small and highly disjunct populations in semiarid mallee dunefields. It provides an example of a rare and cryptic species that is especially vulnerable to decline and consequently provides management challenges. Here, we crystallise available information on the ecology and life history of this threatened lizard, and review monitoring data to evaluate population status, primary threats and management imperatives. There has been a substantial decrease across the known range of the lizard in Victoria, most likely due to predation and fire. Recent monitoring of the four potentially viable populations revealed a general trend of decline. Recommendations for research and management priorities for the lizard in Victoria are provided; generally, these include further exploration of the lizard’s phylogeny and ecology, and ongoing monitoring of the trajectory of the lizard’s population status, threats to the lizard’s persistence and the effectiveness of management actions employed to ameliorate extinction threats.
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Johnston, Madeleine. "The Role and Regulation of Child Factory Labour During the Industrial Revolution in Australia, 1873–1885." International Review of Social History 65, no. 3 (May 21, 2020): 433–63. http://dx.doi.org/10.1017/s0020859020000322.
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AbstractThis study investigates child factory labour in Victoria, the most populous and industrialized colony in Australia in the second half of the nineteenth century. Three sources of primary data are analysed: Royal Commission reports, texts of bills and statutes, and parliamentary and public debates. The findings inform current academic debates by enhancing understanding of the role played by child workers during industrialization. They show that children were low-cost substitutes for adult males and that child labour was central to ongoing industrialization. A wide range of industries and jobs is identified in which children were employed in harsh conditions, in some instances in greater proportions than adults. Following the reports of the Royal Commission, the parliament of Victoria recognized a child labour problem serious enough to warrant regulation. While noting that circumstances were not as severe as in Britain, it passed legislation in 1885 with provisions that offered more protection to children than those in the British factory act of 1878. The legislation also offered more protection than factory laws in other industrializing colonies and countries. The findings throw light on the character of colonial liberal reformers in a wealthy colony who sought to create a better life for white settlers by adopting policies of state intervention.
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Malik, Muh Syauqi, and Maslahah Maslahah. "Revitalization of the Concept of Educational Axiology: Perspectives of Islamic Philosophy." Belajea: Jurnal Pendidikan Islam 6, no. 2 (November 30, 2021): 121. http://dx.doi.org/10.29240/belajea.v6i2.2590.
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The axiology of primary Islamic education is a discourse that is still very meaningful and relevant today. All Islamic education processes, whether in linking curricula, educators, educational staff, students, institutions, and so on, have one typical estuary, namely supporting axiology in primary Islamic education. This exposure is needed to explain the axiology of education from various points of view, the axiology in Islam, the urgency and function of axiology of primary Islamic teaching, the branch of axiology called ethics and aesthetics, and the essence of axiology in Islamic primary education. The author uses qualitative research methods literature review to summarize, analyze, and synthesize various references to complete writing. The research results reveal that Islamic primary education's axiology talks about the value or benefits of Islamic education at the primary level. The concept of axiology in Islam is taken from the word qoyyimah, which means straight, straight in the interpretation of the path leading to God, a straight forward way with the provisions of the Qur'an and Hadith. The urgency of primary Islamic education's axiology to straighten the education system elements to stay on the right path. The axiology function of primary Islamic education includes speculative, normative, criticism, and theory. Ethics is the study of values and moral and aesthetic attitudes, which is part of the philosophy of values and evaluation that views human work from a beautiful and unfavorable perspective. The essence of axiology in primary Islamic education is to form human beings in the human person.
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Bickford III, John H., and Taylor A. Badal. "Trade Books’ Historical Representation of Eleanor Roosevelt, First Lady of the World." Social Studies Research and Practice 11, no. 3 (November 1, 2016): 1–18. http://dx.doi.org/10.1108/ssrp-03-2016-b0001.
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Contemporary education initiatives require English language arts educators spend half their time on non-fiction and history and social studies teachers to include diverse sources. Beginning in the early grades within the aforementioned curricula, students are to scrutinize multiple texts of the same historical event, era, or figure. Whereas trade books are a logical curricular resource for English language arts and history and social studies curricula, the education mandates do not provide suggestions. Research indicates trade books are rife with historical misrepresentations, yet few empirical studies have been completed so more research is needed. Our research examined the historical representation of Eleanor Roosevelt within trade books for early and middle-grades students. Identified historical misrepresentations included minimized or omitted accounts of the societal contexts and social relationships that shaped Mrs. Roosevelt’s social conscience and civic involvement. Effective content spiraling, in which complexity and nuance increase with grade level, between early and middle-grades trade books did not appear. Pedagogical suggestions included ways to position students to identify the varying degrees of historical representation within different trade books and integrate supplementary primary sources to balance the historical gaps.
