Relevant bibliographies by topics / School of History

Academic literature on the topic 'School of History'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School of History"

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Экштут, С. А. "History – to School." Диалог со временем, no. 79(79) (August 20, 2022): 350–61. http://dx.doi.org/10.21267/aquilo.2022.79.79.023.

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Готовя страну к предстоящей большой войне, в 1930-е годы Сталин занимался не только армией, авиацией и флотом, но и подготовкой школьных учителей и школьных учебников, предназначенных для обучения будущих призывников. Preparing the country for the upcoming big war, in the 1930s, Stalin was engaged not only in the army, aviation and navy, but also in the preparation of school teachers and school textbooks designed to teach future conscripts.
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Ukolova, V. I. "School of History." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 79–86. http://dx.doi.org/10.24833/2071-8160-2014-5-38-79-86.

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The current international processes and events, world politics at the beginning of the 21 century have once again clearly demonstrated that their meaning often emerges through the historical context without which the understanding of what is happening is hardly possible. Rector of MGIMO A.V. Torkunov in his talk on International relations as an educational discipline remarked that "as for sciences the basis of professionalism is mathematical skills and competencies, for international relations such a basis is history". Historical disciplines are taught at MGIMO from the very start of education process. MGIMO is one of the leading centers of research in the fields of history, political sciences and humanities. Here, in different years academics E.V. Tarle, L.N. Ivanov, V.G. Trukhanovskiy, A.L. Narochnitskiy and other prominent scholars and historians taught. Historical School of MGIMO has united important areas of historical science: the history of political processes in the twentieth century, modern history, the history of international relations and diplomacy, historical regional studies and cultural studies, oriental, philosophy and theory of history. The best traditions of the MGIMO historical school incorporated by its founders, make the foundation of its development at present. In 1992, the Department of MGIMO world and national history was established. The principle innovation was the combination of two components - historical education and historical science. This made it possible to present the story of Russia as an important part of the world history, opened up prospects for the implementation of comparative history, the synthesis of specific historical approaches and generalized global vision of civilization and human development. The historical school has realised a number of research projects, including "Alexander Nevsky" and the multi-volume "Great Victory", the work continues on a research project "Russia in the Modern World", and on a project "Synchronous History", etc.
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McLavy, Brian. "SCHOOL HISTORY ALTERNATIVES." History Workshop Journal 27, no. 1 (1989): 243—b—243. http://dx.doi.org/10.1093/hwj/27.1.243-b.

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Thu Ha, Nguyen. "THE HISTORY OF SCHOOL SOCIALWORKERS AND THEIR ROLE IN SUPPORTING STUDENTS WITH MENTAL HEALTH IN SCHOOLS." Journal of Science, Social Science 61, no. 12 (2016): 168–76. http://dx.doi.org/10.18173/2354-1067.2016-0118.

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Mayer, Anastasiya. "World Congress of School History Teachers." ISTORIYA 12, no. 12-2 (110) (2021): 0. http://dx.doi.org/10.18254/s207987840019438-0.

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On October 4—7, 2021, the world's first World Congress of School History Teachers was held in Moscow. The initiative to hold the Congress came from the Academy of the Ministry of Education of Russia, the Institute of World History of the Russian Academy of Sciences, the All-Russian Public Organization “Association of Teachers of History and Social Studies” and the State Academic University for the Humanities. The European Association of History Teachers “Euroclio” acted as a co-organizer of the Congress. During the Plenary session of the Congress and 7 sections, Russian and foreign history teachers discussed the most pressing issues of pedagogical practice: the experience of creating concepts for teaching history at school in different countries, issues of the correlation of national and world history in school curricula, the feasibility of dividing the educational process into basic and advanced levels, problems and prospects of the distance form of teaching history in schools, the format and structure of modern school textbooks. Special attention was paid to the discussion of teaching the history of the Second World War in different countries of the world and the history of revolutions. Also during the work of the Congress, the IV Congress of Russian History Teachers was held. Within the framework of the congress, the participants discussed topical issues and problems of teaching history in Russian secondary schools: expanding ties and exchange of experience between teachers from different regions of Russia, experience and further prospects for the introduction of the Historical and Cultural Standard as part of the concept of teaching history at school, issues of synchronization of national and of general history in the school curriculum, improvement of evaluation procedures in history, methodological support and development of programs for teaching regional history as part of the course of national history.
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Semel, Susan F., and Alan R. Sadovnik. "The Contemporary Small-School Movement: Lessons from the History of Progressive Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 9 (September 2008): 1744–71. http://dx.doi.org/10.1177/016146810811000911.

