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Journal articles on the topic 'School of History'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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Thu Ha, Nguyen, Nguyen Thi Mai Huong, and Nguyen Thi Anh Nguyet. "BRIEF HISTORY OF SCHOOL-BASED MENTAL HEALTH SERVICES IN UNITED STATES AND SOME RECOMENDATIONS FOR VIETNAM SCHOOLS." Journal of Science, Social Science 62, no. 5 (2017): 139–45. http://dx.doi.org/10.18173/2354-1067.2017-0045.

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12

Gordon, Leah N. "History for Justice: Michael Katz and the History of Education." Social Science History 41, no. 4 (2017): 760–65. http://dx.doi.org/10.1017/ssh.2017.30.

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I recently told one of my graduate students that I was contributing to the panel on which these papers are based, and he replied that reading Michael Katz'sThe Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts(2001a) led him to apply to graduate school. My story is the same. When I was deciding whether to pursue a graduate degree, Katz'sClass, Bureaucracy, and Schools(1975) convinced me to study the history of education. What Katz's scholarship, and later his mentorship, taught me was that one could be a historian with an eye toward justice, that one need not compartmentalize scholarly, political, and ethical commitments.

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Sudrajat, Ajat, Dyah Kumalasari, and Danu Eko Agustinova. "History Teaching in Vocational School Based on Curriculum 2013." SOCIA: Jurnal Ilmu-Ilmu Sosial 16, no. 2 (February 25, 2020): 187–201. http://dx.doi.org/10.21831/socia.v16i2.30348.

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The Curriculum 2013 is a learning guidance for schools in Indonesia. One among many schools that applied Curriculum 2013 is vocational school. Social sciences based majors also being taught in vocational school. One of them is Indonesian History. The major of history in vocational school is very strategic for internalizing national character values. Unfortunately, history teachers in vocational school don’t apply suitable way in their teaching. That’s understandable since students in vocational school focus on vocational majors. This research employs a descriptive qualitative method by utilizing some techniques of data collection such as observations, interviews and documentations. The aim of this research is to know teaching strategy which is suitable in vocational school. The benefit of this research is the finding of ideal teaching strategy for vocational school students. In this case, the object of research is SMK Negeri 3 Kudus. History teaching in vocational school can utilize teaching media and learning in historical site. Those two strategies have goal for easing students of vocational school in understanding material of history subject. Each of those strategies has advantages and downsides, so that combination of them can cover each others’ downsides.

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Rowland, Stephen M. "Archaeocyaths—a history of phylogenetic interpretation." Journal of Paleontology 75, no. 6 (November 2001): 1065–78. http://dx.doi.org/10.1017/s0022336000017133.

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Archaeocyaths are calcareous, conical, Cambrian fossils with a long history of phylogenetic uncertainty and changing interpretations. The history of phylogenetic interpretation of archaeocyaths reveals five distinct schools of thought: the coelenterate school, the sponge school, the algae school, the Phylum Archaeocyatha school, and the Kingdom Archaeata school. Late nineteenth century and early twentieth century paleontologists worked within a paradigm of inexorably increasing diversity through time, and they did not believe in the concept of extinct phyla. Consequently, prior to about 1950, archaeocyaths were bounced around from coelenterates to sponges, to algae. By the 1930s, after considerable study, all workers agreed that archaeocyaths were sponges of one type or another. In the mid-twentieth century a significant paradigm shift occurred in paleontology, allowing the viability of the concept of a phylum with no extant species. Correspondingly, two new schools of thought emerged regarding archaeocyathan taxonomy. The Phylum Archaeocyatha school placed them in their own phylum, which was inferred to be closely related to Phylum Porifera within Subkingdom Parazoa. A second new school removed archaeocyaths and some other Paleozoic problematica from the animal kingdom and placed them in Kingdom Archaeata (later Kingdom Inferibionta). The Phylum Archaeocyatha school was the mainstream interpretation from the 1950s through the 1980s. However, the widespread use of SCUBA beginning in the 1960s ultimately led to the rejection of the interpretation that archaeocyaths belong in a separate phylum. SCUBA allowed biologists to study deep fore-reef and submarine cave environments, leading to the discovery of living calcareous sponges, including one aspiculate species that is morphologically similar to archaeocyaths. These discoveries in the 1960s and 1970s stimulated a re-examination of sponge phylogeny generally, and comparisons between archaeocyaths and sponges in particular. The result was the abandonment of the Phylum Archaeocyatha school in the 1990s. Present consensus is that archaeocyaths represent both a clade and a grade—Class Archaeocyatha and the archaeocyathan morphological grade—within Phylum Porifera.

