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Статті в журналах з теми "National history curriculum"
Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.
Повний текст джерелаKaye, Harvey J., and Richard Aldrich. "History in the National Curriculum." History of Education Quarterly 32, no. 1 (1992): 131. http://dx.doi.org/10.2307/368416.
Повний текст джерелаBowen, Lloyd, Kate Bradley, Simon Middleton, Andrew Mackillop, and Nicola Sheldon. "History in the UK National Curriculum." Cultural and Social History 9, no. 1 (March 2012): 125–43. http://dx.doi.org/10.2752/147800412x13191165983114.
Повний текст джерелаYang, Joung-Hyun. "Alternatives to National History Curriculum : Local-Modern History." History & the World 53 (June 30, 2018): 1–24. http://dx.doi.org/10.17857/hw.2018.06.53.1.
Повний текст джерелаJones, Gareth Elwyn. "History in the National Curriculum: a lesson in curriculum devolution." Curriculum Journal 20, no. 4 (December 2009): 331–44. http://dx.doi.org/10.1080/09585170903424807.
Повний текст джерелаFozdar, Farida, and Catherine Ann Martin. "Making History: the Australian history curriculum and national identity." Australian Journal of Politics & History 67, no. 1 (March 2021): 130–49. http://dx.doi.org/10.1111/ajph.12766.
Повний текст джерелаJung, Jinkyung. "Making National Curriculum in History with the Concept of ‘Competence’: Referencing ‘2015 National Curriculum’." Korean History Education Review 153 (March 31, 2020): 113–61. http://dx.doi.org/10.18622/kher.2020.03.153.113.
Повний текст джерелаEssa, Fawzia Osman, Abdulai Abukari, and Byabashaija Deusdedit. "Post-War and Development of a Historical Curriculum in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 10 (October 14, 2021): 489–501. http://dx.doi.org/10.36347/sjahss.2021.v09i10.003.
Повний текст джерелаBudiarti, Budiarti, and Giri Rachmawati Fahmi. "CONTENT OF WOMEN HISTORY IN THE CURRICULUMOF HISTORY FOR SENIOR HIGH SCHOOL COMPARISON STUDY OF 1994, 2004, AND 2006." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 1 (June 1, 2013): 69. http://dx.doi.org/10.17509/historia.v14i1.1921.
Повний текст джерелаHues, Henning. ""Mandela, the Terrorist"." Journal of Educational Media, Memory, and Society 3, no. 2 (September 1, 2011): 74–95. http://dx.doi.org/10.3167/jemms.2011.030205.
Повний текст джерелаДисертації з теми "National history curriculum"
Hophan, Phillip Albert. "National history curriculum : finding space for a critical global education." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/32733.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Aktekin, Semih. "The inclusion of local history in the secondary history national curriculum in Turkey : problems and potential." Thesis, University of Nottingham, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633017.
Повний текст джерелаSmith, Joseph. "A critical discourse analysis of history teacher responses to the February 2013 draft National Curriculum for History." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2344/.
Повний текст джерелаManning, Russell. "An investigation into the emphasis on 'British national identity', 'patriotism' and 'fundamental British values' through secondary school history with a particular focus on Key Stage Three : the views of history PGDipEd secondary trainees." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5995/.
Повний текст джерелаNordström, Peter. "Det interkulturella historiska lärandets ramar : En studie av förutsättningar för interkulturell historieundervisning utifrån styrdokument och nationella prov." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33884.
Повний текст джерелаDavies, Sandra Daredri. "Becoming and being 'people like us' a study of students who experience difficulties with literacy in National Curriculum History at Key stage 3." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489899.
Повний текст джерелаCock, Laurence de. "Le fait colonial à l’école : genèse et scolarisation d’un objet de débat public, scientifique et mémoriel (des années 1980 à 2015) : essai de socio-histoire du curriculum." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2063/document.
Повний текст джерелаThis thesis seeks to identify the conditions of possibility for variations and amendments in the curricula, given social pressures. For this purpose, it is founded on a precise content of teaching : the events of colonialism that, from the 1980’s to the Present, have questioned more and more the national and republican consensus, as it connects to the issue of post-colonial immigration.This thesis is also founded on firsthand empirical material : political and media discourses constructing the teaching of the events of colonialism as a public matter ; archives of National Education ; official reports ; and many interviews.Our lines of inquiry consisted then in identifying the establishment of networks of social actors likely to make compatible scientifically and politically debated issues with the expectations of the history curriculum, and to facilitate its translation.Our inquiry reveals that every occurrence of the memorial debate on the colonial past restages specific stinging and pulling in the republican school systen and in the teaching of history : the dialectic between cultural plurality and universalism, the one between equality and identity, or even the one between logics of acknowledgment and civic logics. Many injunctions are to be found, at different levels, sometimes contradictory, many discrepancies between the agendas of public debates and the timescale of school, so that the concordance between the social discourse and the history curricula does not turn out to be innate or natural
Marins, Cosme Freire. "Currículo de história no ensino médio e avaliação de egressos: a relação entre os documentos orientadores da disciplina e os exames oficiais (ENEM e Vestibulares) - 2009-2013." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082016-150412/.