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Gál, Enikő. "Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School." Central European Journal of Educational Research 3, no. 1 (April 30, 2021): 112–19. http://dx.doi.org/10.37441/cejer/2021/3/1/9357.
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Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.
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Adams, Annmarie, and Thomas Schlich. "Design for Control: Surgery, Science, and Space at the Royal Victoria Hospital, Montreal, 1893–1956." Medical History 50, no. 3 (July 1, 2006): 303–24. http://dx.doi.org/10.1017/s0025727300010000.
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In this paper we explore the relationship of modern architecture and modern surgery in the twentieth century. Our central argument is that environments designed for surgery in the modern hospital became more like laboratories at the end of a remarkable metamorphosis, which we explain through three distinct types of spaces in a particularly significant case study, the Royal Victoria Hospital (RVH) in Montreal, Quebec. As the changing design of surgical spaces constitutes our primary evidence, our approach engages the methods of material culture and material history, a methodology infrequently used in the history of science and medicine. In turn, in order to interpret the changes in operating room design, we situate them in the context of the history of surgery. The architecture of health care both illustrates and shapes the identity of patients and doctors, as well as their inter-relationship. It structures surgeons' activities and expresses their status as actors, as well as reinforcing specific scientific theories. Thus, spatial structures like operating rooms can be understood as material evidence of ongoing changes in the status and self-image of surgeons.
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van den Berg and Fortuin-van der Spek. "The Appropriation of Symbolic Language in Worldview Education through Bibliodrama." Education Sciences 9, no. 2 (April 24, 2019): 88. http://dx.doi.org/10.3390/educsci9020088.
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One of the main questions regarding Dutch primary education in our secularised and religiously diverse society—both with regards to public and religiously-affiliated schools—is how to get students acquainted with the symbolic language of religious and worldview-affiliated life narratives. Teaching literacy in symbolic language has become less important in the education programmes of modern-day primary schools. The dominance of scientific descriptive language is evident in the majority of contemporary curricula. This language may be highly important for teaching mathematics and science, but for religious and cultural education, and for teaching art and history, symbolic language is the vehicle for acquiring knowledge, insight, and wisdom. Our aim in this article is to reflect on the idea that stimulating symbolic speech in primary school education through role playing, will bring out the sensitivity of current-day students to confer meaning to life questions and life themes.
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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.
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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.
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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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Toman, Cynthia, and Marie-Claude Thifault. "Historical Thinking and the Shaping of Nursing Identity." Nursing History Review 20, no. 1 (2012): 184–204. http://dx.doi.org/10.1891/1062-8061.20.184.
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Nursing history was a core component of nurse training programs as early as 1907, when American Adelaide Nutting published her three-volume history. However, it had all but disappeared by the end of the 20th century, supplanted by other subjects. The University of Ottawa Nursing History Research Unit developed two online nursing history courses, in English and French, respectively, which proved popular and prompted substantial interest in the reintroduction of nursing history to our curriculum. This article presents findings of a study that examined the concept of “historical thinking”—what it is, how it develops, and what it contributes to practice-based professions—based on student postings in these courses. Analysis suggests that primary sources and critical appraisal skills are keys to the formation of historical thinking, and that these courses fostered a strong sense of professional identity among participants who often lamented lack of previous exposure to nursing history. Online nursing history courses can capitalize on e-learning technologies, and fit crowded curricula and student learning styles, while extending the reach of historians beyond traditional university walls.
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Carnegie, Garry D. "The accounting professional project and bank failures." Journal of Management History 22, no. 4 (September 12, 2016): 389–412. http://dx.doi.org/10.1108/jmh-04-2016-0018.