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DOMINTE, Corina. "The Censorship of Books in the Library of “Ştefan cel Mare” National College from Suceava (1860-1990)." Analele Universităţii "Dunărea de Jos" din Galaţi Fascicula XIX Istorie 19 (June 8, 2021): 93–117. http://dx.doi.org/10.35219/history.2020.06.

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This paper aims at presenting the censorship of books and documents at the library from the first high school from southern Bucovina – Griechisch-orientalische kaiserlich-königliche Obergymnasium in Suczawa, a typical high school in which German was the tuition language, founded by imperial decree on the 30th of June 1860, today known as Colegiul Național “Ștefan cel Mare” from Suceava. This study is based on original archive documents, previous studies on the topic and documents from the school library. Relying on historical research approaches, the phenomenon of book censorship is analysed during all political regimes that succeeded in the nearly 160 years of existence of the school library. The paper points out to the restrictions imposed during the Austrian rule (1860-1918), the cleansing and even destruction of the most valuable books belonging to the Romanian heritage during the totalitarian regimes after the Great Union of 1918, the reorganization of the special collections, the restriction of the public accessibility to certain titles. This paper, alongside previous ones on the same topic, is meant to contribute to the understanding of the complex phenomenon of censorship in Romanian libraries.

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Ysulan, Charle F. "Learners’ Knowledge of Local History and Culture." International Journal of Arts and Humanities Studies 1, no. 1 (November 23, 2021): 57–62. http://dx.doi.org/10.32996/ijahs.2021.1.1.9.

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This descriptive study determined the learners' knowledge of local history and culture. The participants were Grade 10 students enrolled for the school year 2018-2019, categorized according to sex, type of school, and family income. The data were tabulated and analyzed using SPSS (Software Package for the Social Sciences Software) with Frequency, Mean, Standard Deviation, t-Test, and One-way ANOVA. The findings demonstrated that when learners were categorized by sex, type of school, and family income, their knowledge of local history was partly knowledgeable. When taken as a whole, the learners' knowledge of local culture was also partly knowledgeable. Both males and females were partly knowledgeable when it came to sex. In terms of the type of school, public schools were knowledgeable, whereas private schools were only partly knowledgeable. Finally, when it came to family income, learners with low and average family income were partly knowledgeable, whereas learners with high family income were knowledgeable. With this study, learners' knowledge gained knowledge of local history and culture.

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Coughlan, Ryan W., Alan R. Sadovnik, and Susan F. Semel. "A History of Informal, Out-of-School Education." Teachers College Record: The Voice of Scholarship in Education 116, no. 14 (November 2014): 359–82. http://dx.doi.org/10.1177/016146811411601402.

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Informal, out-of-school education encompasses a variety of programs existing alongside the founding and growth of public schools. This chapter explores the history of the institutionalization of informal, out-of-school education, including programs offered by religious institutions, social service organizations, cultural institutions, special interest organizations, the media and universities. Access to these programs is neither uniformly offered nor guaranteed, a situation that potentially exacerbates existent inequities.

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Katz, Michael B. "Chicago School Reform as History." Teachers College Record: The Voice of Scholarship in Education 94, no. 1 (September 1992): 56–72. http://dx.doi.org/10.1177/016146819209400102.

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YOSHIDA, Masashi. "Law School and Legal History." TRENDS IN THE SCIENCES 14, no. 9 (2009): 69–71. http://dx.doi.org/10.5363/tits.14.9_69.

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Sanford M. Jacoby. "History and the Business School." Labour History, no. 98 (2010): 207. http://dx.doi.org/10.5263/labourhistory.98.1.207.

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Zhivov (†), Viktor. "Conceptual History, Cultural History, Social History." ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies 2 (November 1, 2014): 1–14. http://dx.doi.org/10.21900/j.vivliofika.v2.746.

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V. M. Zhivov’s introduction to Studies in Historical Semantics of the Russian Language in the Early Modern Period (2009), translated here for the first time, offers a critical survey of the historiography on Begriffsgeschichte, the German school of conceptual history associated with the work of Reinhart Koselleck, as well as of its application to the study of Russian culture. By situating Begriffsgeschichte in the context of late-nineteenth and early twentieth-century European philosophy, particularly hermeneutics and phenomenology, the author points out the important, and as yet unacknowledged, role that Russian linguists have played in the development of a native school of conceptual history. In the process of outlining this alternative history of the discipline, Zhivov provides some specific examples of the way in which the study of “historical semantics” can be used to analyze the development of Russian modernity.