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Background/Context The contemporary small-school movement traces its roots to the alternative schools of the 1960s and the development of small urban schools in the 1980s. However, the small-school movement has its roots in the progressive movement of the early twentieth century. Although there is a significant amount of research on the early progressive schools and the alternative and small-school movements of the 1960s and 1980s, there is no research that connects these movements historically, nor that compares some of their most important schools. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to examine the historical roots of the small-school movement through the use of two progressive independent schools founded in the early part of the twentieth century, the Dalton School and the City and Country School, and relate them to one of the models of the contemporary small-school movement, Central Park East Secondary School in New York City, founded in the 1980s and reorganized in 2004. Within this context, we will examine the relationship between the current small-school movement and earlier progressive reforms, and examine briefly the history of Central Park East, which implemented many of the practices of the earlier progressive schools. Finally, using the histories of all three schools, we discuss lessons from the history of progressive schools with respect to curriculum and pedagogy for low-income students, leadership, and sustainability. Research Design Using historical analysis, ethnographic fieldwork, and interviews, this study examines the history of the three schools and provides a comparative historical analysis of the relationship between the early progressive schools and the small-school movement. Findings/Results Our findings suggest that the small-school movement initiated at schools such as Central Park East in the 1980s mirrored many of the practices of early-twentieth-century progressive schools such as the Dalton School and the City and Country School, albeit with more diverse student populations and a more explicit commitment to social justice. The histories of the Dalton School, the City and Country School, and Central Park East Secondary School indicate that there are important lessons to be learned from the history of education with respect to curriculum and pedagogy, leadership, and sustainability. Finally, the success of Central Park East under Deborah Meier suggests that progressive education can work with low-income students. Conclusions/Recommendations Our research suggests that many contemporary progressive educational reforms, especially many in the small-school movement, have their origins in the early child-centered schools, and that progressive education is sometimes made more difficult by No Child Left Behind and other standards-based reforms, particularly in the public sector. Nonetheless, we are not convinced that schools such as the old Central Park East Secondary School cannot succeed. Researchers need to examine schools such as Urban Academy and the newly created schools founded by New Visions for Public Schools to see if this is the case. Administrators and teachers at these schools should study the history of contemporary small schools like Central Park East Secondary School, as well as the histories of the early progressive schools such as Dalton and City and Country, for lessons for successful small-school reform.
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Whittemore, Richard. "On Renewing School History." Journal of Teacher Education 44, no. 5 (November 1993): 385–87. http://dx.doi.org/10.1177/0022487193044005009.

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HARRIS, KAREN L. "Transforming School History Texts." South African Historical Journal 34, no. 1 (May 1996): 267–75. http://dx.doi.org/10.1080/02582479608671878.

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Lee, Jongmin. "History of ASCI School." Cardiovascular Imaging Asia 6, no. 4 (2022): 105. http://dx.doi.org/10.22468/cvia.2022.00171.

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Töpper, Daniel, and Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.

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The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.
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Dissertations / Theses on the topic "School of History"

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Melton, David Glenn. "A History of Manassas Park City Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26230.

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The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving.
Ed. D.
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Pitchford, Anita. "Historic Sites in Texas: the Use of Local History in Texas Public Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331623/.

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This research study examined the perceptions of school administrators and of historic site directors toward the function of the sites in the public school curriculum. In-depth, personal interviews were conducted, tape-recorded, and transcribed at six selected sites, representing the various ethnic historic settlements of Texas, a variety of population densities, each of the major physical geographic regions, and different economic levels in the state. Data analysis involved careful study of the taped interviews, comparisons of responses given by people of similar roles, and comparisons of responses regarding the same site. Documentation of elements of the historic sites, of programs offered, of participation of the local school district in programs, and of written school policies were examined. The perceptions of the interviewees along with recommendations for changes were noted. Responses varied from expressed impression of students who are steeped in local history and are bored with their heritage, to enthusiastic positive opinions that the prosperity of the community is directly related to the strong identification of the citizens with its local history. The role of local history and of specific sites in the curriculum of the public schools is not consistent in Texas. This research study suggests that positive gains are possible if communication between local historic site/park/museum personnel and professional educators who are responsible for planning and implementation of school curriculum can be improved. Professional educators tend either to value local history and historic sites as part of the curriculum, or to avoid the question of meeting state mandates for classtime through the use of off-campus visits to historic sites by interpreting recent reforms to prohibit them. Professional personnel who oversee the historic sites tend to offer programs to the public schools that will meet the mandated curriculum, while adhering to the scheduling constraints of school reform legislation.
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Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.