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Purpose The purpose of this paper is to examine the strategies and dynamics of the fledging accounting professional project in the context of boom, bust and reform in colonial Victoria. In doing so, the study provides evidence of the association of members of the Incorporated Institute of Accountants, Victoria (IIAV) (1886) and other auditors with banks that failed during the early 1890s Australian banking crisis, and addresses the implications for the professionalisation trajectory. Design/methodology/approach The study uses primary sources, including the surviving audited financial statements of a selection of 14 Melbourne-based failed banks, reports of relevant company meetings and other press reports and commentaries, along with relevant secondary sources, and applies theoretical analysis informed by the literature on the sociology of the professions. Findings IIAV members as bank auditors are shown to have been associated with most of the bank failures examined in this study, thereby not being immune from key problems in bank auditing and accounting of the period. The study shows how the IIAV, while part of the problem, ultimately became part of a solution that was regarded within the association’s leadership as less than optimal, essentially by means of 1896 legislative reforms in Victoria, and also addresses the associated implications. Practical implications The study reveals how a deeper understanding of economic and social problems in any context may be obtainable by examining surviving financial statements and related records sourced from archives of surviving business records. Originality/value The study elucidates accounting’s professionalisation trajectory in a colonial setting during respective periods of boom, bust and reform from the 1880s until around 1896 and provides insights into the development of financial auditing practices, which is still an important topic.
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REID, RICHARD. "THE GANDA ON LAKE VICTORIA: A NINETEENTH- CENTURY EAST AFRICAN IMPERIALISM." Journal of African History 39, no. 3 (November 1998): 349–63. http://dx.doi.org/10.1017/s0021853798007270.
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The examination of the growth of canoe transport in Buganda in the nineteenth century is an aspect of the kingdom's history that has received little serious consideration to date. This paper focuses on the ways in which the canoe fleet, especially from the 1840s, was systematically developed and utilized in the extension of Ganda power and influence in the Lake Victoria region. The need to protect and promote commerce was one of the driving forces behind Buganda's diplomatic, military and technological policies in the second half of the nineteenth century. This was consistent with objectives of the kingdom that had endured since around the middle of the sixteenth century, although the scale of these objectives had expanded along with the kingdom's horizons. Yet recognition of this basic continuity should not detract from our appreciation of the degree to which the Ganda innovated to meet the challenges of long-distance trade, as well as the challenges to their control of the external environment. The presence of Ganda at Tabora, on the southern shore of Lake Victoria, and even at Zanzibar itself is indicative of the alacrity with which Kabaka Suna (c. 1830–56) and Kabaka Mutesa (1856–84) seized their opportunities and attempted to secure conditions perceived to be favourable to the ‘national interest’ far beyond territorial borders. Yet Ganda also failed to realize the full military potential of their canoes. Despite their considerable efforts, the success of the naval endeavour was never without qualifications, and it is one of the primary aims of this paper to analyze these deficiencies.
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Kuliś, Jakub. "Transitions in the Way Germans and Polish-German Relations Were Presented in the Primary Schools of the Polish People’s Republic." Historia scholastica 8, no. 1 (August 2022): 79–100. http://dx.doi.org/10.15240/tul/006/2022-1-004.
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The aim of the article is to show the changes in the perception of Germans and Polish-German relations in the education of the People’s Republic of Poland. This problem is related to the changes in the domestic politics of post-war Poland and both German states. The paper is devoted to the evolution of the perception of Poland’s western neighbor from the post-war period to the end of the Polish People’s Republic, i.e. until 1989. The study presents the beginnings of the anti-German narration, caused by war trauma, which has intensified since 1949 due to pressure which has been exerted by communist government. The next part shows in which places the end of Stalinism and the takeover of power by Władysław Gomułka softened the perception of Federal Republic of Germany. The next phase was opened by the recognition of the western border of Poland by the Federal Republic of Germany on December 7, 1970. This event entailed a gradual liberalization of the recognition of the German problem in the curricula. Undoubtedly, this tendency deepened in the decade of Edward Gierek’s rule due to the problems of the Polish People’s Republic with the repayment of foreign debt, partly also in West Germany. In the early 1980s, the establishment of The Independent and Self-Governing Trade Union Solidarność brought a new quality. Thanks to them the methods of showing Germans (and Polish education as a whole) started a slowly evolution to eliminate the communist propaganda. The school subjects which received the most attention were history, German language, Polish language and geography, because during these lessons the issues related to Germany were most often discussed. The work was created on the basis of selected textbooks and curricula.
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Fisher, Clifford, and Ethan Hicks. "The Establishment Clause and Public Schools." Journal of Sociological Research 9, no. 2 (July 25, 2018): 33. http://dx.doi.org/10.5296/jsr.v9i2.13449.