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Kasiman, Kasiman, Siti Zakiah, Nasrudin Harahap, and Nurul Hidayati Murtafiah. "HISTORY, GOALS, AND HUMAN RESOURCES MANAGEMENT IN INTEGRATED ISLAMIC SCHOOL." Al Wildan: Jurnal Manajemen Pendidikan Islam 1, no. 1 (October 8, 2022): 43–57. http://dx.doi.org/10.57146/alwildan.v1i1.552.

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Towards the 21st century, there are quite interesting changes regarding the trend of education in Indonesia. The dominance of Islamic educational institutions consisting of islamic boarding schools, madrasas, and schools began to shift, this was due to the emergence of Integrated Islamic Schools throughout the country. This Islamic educational institution has spread throughout Indonesia, first established by activists of the ITB campus mosque and UI. Such a rapid distribution of schools shows that the Integrated Islamic School is a new trend of Islamic education in Indonesia, this school emphasizes the education of religious moral values and excellent modern education today, this school also provides a new pattern regarding the reislamization of the Indonesian Muslim middle class. So the author is interested in conducting research related to the Integrated Islamic Coding Institute. In this study, the author uses a qualitative descriptive approach, which the author uses library research, namely collecting books related to the object of research or research that is literature. The Integrated Islamic School has the aim offostering students to become intelligent, noble muttaqien people who have skills that provide benefits and benefits for mankind, to achieve these goals, to implement good human resource management which includes various activities and processes namely, qualifications, recruitment patterns, employee orientation, employee wages, employee rules, coaching and development, employee assessment, employee career and rank, and welfare.

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Smith, Ken. "The History and Development of the Inviting School Survey: 1995-2012." Journal of Invitational Theory and Practice 18 (April 4, 2022): 57–64. http://dx.doi.org/10.26522/jitp.v18i.3918.

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In recent years, research has shown that school climate is one of the most important contributors to student achievement, success, and psychological well-being. In order to make informed decisions regarding school development, it is paramount for a school administrator to aware of perceived school experience (school climate) of the major stakeholders in the school, namely students, administrators, teachers, parents, and the wider community The Inviting School Survey-Revised (ISS-R) purports to meet this need. Since 1995 the use of the ISS-R has grown from a few to over 10,000 participants (over 100 schools) in Asia, North America, Africa, and Australia. The following article outlines the history and development of the ISS-R from 1995 to 2012.

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Moran, Peter William. "From Jefferson to Banneker: The Intersection of Race, Demographic Change, and School Naming Practices in Kansas City's Segregated School System, 1940-1953." History of Education Quarterly 59, no. 1 (January 31, 2019): 65–96. http://dx.doi.org/10.1017/heq.2018.51.

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This article examines the impact of African American migration into Kansas City, Missouri, on the city's segregated school system in the 1940s and early 1950s. Substantial increases in the number of African American elementary school-age children produced chronic overcrowding in the segregated black schools, which was not easily relieved due to the legal requirement to operate racially segregated schools. In order to address the crowding, the school district was compelled on four occasions in the late 1940s and early 1950s to convert an entire school from white use to African American use. In each case, the school district took the symbolic step of changing the name of the school so that it was clearly identifiable as a school for African American students. The school district's practice of renaming schools coded those schools by race and further signaled that the surrounding area had become a black neighborhood.

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Reed, E. "Public History and School History Come Together in NCHE." OAH Magazine of History 16, no. 2 (January 1, 2002): 8–9. http://dx.doi.org/10.1093/maghis/16.2.8.

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Apple, Rima D. "School health is community health: school nursing in the early twentieth century in the USA." History of Education Review 46, no. 2 (October 2, 2017): 136–49. http://dx.doi.org/10.1108/her-01-2016-0001.

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Purpose The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced. Design/methodology/approach This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work. Findings In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities. Originality/value Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.

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Massie, William. "Contemporary Catholic History." Recusant History 23, no. 2 (October 1996): 277–80. http://dx.doi.org/10.1017/s0034193200002314.