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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
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Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.

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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.
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Holshausen, Nicole. "A history of the Good Shepherd School, Huntley Street, Grahamstown." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003436.

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This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.
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Chen, Xin S. M. Massachusetts Institute of Technology. "Lin Tongqi : an oral history." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90230.

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Thesis: S.M. in Management, Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 80-81).
In this thesis, I explore the life of Professor Lin Tongqi, a well-known scholar of American Chinese studies, by using an oral history methodology. This oral history is named "Suffering and Thinking," and my goal is to illustrate how a thoughtful soul developed. His life is a trajectory in which Western and Eastern cultures are integrated, a life that is full of confusions and reliefs, challenges and responses, twists and turns, and unexpected insights and transcendences. This oral history also illustrates in a microcosm the fate of intellectuals who lived during the approximately 100-hundred-year tumult and transformation that resulted in modern-day China. Looking back is one way to consider the future. A conversation with Lin Tongqi on Ancient Chinese thoughts follows, which touches on several factors: the dynamics of understanding the Chinese culture, comparative methods of culture study, the relationships between eternal issues and contemporary issues, as well as a brief discussion on the issues facing contemporary China, and the future of Chinese society.
by Xin Chen.
S.M. in Management
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Myers, Kate. "School improvement in action : a critical history of a school improvement project." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.

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Gibson, Lindsay Smith. "Understanding ethical judgments in secondary school history classes." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48498.

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Ethical judgments about controversial events in history are an important part of the discipline of history, history education, and the way the public interacts with the past. This study focuses on history teachers’ beliefs about ethical judgments in the discipline of history and history education, the factors that influence their beliefs, and the relationship between teachers' approaches to ethical issues, questions, and judgments and their students' approaches to ethical judgments. The research was conducted in two parts; in the first part sixteen Grade 11 Social Studies teachers completed a survey that asked questions about their beliefs about ethical judgments in the discipline of history and history teaching, the factors that influenced their beliefs, and the classroom practices they regularly employed. In the second part, case studies were conducted with four Grade 11 Social Studies teachers as they taught about Japanese Canadian internment, an ethically controversial event in Canadian history. Data collected during the classroom observations included field notes, audio and video recordings, resources teachers used during their lessons, and completed student assignments (n=102). Among the sample I studied, the majority of teachers have sophisticated views about the place of ethical judgments in the discipline of history and history education. Yet, the teachers were not aware of the various ways ethical judgments were present in the activities and resources they used, and the extent to which they brought their own ethical judgments into the classroom. Furthermore, the teachers did not teach students how to identify ethical judgments in different accounts or to make their own reasoned ethical judgments. In other words, there was a large gap between what teachers believed about ethical judgments, and how they actually approached ethical judgments in the classroom. The main influences on the sophistication of students' written responses appear to be the amount of time students focused on the historical topic, the amount and quality of instruction students received about making reasonable ethical judgments, and the type of question asked.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
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Books on the topic "School of History"

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Committee, Fifield Hilltop School Memorial. Fifield Hilltop School history. Fifield, Wisconsin: Township of Fifield and the Price County Historical Society, 2010.

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Westridge School: A centennial history. Los Angeles: Balcony Press, 2014.

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Hillier, Kenneth. Packington School: A history. Ashby-de-la-Zouch: Ashby Museum, 1993.

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School, Letham Primary. Letham school history. Letham: Letham Primary School, 1991.

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Plumtree School, 1902-2002: A history. Johannesburg: Jacanna, 2004.

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Richard, Shymansky, and Golland Jim, eds. An illustrated history of Harrow School. London: M. Joseph, 1988.

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P, Cushman William, ed. Baylor School: Reflections on Baylor School and its history. Exton: Newcomen Society of the United States, 2006.

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Stacy, Bill W. Baylor School: Reflections on Baylor School and its history. Exton (211 Welsh Pool Road, Suite 240, Exton 19341): Newcomen Society of the United States, 2006.

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Hinde, Thomas. Highgate School: A history. London: James and James, 1993.