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The purpose of this report is to explore and elucidate the application of the Establishment Clause to the activities of U.S. public schools, primarily through an examination of relevant case law. It is intended to facilitate an understanding of the fundamental principles and nuances of this legal issue throughout its history. The first sections offer a glimpse of the history of the Establishment Clause itself, including a discussion of the historic Supreme Court cases that laid the foundation off of which many of the decisions to be examined are built. Subsequent sections, organized by specific issue, analyze Establishment Clause cases that involve public schools, and have two primary objectives: to determine established precedents, and to discover trends and inconsistencies. Specific issues addressed include evolution and creationism in curricula, released time programs, prayer in class, and recitation of the Pledge of Allegiance.
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McCully, Alan, and Fionnuala Waldron. "A Question of Identity? Purpose, Policy and Practice in the Teaching of History in Northern Ireland and the Republic of Ireland." History Education Research Journal 11, no. 2 (May 1, 2013): 145–58. http://dx.doi.org/10.18546/herj.11.2.12.
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This article traces the evolution of history education, north and south of the Irish border since partition of the island in 1921. It begins with an historical overview of the situation common across Ireland prior to partition. Subsequent developments in history provision in elementary, primary and early secondary education are traced in each of the two jurisdictions that emerged after partition, the Irish Free State, which became the Republic of Ireland, and Northern Ireland. In each case, the educational and political imperatives of each, which shaped these changes, and resulted in divergence, are identified, analysed and compared. Evidence is drawn from the dominant literature in each jurisdiction and on relevant curriculum documents. The paper concludes by demonstrating that in a post-modern, increasingly globalised world, shared educational ideas and political aspirations emerging from the Irish peace process are acting to bring the respective history curricula back into symmetry and, thereby, providing opportunities for increased co-operation.
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Radzimińska, Lucyna, and Danuta Stanulewicz. "ROZWÓJ ZAWODOWY NAUCZYCIELI JĘZYKA KASZUBSKIE-GO – DIAGNOZA POTRZEB DOTYCZĄCYCH SZKOLEŃ." Neofilolog, no. 45/1 (March 22, 2019): 105–19. http://dx.doi.org/10.14746/n.2015.45.1.07.
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The Kashubian language was introduced as a school subject in 1991. In the school year 2013/2014, the number of students attending Kashubi-an classes amounted to 17,145. They were taught the language by ca. 620 teachers in 420 schools: 13,850 in 293 primary schools, 2,688 in 103 junior secondary schools and 607 in 24 senior secondary schools. The aim of this paper is to present the results of a questionnaire investi-gating the training needs of Kashubian teachers. It appears that they would willingly attend courses or workshops in all the areas mentioned in the questionnaire, including, inter alia, language teaching methodolo-gy as well as Kashubian literature, culture and history. It is no surprise that the demand for such courses is so high since the core curricula for all school levels emphasize the importance of teaching Kashubian cul-ture, history and geography alongside the Kashubian language.
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Goldsmith, Susan Secor. "Implementing Elementary History and Social Science: A Three-Step Plan of K-4 Curriculum Design." Journal of Education 180, no. 1 (January 1998): 15–31. http://dx.doi.org/10.1177/002205749818000103.
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Massachusetts' History and Social Science Curriculum Framework emphatically describes history and social science as a core academic subject at the elementary school level, devoting a separate section to its study in primary grades. It carries out a provision of the 1993 Massachusetts Education Reform Act for standards-based improvement, calling for more substantive study in elementary schools. The Framework's appearance should result in serious new attention being given an area of school study that, as social studies, has had little or no demonstrable academic effect and has left students largely indifferent. But teachers and schools charged with bringing existing elementary curricula into alignment with the Framework's Core Knowledge requirements in history and social science may face both a departure from what is currently done and an encounter with unfamiliar subject matter and resources. “What's a teacher to do?” The author addresses curriculum and course design by organizing some chief considerations of elementary history and social science study into a three-step plan for implementation that discusses the selection and organization of topics for elementary study, their classroom presentation, and the resources available to support the alignment effort.
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Kjeldsen, Karna. "A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims." Center for Educational Policy Studies Journal 9, no. 4 (December 20, 2019): 11–29. http://dx.doi.org/10.26529/cepsj.678.
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Different approaches to religion education have been in place for a long time or developed more recently to meet growing religious and cultural plurality in European countries and schools. In this article, I summarise and discuss basic principles for a study-of-religion(s) approach to religion education, adding arguments and perspectives from critical theories about education in general. I shall also argue that national curricula for, respectively, religion education in Sweden and History in Denmark indicate that analytical-critical skills can be a central part of religion education in elementary and lower secondary public schools. The structure of the article is based on a modified version of the ‘map of history’ developed by the scholar of education and history education Rosie Turner-Bisset who has formulated principles for teaching History in primary schools. The model will be used as a framework, for systematising and discussing key principles of a study-of-religions approach to religion education with reference to three categories: 1) attitudes, 2) skills and concepts, and 3) knowledge.