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In his new book James Arthur has chosen a title that is controversial but befits his central thesis*: Catholic schools are in crisis, under pressure from the unsympathetic secular State (to include both the Local Education Authority and central government’s Department for Education) and lacking coherent support and direction from the Catholic community (to include bishops, school trustees and governors and teachers). The author traces how this has come about but stops short of offering a detailed manifesto for how the decline might be arrested.

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Quartz, Karen Hunter, Rebecca Cooper Geller, and Shanté Stuart Mcqueen. "A Beautiful Struggle: Reimagining Neighborhood Schools in Urban Communities." Teachers College Record: The Voice of Scholarship in Education 122, no. 2 (February 2020): 1–46. http://dx.doi.org/10.1177/016146812012200204.

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Background/Context Historians of education have chronicled the essential link between schools and communities from a variety of perspectives, exploring how ideology, material conditions, and political struggles have shaped public education. Viewing school reform historically allows us to see how schools are tied to their particular contexts, breathing in and out the values, beliefs, and conditions of local communities. This link is especially important to acknowledge in the high-poverty urban communities targeted by school reformers in the current policy landscape, which pits privatization against local democratic control of schools. This paper contributes to scholarship on school reform by portraying a local struggle to reimagine a longstanding neighborhood urban school in the context of an expanding marketplace of school choices. Purpose Our study uses an asset-based community school development framework to analyze the rich 90-year history of a particular school in the greater Los Angeles area. We were guided by the following research questions: (1) What are the multiple and overlapping demographic, political, educational policy, social, and economic contexts that have shaped or defined the history of the school since its opening? (2) How has this history shaped the community's relationship to the school now? (3) How does this history inform current efforts to increase public will and community engagement at the school? Research Design We conducted this historical case study as participants of a local design team comprised of university and school partners charged with re-envisioning a struggling neighborhood middle school as a K–12 university-assisted community school. Data sources included artifacts, primary and secondary historical sources, and in-depth semistructured interviews with a purposive sample of 14 current and past staff, faculty, alumni, parents, and community members. Findings/Results Our findings are visualized in a timeline that captures the school's reform history, changing demographics, and community context across three periods of school reform. We interpret this history by focusing on three tensions: reform means versus ends, public versus private goods, and critical hope versus despair. By grappling with these democratic tensions, we conclude, urban communities can counter the dominant policy discourse of failing and turnaround schools to reimagine the promise of neighborhood schools as anchor democratic institutions in urban communities. Conclusions/Recommendations We recommend that community school reformers consider local histories of neighborhood schools and their communities as important reform assets. Reflecting on these histories can help establish a shared understanding of education as a public good, affirm the linked fate of schools and communities, and set the stage for collective problem-solving.

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Astrakhantsev, Oleg, and Yury Petrushin. "Printed Publications of Irkutsk Military School as a History of Military Cadres Training in Eastern Siberia." Theoretical and Practical Issues of Journalism 7, no. 4 (October 15, 2018): 660–71. http://dx.doi.org/10.17150/2308-6203.2018.7(4).660-671.

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Irkutsk (Cadet) Military School was founded in 1874 in Irkutsk. The School began training military officers for military bases located not only in Siberia, but all over Russia. Since its foundation the School has trained dozens of thousands of highly-qualified specialists for the army. The School has been through difficult times over the course of its development. Opened as a cadet school first it soon received a higher status becoming a military school. It functioned as a military school until the Civil War when it was disestablished. In 1931 the school was reestablished, however, as an aviation technical school and existed in this status while undergoing several reorganizations until 2009. Since the schools foundation it has had a number of printed publications covering its life and activities. These publications are usually not available for the majority of researchers as they were circulating only among military men and the schools faculty members and were not issued for mass circulation. Being an officer of Irkutsk Military School O. N. Astrakhantsev managed to collect some of the schools printed publications. Having analyzed these publications and relying on the principles of historism, the social approach and the comparative historical method the authors of the article conclude that nowadays these publications are a valuable source for studying the military schools history. The analysis of these publications allows one to take a fresh look at this military school everyday life. The comparison of these publications with archive documents and statutory acts and some other documents allows one to reconstruct in more detail and evaluate more precisely the schools activities at a particular time. The article describes evolution of printed publications, studies their main trends and peculiarities.

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

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

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Duke, Daniel L. "Organizing education: schools, school districts, and the study of organizational history." Journal of Educational Administration 53, no. 5 (August 3, 2015): 682–97. http://dx.doi.org/10.1108/jea-08-2014-0097.