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Whitgift School: A history. Croydon, Surrey: Whitgift Foundation, 1991.

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Book chapters on the topic "School of History"

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Bingxin, Ji, Su Xiangrong, and Wang Conghua. "High School History." In Curriculum Innovations in Changing Societies, 217–27. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_11.

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Cooper, Hilary. "Whole-school planning." In History 5–11, 166–74. Third Edition. | New York : Routledge, 2018. | Previous edition: 2012.: Routledge, 2017. http://dx.doi.org/10.4324/9781315194875-10.

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Spring, Joel. "Thinking Critically about History." In The American School, 1–12. Tenth Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145136-1.

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Lidz, Carol S. "Some History." In Women Leaders in School Psychology, 1–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43543-1_1.

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Stoddard, Jeremy D. "Learning History Beyond School." In The Wiley International Handbook of History Teaching and Learning, 631–56. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch24.

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Chapman, Mark D. "History of Religion School." In The Blackwell Companion to Nineteenth-Century Theology, 434–54. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319972.ch21.

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Jeynes, William H. "The History of School Shootings." In Reducing School Shootings, 3–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66549-4_1.

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Bandini, Gianfranco. "Educational Memories and Public History: A Necessary Meeting." In School Memories, 143–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44063-7_10.

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Goodwin, Ken. "The Bulletin school." In A History of Australian Literature, 36–57. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18177-3_3.

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Jackson, Scott M. "The Vienna School and the German Schools." In Skin Disease and the History of Dermatology, 275–90. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003273622-21.

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Conference papers on the topic "School of History"

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Fritzsch, H. "History of QCD." In International School of Subnuclear Physics, 50th Course. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603904_0004.

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Golan, Petr, Marcela Efmertova, and Tomas Konecny. "Czechoslovak Computer School." In 2019 6th IEEE History of Electrotechnology Conference (HISTELCON). IEEE, 2019. http://dx.doi.org/10.1109/histelcon47851.2019.9040137.

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Arhipova, Yu I. "Educational Communication Strategies In Primary School." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.84.

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Almaev, R. Z. "History School Textbooks Evolution In Russia." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.4.

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Lyubov, Zaitseva, and Dambaev Dmitry. "FROM THE HISTORY OF CREATION OF THE FIRST HIGH SCHOOL OF BURYATIA ON THE MATERIALS OF THE STATE ARCHIVE OF THE REPUBLIC OF BURYATIA." In Archives in history. History in archives. Ottisk, 2018. http://dx.doi.org/10.32363/978-5-6041443-5-0-2018-95-104.

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Logacheva, Svetlana M., and Elena A. Abapolova. "School newspaper: the experience of one paper." In Communication and Cultural Studies: History and Modernity. Novosibirsk State University, 2021. http://dx.doi.org/10.25205/978-5-4437-1258-1-108-111.

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Norberg, Arthur L., and Peter J. Denning. "Peter J. Denning Interview: August 6-8, 2007; Naval Postgraduate School, Monterey, California." In ACM Oral History interviews. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1141880.1837132.

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KIKUCHI, KEN. "HISTORY OF HIGH ENERGY ACCELERATORS IN JAPAN." In Proceedings of the Asian Accelerator School. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812778413_0019.

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Lukina, A. K. "Сurrent Personal Identity Of Russian Preservice Elementary School Teachers." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.31.

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Pevzner, M. N. "Peculiarities Of Internationalizing School Education In Regards To Diversity." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.6.

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Reports on the topic "School of History"

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Lindert, Peter. Revealing Failures in the History of School Finance. Cambridge, MA: National Bureau of Economic Research, November 2009. http://dx.doi.org/10.3386/w15491.

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Finney, Robert T. History of the Air Corps Tactical School 1920-1940. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada432954.

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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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Cvrcek, Tomas, and Miroslav Zajicek. School, what is it good for? Useful Human Capital and the History of Public Education in Central Europe. Cambridge, MA: National Bureau of Economic Research, December 2013. http://dx.doi.org/10.3386/w19690.

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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko, and Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3262.

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The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Brackley, Allen M., and K. Petersen. Planning, implementation, and history of the first 5 years of operation of the Craig, Alaska, pool and school biomass heating system—a case study. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-gtr-936.

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Brackley, Allen M., and K. Petersen. Planning, implementation, and history of the first 5 years of operation of the Craig, Alaska, pool and school biomass heating system—a case study. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-gtr-936.

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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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