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Gündüz, Turgay. "“Religious Education” or “Teaching about Religion”? A Review of Compulsory Religious Culture and Ethics Lessons in Turkish Primary and Secondary Schools." Religion & Human Rights 13, no. 2 (August 8, 2018): 153–78. http://dx.doi.org/10.1163/18710328-13021140.
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Abstract Religious Culture and Ethics (RCE), a compulsory course in Turkish primary and secondary schools, is a highly debated issue with respect to education on religion. Discussions focus on whether the class is “religious education” with a confessional approach or “religious culture and ethics teaching” that adopts a non-confessional view. Following a short history of religious education courses in Turkish primary and secondary education, this study analyses the curriculum and the content of the RCE course from the perspective of two Islamic sects (madhhab) and religious education approaches to discuss the principal educational approach applied in the country. The study also analyses the argument that holds that RCE is a non-confessional lesson in terms of both content and application; and that, accordingly, there is no problem with its presence among compulsory courses in primary education. It is rather concluded that, since its inclusion within the primary and secondary education curricula as a compulsory lesson, RCE has never been non-confessional in terms of including other religions and beliefs as well as other sects within Islam. An examination of the sectarian sources of information on worship provided in these courses reveals that the current textbooks are explicitly grounded in the Hanafi School with regard to issues of Muslim obligations.
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Margolis, Eric. "Representations of Race, Gender and Ability in School Photography." education policy analysis archives 8 (July 4, 2000): 31. http://dx.doi.org/10.14507/epaa.v8n31.2000.
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This article examines photographs taken of American public school classes between the 1880's and the 1940's. Most of the images were found in two virtual archives: The American Memory site at the Library of Congress and The National Archives and Record Center. These very large photograph collections were searched for representations of race, gender, and physical ability. The photographs were compared and contrasted and analyzed for elements of hidden curricula using techniques drawn from the social sciences and humanities. It was found that these large photo collections have significant gaps and historical amnesias. Collections made under conditions of racial segregation are themselves segregated and continue to reproduce images of hierarchy and dominance. To the extent these sites function as important resources for teachers and students searching for primary source documents for history and social studies projects, the archives convey significantly biased views of the history of education and minority groups in America.
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Vidmar, Tadej. "The Development and the Demise of Protestant Provincial Schools in Inner Austria." Vestnik of Saint Petersburg University. History 65, no. 4 (2020): 1147–61. http://dx.doi.org/10.21638/11701/spbu02.2020.408.
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This paper analyzes and clarifies motivations and reasons for a short but intensive development of the secondary level of schooling followed by a sudden end, especially of the so-called Provincial schools, in three Inner Austrian lands (Carniola, Styria and Carinthia) in the 16th century. The situation regarding the organization of schooling in the 16th century was incomparable with the situation in the states headed by the Protestant rulers. Nevertheless, a type of Protestant gymnasium emerged here, which was called Provincial school (Landschaftsschule) and which also required some prior elementary knowledge for enrollment. For each of the three lands — Carniola, Carinthia and Styria — the establishment of the Provincial School was the first actual opportunity for the foundation of a central institution providing not only elementary knowledge, but also higher levels of education partly comparable to the curricula of the faculties of arts. Unfortunately, at the end of the 16th century, the development of the Provincial Schools was forcibly stopped. The article is based upon a thorough analysis and comparison of the relevant primary and secondary sources (in Latin, Slovene, German and English). The results show that all three school underwent similar phases of development and the same sudden termination, despite different inner circumstances, material foundations and time frame. In any case, the three Provincial Schools played an important part in the development of humanistic education on the territory of modern Republic of Slovenia and the Republic of Austria.
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Rodrigues, Isilda Teixeira. "A História da Ciência na formação inicial de professores de ciências." História da Ciência e Ensino: construindo interfaces 20 (December 18, 2019): 2–14. http://dx.doi.org/10.23925/2178-2911.2019v20p2-14.