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Purpose – The purpose of this paper is to present a rationale for organizational histories of schools and school districts and discuss the findings of selected examples of the genre. Design/methodology/approach – The author presents a vignette of an organizational history, discusses key elements of the methodology, and offers seven ways in which organizational histories address important issues in educational research. Findings – A case is made, using actual examples of research, that organizational histories of schools and school districts can contribute to testing existing theory, developing new theory, describing how educational change occurs, accounting for the sustainability of educational change, explaining organizational continuity over time, understanding school and district responses to persistent social issues, and balancing an over-emphasis on the impact of school and district leaders. Originality/value – The paper draws on the author’s original contributions to organizational history as well as the contributions of his doctoral students and others.

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Alyabieva, Valentina. "From the History of Combinatorial Analysis: From Idea to Research Schools." Вестник Пермского университета. Математика. Механика. Информатика, no. 2(57) (2022): 14–25. http://dx.doi.org/10.17072/1993-0550-2022-2-14-25.

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The article explores the development of combinatorial analysis from the idea to scientific schools. Combinatorial research was stimulated by G.W. Leibniz's ideas about combinatorial art and special geometric analysis – Analysis Situs in the 17th century. Various combinatorial problems were solved by L. Euler in the XVIII century. The first scientific school of combinatorial analysis arose by K.F. Hindenburg in the second half of the 18th century in Germany. Combinatorial-geometric configurations were studied in the 19th century. A. Cayley and J. Sylvester coined the term tactics for a special branch of mathematics, of wich order is proper sphere. The modern combinatorial schools are Gonin's school in Perm and the combinatorial Rybnikov's school in Moscow.

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Farrell, Peter. "School psychology: Learning lessons from history and moving forward." School Psychology International 31, no. 6 (December 2010): 581–98. http://dx.doi.org/10.1177/0143034310386533.

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At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using the results to make decisions about special educational provision for children with learning difficulties. This article reviews recent research that is heavily critical of the relevance of IQ testing and the associated medical model of working, and then considers some of the barriers which prevent school psychologists from changing their practices. It concludes with suggestions as to how the profession can move forward with confidence, knowing that it can make a distinctive contribution to supporting vulnerable children, schools and communities around the world.

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Retz, Tyson. "At the interface: academic history, school history and the philosophy of history." Journal of Curriculum Studies 48, no. 4 (November 30, 2015): 503–17. http://dx.doi.org/10.1080/00220272.2015.1114151.

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Forester, Kelsey. "Book Review: The Schoolroom: A Social History of Teaching and Learning." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 269. http://dx.doi.org/10.5860/rusq.58.4.7172.

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Dale Allen Gyure’s The Schoolroom: A Social History of Teaching and Learning takes an in-depth look at how the structure of schools has changed over the course of American history, starting from Colonial America to the twenty-first century. After its well laid out table of contents, there is a helpful timeline, chronicling major developments in United States education history starting in 1635 with the opening of Boston Latin Grammar School and going up to 2016 with the Sandy Hook Elementary School and the new era of school design (xv-xix). It also includes a helpful glossary that defines specific terms, such as different building plans, types of schools, and educational theories. Throughout the chapters, words found in the glossary are in bold.

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DOMINTE, Corina. "The Censorship of Books in the Library of “Ştefan cel Mare” National College from Suceava (1860-1990)." Analele Universităţii "Dunărea de Jos" din Galaţi Fascicula XIX Istorie 19 (June 8, 2021): 93–117. http://dx.doi.org/10.35219/https://doi.org/10.35219/history.2020.06.

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This paper aims at presenting the censorship of books and documents at the library from the first high school from southern Bucovina – Griechisch-orientalische kaiserlich-königliche Obergymnasium in Suczawa, a typical high school in which German was the tuition language, founded by imperial decree on the 30th of June 1860, today known as Colegiul Național “Ștefan cel Mare” from Suceava. This study is based on original archive documents, previous studies on the topic and documents from the school library. Relying on historical research approaches, the phenomenon of book censorship is analysed during all political regimes that succeeded in the nearly 160 years of existence of the school library. The paper points out to the restrictions imposed during the Austrian rule (1860-1918), the cleansing and even destruction of the most valuable books belonging to the Romanian heritage during the totalitarian regimes after the Great Union of 1918, the reorganization of the special collections, the restriction of the public accessibility to certain titles. This paper, alongside previous ones on the same topic, is meant to contribute to the understanding of the complex phenomenon of censorship in Romanian libraries.

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Anheim, Étienne, and Bénédicte Girault. "History: Between Teaching and Research." Annales (English ed.) 70, no. 01 (March 2015): 137–44. http://dx.doi.org/10.1017/s2398568200001023.

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In France, the links between the teaching of history in secondary schools and historical research in universities, higher education institutes, and the National Center for Scientific Research (CNRS) often seem tenuous. Evocations of these links usually boil down to debates about updating school curricula, invocations—often with ulterior political motives—of the teaching profession’s unity in spite of obvious differences and inequalities, or, on the contrary, denunciations of an objective that is idealistic, if not demagogical and senseless. In such a context, it might seem odd to devote a dossier to this question in an international academic journal. Indeed, this choice provoked vigorous debate within the editorial board of the Annales, especially since the dossier has the peculiarity of drawing on direct experience by giving a voice to secondary-school teachers and teacher trainers rather than specialized academic researchers.

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Hillis, Peter L. M. "Scottish History in the School Curriculum." Journal of Scottish Historical Studies 27, no. 2 (November 1, 2007): 191–208. http://dx.doi.org/10.3366/jshs.2007.27.2.191.

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KUBO, Toru. "Education on History in High School." TRENDS IN THE SCIENCES 21, no. 5 (2016): 5_22–5_26. http://dx.doi.org/10.5363/tits.21.5_22.

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Kobayashi, Ami. "A cultural history of school uniform." Paedagogica Historica 57, no. 6 (October 19, 2021): 755–57. http://dx.doi.org/10.1080/00309230.2021.1974898.

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Goncharova, О. А. "History of Kharkiv school of endocrinology." Shidnoevropejskij zurnal vnutrisnoi ta simejnoi medicini 2021, no. 2b (2021): 29–34. http://dx.doi.org/10.15407/internalmed2021.02b.029.

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The article contains data on the creation and formation in Kharkiv of the V.Ya. Danilevsky Institute of Endocrine Pathology of the National Academy of Medical Sciences of Ukraine, its role in the development of domestic and world endocrinology. The personal contribution of the Institute’s scientists to the development of fundamental and applied aspects of endocrinology is specified. The role of the Institute in creating an organizational system of endocrinological care in Ukraine and in solving the problem of postgraduate training of endocrinologists for Ukraine is presented.

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Galbraith, Lynn, and Marvin J. Spomer. "Does Art History Go to School?" Art Education 39, no. 5 (September 1986): 10. http://dx.doi.org/10.2307/3192918.

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Grever, Maria, Ben Pelzer, and Terry Haydn. "High school students’ views on history." Journal of Curriculum Studies 43, no. 2 (April 2011): 207–29. http://dx.doi.org/10.1080/00220272.2010.542832.

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Lewkowicz, Nicolas. "The Annales School – An Intellectual History." Intellectual History Review 21, no. 2 (June 2011): 250–51. http://dx.doi.org/10.1080/17496977.2011.574432.

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Forrest, A. "The Annales School: An Intellectual History." French History 25, no. 2 (May 10, 2011): 264–66. http://dx.doi.org/10.1093/fh/crr040.

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Craven, Sophie. "Securing funding for school History projects." Fundraising for Schools 2014, no. 158 (July 2, 2014): 14–15. http://dx.doi.org/10.12968/fund.2014.1.158.14.

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Goodson, Ivor. "The Social History of School Subjects." Scandinavian Journal of Educational Research 34, no. 2 (January 1990): 111–21. http://dx.doi.org/10.1080/0031383900340203.

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Davies, Peter N. "The Liverpool School of Maritime History." International Journal of Maritime History 17, no. 2 (December 2005): 249–60. http://dx.doi.org/10.1177/084387140501700214.

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Burton, Maxine. "A history of Chesterfield Grammar School." History of Education 48, no. 5 (September 17, 2018): 704–6. http://dx.doi.org/10.1080/0046760x.2018.1511834.

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Amirov, N. Kh, E. I. Bogdanov, M. E. Guryleva, A. L. Zefirov, M. F. Ismagilov, R. Z. Mukhamedzyanov, and A. S. Sozinov. "The History of Kazan Neurological School." Journal of the History of the Neurosciences 16, no. 1-2 (February 22, 2007): 110–22. http://dx.doi.org/10.1080/09647040600659086.

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