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Resumo No Currículo do Ensino Básico em Portugal(1) considera-se importante que os alunos conheçam relatos de como ideias foram divulgadas, aceites, desenvolvidas, substituídas ou rejeitadas e ainda que reconheçam que o conhecimento científico está em evolução permanente, sendo um conhecimento inacabado. Embora se constate, da análise dos programas, que a História da Ciência adquire maior importância ao longo dos níveis de ensino (do Ensino Básico para o Ensino Secundário), há ainda, na nossa opinião, muito a ser feito. A utilização da História da Ciência no ensino das ciências traz para o centro dos problemas educativos a formação de professores. Não serve de nada mudar os currículos, se não houver mudanças nos professores que os implementam. Nesta comunicação pretendemos analisar as alterações nos planos de estudos dos cursos de formação de professores de Ciências em Portugal, nos últimos 15 anos. Verificámos, que apesar de esta temática ter sido introduzida nos currículos dos ensinos básico e secundário, com o processo de Bolonha, ela deixou de existir nos planos de estudos em algumas universidades que fazem formação inicial de professores de ciências.1 - DEB, Orientações Curriculares para o 3o Ciclo do Ensino Básico – Ciências Físicas e Naturais. Lisboa: Ministério da Educação, 2001. Palavras-chave: História da Ciência, Planos de Estudos, Formação inicial, Ensino das Ciências Abstract In the Curriculum of Basic Education in Portugal it is important that the students know about how ideas have been divulged, accepted, developed, substituted or rejected and that they recognize that scientific knowledge is in constant evolution, being an unfinished knowledge. Although it is clear from the analysis of the programs that the history of science is becoming more important throughout the educational levels (from elementary school to secondary education), there is still a lot to be done in our opinion. The use of the History of Science in the teaching, brings to the center of educational problems the formation of teachers. It is no use changing the curricula if there are no changes in the teachers who implement them. In this paper, we intend to analyze the changes in the study plans of the science teacher training courses in Portugal in the last 15 years. We verified that although this theme was introduced in the curricula of primary and secondary education, with the Bolonha process, it no longer exists in the curricula in some universities that form teachers. Keywords: History of Science, Science Teaching, Study Plans
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Cytrin, Yitzhak. "Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System." Journal of Education and Training Studies 6, no. 5 (March 31, 2018): 92. http://dx.doi.org/10.11114/jets.v6i5.3150.
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This article aims to examine the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggest several solutions to the issues discussed.The structure of knowledge approach in the discipline of history is problematic, and creates a complex challenge regarding preparing history students as teachers of the future. This is because this discipline represents, to a great extent, the wider fields of the humanities and social sciences which are very difficult to integrate into the school educational process.Historical research and the education system have different goals. The historian strives to clarify “historical questions”, meaning issues from the past with the perspective of their having certain relevance to the future. In contrast, the education system seeks to shape the student’s worldview and provide him with significant tools for coping with the challenges of the twenty-first century, as part of the “toolbox” that the education system believes will serve as a basis for the student’s preparation to be a useful individual in society and for himself.In light of the weight of history in teaching values, based on reliable facts gained from historical research, the main role that should be given to teaching the subject is to teach critical thinking. The ability to understand history in its framework of reference, meaning, understanding change and the environment, needs to be developed. Likewise, it is necessary to arouse and develop the judicious use of facts and drawing conclusions. Learning history can, and must, take place both experientially and logically. Presenting the “historical story” alongside the “cognitive-critical” approach must be the primary “pedagogy” when instilling students with teaching skills.Achieving history curriculum goals is greatly dependent on the teaching and evaluation methods, and how well teachers succeed in bringing their students to be active and involved in the learning process. Therefore, a variety of teaching strategies must be employed, in the spirit of the constructionist approach. Training teaching students requires a variety of pedagogic methods and methodological approaches, and teaching literacy for strategies for interdisciplinary teaching methods, integrative learning, and use of digital technologies.
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Bickford, John H., and Megan Lindsay. "Franklin Delano Roosevelt’s historical representation within children’s and young adult literature." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 125–38. http://dx.doi.org/10.1108/ssrp-04-2017-0012.
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Purpose Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers’ uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the new expectations, yet, research indicates that historical inaccuracies and misrepresentations frequently emerge. The paper aims to discuss these issues. Design/methodology/approach The authors’ inquiry explored trade books’ historical representation of Franklin Delano Roosevelt, America’s longest serving president. The data pool was organized by early grades (Kindergarten-4), middle grades (5-8), and high school (9-12) to contrast patterns of representation between and within grade ranges. Findings Findings included patterns of representation regarding Roosevelt’s noteworthiness and accomplishments, advantages and assistances, and moral and political mistakes. Social implications Classroom suggestions included guiding students to identify historical gaps and interrogate primary sources to fill these gaps. Originality/value Similar research has not been conducted on this historical figure.
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Valiquet, Patrick. "Animating the Object: Marcelle Deschênes and acousmatic education in Quebec." Organised Sound 22, no. 3 (November 24, 2017): 385–93. http://dx.doi.org/10.1017/s1355771817000553.
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This article examines the early reception of Pierre Schaeffer’s theoretical work in Quebec through the teaching of Marcelle Deschênes, principal author of the first electroacoustic theory and ear training curricula at both Université Laval and Université de Montréal. An account of Deschênes’s educational career is provided, along with remarks on the contents of her early courses in Morpho-typology and her listening workshops for children, using newly excavated primary material from her private archives. While existing scholarship presumes that Schaefferian thinking arrived in Quebec with the ‘orthodox’ acousmatic approach of Francis Dhomont, this article asserts that a pluralist and multidisciplinary interpretation of Schaeffer’s work can be discerned which pre-dated Dhomont’s teaching and has had an equally lasting impact overall. A methodological argument is also made for including education and other forms of ‘reproductive labour’ in the history of electroacoustic music.
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ALLSOPP, PETER G., and PETER J. HUDSON. "Novapus bifidus Carne, 1957, a primary homonym and synonym of Novapus bifidus Lea, 1910 (Coleoptera: Scarabaeidae: Dynastinae)." Zootaxa 4560, no. 3 (February 26, 2019): 576. http://dx.doi.org/10.11646/zootaxa.4560.3.9.
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In his landmark revision of the Australian Dynastinae (Coleoptera: Scarabaeidae) Phil Carne (1957) described Novapus bifidus Carne, 1957 from males and females collected at Cape York and Thursday Island. The type series is in the Australian National Insect Collection, Canberra, Australia (ANIC); the Natural History Museum, London, United Kingdom; the South Australian Museum, Adelaide, Australia (SAM); and the Museum of Victoria, Melbourne, Australia. He noted “In the collections of the South Australian Museum there are specimens designated as types of bifidus Lea. No description of this species has been published, and it is now described under the same specific name”. One of his paratypes is a female in SAM identified as “Lea’s unpublished ♀ type” and two other paratypes are males in SAM. Cassis & Weir (1992) noted that one of the SAM specimens has the registration number I4268, although they knew of only two paratypes (one male, one female) in that collection. The name has been attributed to Carne by most subsequent authors (Endrődi 1974, 1985; Carne & Allsopp 1987; Cassis & Weir 1992; Dechambre 2005; Atlas of Living Australia 2018.). Krajcik (2005, 2012) listed it in his scarab checklists but as “bifidus? Carne 1957”.
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Senkina, Anna. "THE SCHOOL READING BOOK IN THE RUSSIAN PARLIAMENT, OR ON AN EPISODE IN THE HISTORY OF CENSORSHIP AND CRITICISM OF EDUCATIONAL LITERATURE IN THE EARLY TWENTIETH CENTURY." Children's Readings: Studies in Children's Literature 22, no. 2 (2022): 104–31. http://dx.doi.org/10.31860/2304-5817-2022-2-22-104-131.
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This article discusses a unique precedent in Russian history when the textbook for elementary schools became the subject of parliamentary debate. In March 1913, a group of right-wing members of the State Council appealed to the Minister of Public Education for permission to use the 3rd part of the “Nov’” reading book by N. Tulupov and P. Shestakov in elementary schools. The interpellents argued that in Nov’; and a number of other primary school textbooks approved by the ministry, the authors’ biased texts were anti-monarchical and anti-state, pitting one class against another, killing the people’s religiosity and developing anti-militaristic sentiments. The parliamentarians involved in the debate found themselves in the unusual role of literary critics, children’s reading leaders, and experts in primary education. An analysis of this mishap, its background and consequences, and the discussion in the State Council itself reveals that in the interrevolutionary decade other institutional players besides the state emerged in the field of education policy: zemstvos, school and school boards of trustees, teachers’ public organizations, educational periodicals and, later, political parties. In the absence of curricula for primary schools, the content of teaching was in fact determined by the educational literature that the zemstvo purchased for the schools in its district, choosing from an extensive list of publications permitted by the Ministry. However, state censorship was not an obstacle to the active work of liberally-minded educators in publishing and promoting textbooks, which provoked such a strong reaction from right-wing conservatives. The reading book became the subject of a political struggle for the opportunity to determine the ideological agenda of public education.
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(Голубинская), Н.Ф., Клобукова. "Confucian Moral and Educational Function of Music: from the History of Japanese School Education." Журнал Общества теории музыки, no. 2(38) (November 1, 2022): 30–41. http://dx.doi.org/10.26176/otmroo.2022.38.2.007.
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Данная статья сосредоточена на некоторых аспектах школьной образовательной реформы, предпринятой во время эпохи Мэйдзи (1868–1912). В процессе создания системы образования по западному образцу в программы начальной и средней школ была включена музыка как обязательный предмет. Для занятий пением были разработаны специальные хрестоматии «Сёгаку сёка сю», выходившие в 1881–1884 годах; их авторами были японский деятель образования Исава Сюдзи и американский педагог и композитор Лютер Уайтинг Мэйсон. Тексты песен были основаны как на природной тематике, так и на принципах морально-нравственного воспитания детей и подростков. Уважение к учителю и к обществу в целом, упорство, симпатия к окружающим — эти идеи в настоящее время продолжают жить и работать, несмотря на прозападные музыкальные вкусы современной японской молодежи. This article focuses on some aspects of school education reform undertaken during the Meiji period (1868–1912). In the process of creating a Western-style education system, music was included in the curricula of primary and secondary schools as a compulsory subject. For singing, special anthologies «Shogaku shoka shu» were created and published in 1881–1884; their authors were the Japanese educator Isawa Shuji and the American music teacher and composer Luther Whiting Mason. The lyrics of new school songs were based on both themes and the principal of moral and ethical education of children and adolescents. Respect for the teacher and for society as a whole, perseverance, sympathy for others – these ideas currently continue to live and work, despite the pro-Western musical tastes of modern Japanese youth.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
Full textAbstract:
AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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KOCHARYAN, TIGRAN. "POLITICAL AND LEGAL CONCEPTUAL DEVELOPMENTS OF THE MILITARY EDUCATION SYSTEM OF THE REPUBLIC OF ARMENIA." Main Issues Of Pedagogy And Psychology 2, no. 2 (September 11, 2013): 135–43. http://dx.doi.org/10.24234/miopap.v2i2.280.
Full textAbstract:
Within the framework of shaping systemic military thinking with regard for its national interests an important part is assigned to the modernization of the military education system, the increase of the effectiveness of educational programs and curricula. The education is process of forming fundamental, including basic special knowledge, ability to think analytically. The field of military education and personnel management is regarded as the primary factor for ensuring the defense system and combat capability of the Armed Forces. In this context, the history of development of the military education system in the RA Armed Forces is examined, and the main directions of its development are analyzed. The reforming of the system of military education is gradually under way in separate areas by broadening the range of changes based on the positive results. The Armenian officer should be the bearer of the national ideology. At the same time, he must be perceived by the public as the symbol of honesty and education.
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Wilson, BA, NM White, A. Hanley, and DL Tidey. "Population fluctuations of the New Holland mouse Pseudomys novaehollandiae at Wilson?s Promontory National Park, Victoria." Australian Mammalogy 27, no. 1 (2005): 49. http://dx.doi.org/10.1071/am05049.
Full textAbstract:
The New Holland mouse (Pseudomys novaehollandiae) was first recorded at Wilson?s Promontory in 1972 in heathland vegetation, but has not been located in this habitat subsequently. The species was not trapped again until 1993 when it was found in calcarenite dune woodland on the Yanakie Isthmus. The aims of this study were to assess the population dynamics and habitat use of the species in this dune habitat. Mark-recapture trapping was conducted at three sites from 1999 to 2002. One site was located on low (0 - 5 m), flat sand dunes and open swales, another on medium (5 ? 10 m) vegetated dunes, and the third on high (20 m) steep vegetated dunes. The three sites had not been burnt for 30 to 50 years. The abundance of P. novaehollandiae was related to understorey vegetation density and differences in population densities on the sites are likely to be related to the primary succession stages on the sand dunes, rather than fire history. The maximum density (24 ha-1) recorded at one site was very high compared to other Victorian populations, however this was followed by a substantial decline in numbers within the year. At another site a small population declined to extinction. Populations on the isthmus are thus capable of achieving high densities but may decline quickly. Rainfall patterns may have affected the population fluctuations, but further research is required to elucidate fully the factors involved in the long-term dynamics of this species.