Повний текст джерелаThis paper analyzes the relationship between skills, abilities and methodological concepts set out in guiding official documents of the history curriculum designed by the Ministry of Education (MEC) and which is evaluated in the National Secondary Education Examination (Enem) and six public universities, in the period 2009 to 2013. The starting point was a MEC\'s claim that the approach by Enem of subjects, skills and abilities proposed by guiding national curriculum documents could lead schools to incorporate them into their own curriculum. In the development of this research studies of some researchers concerning the theme \'curriculum\' have been approached, that is understood as the result of a process of social construction in which the various agents that influence the educational field dispute the legitimacy of their interests. An essential element in the curriculum is the discipline through which specialist teachers are responsible for the approach of knowledge in the classroom. However, the official national curriculum goes through several levels of power, dispute and negotiation to get to school, and the relationship established in the classroom between teacher and student is the last sphere of this complex process. Therefore, school disciplines enjoy relative autonomy in executing the real curriculum, which hinders the full realization of the official curriculum. On the other hand, the approaches made by the entrance examinations and the Enem not translate into a full adoption by schools, due also to the spheres of power that exists between the exams and what is effected in the classroom. It was observed that there are some proposals for official documents more evaluated in the tests, at the expense of others that have been covered in less than 10% of the questions of each institution. The skills and procedures more appraised are concerned to the items easier to measure, on the one hand, and more gifts in the practice of discipline, both at the university and in the schools, on the other. Thus, the MEC follows in its process of searching for support and legitimacy, both the official national curriculum as the Enem - a process that currently earn new elements to the discussion of the Common National Base Curriculum for Secondary Education (BNCC).
Almeida, Déberson Ferreira de. "Base Nacional Comum Curricular: concepção do componente Educação Física para o Ensino Fundamental." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21447.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present study aimed at analysing the the National Common Curricular Base (BNCC) - in the versions available for public consultation - in reference to the concept of the Physical Education component in Primary Education, identifying its assumptions and interpretive repercussions. The interest in such study emerged from the relevance of the referred policy that has attracted the interest of millions of people, generating debates among different professional and social groups, about the resignification of Primary Education, such as schools, universities, media and social groups. The research was based on a qualitative approach and made use of bibliographical study and document analysis as methodological procedures. The main concepts of the theoretical basis are: “critical curriculum”, based on Paulo Freire’s and Michael Apple’s approach and “cultural curriculum”, based on Marcos Garcia Neira’s work. The basis for document analysis was the BNCC’s version approved in December 2017, by the Presidency of the Republic.In general, the research reveals that, as a public policy, the BNCC has been a source of polemic and controversy, regarding its interpretations and the acceptance of its concepts. The major focus of its propositions is on the essential learnings to be developed in Primary Education, through an integral humanitarian education, as a means to leverage a more democratic, inclusive and fair society. The Physical Education component in the BNCC was conceived and a set of content to be developed in the educative practice of this area. The analysis results highlight the understanding that Physical Education in the BNCC represents a historical retrocession. This is due to the fact that teachers' and researchers' achievements, debates and fights for a more democratic education, through the promotion of students' and teachers' autonomy, vis à vis the teaching-learning concept in Physical Education, in a critical-cultural perspective, have been majorly neglected
O presente estudo teve como objetivo analisar a Base Nacional Comum Curricular (BNCC) quanto à concepção referente ao componente Educação Física para o Ensino Fundamental, identificando seus pressupostos e repercussões interpretativas pertinentes às versões disponibilizadas para consulta pública. O interesse pelo estudo deveu-se à relevância do significado da referida política que mobilizou milhares de pessoas, gerando debates em diferentes ambientes como escolas, universidades, veículos de comunicação e grupos sociais distintos da sociedade política e civil, em busca de ressignificação do ensino na Educação Básica. A pesquisa caracteriza-se pela abordagem qualitativa e tem como procedimentos metodológicos o estudo bibliográfico e a análise documental. O referencial teórico tem como conceitos centrais: “currículo crítico”, considerando essencialmente as abordagens de Paulo Freire e Michael Apple e “currículo cultural da Educação Física”, fundamentado em obras de Marcos Garcia Neira. A BNCC, versão homologada pela presidência da República, em dezembro de 2017, é elemento básico da análise documental. A pesquisa revela, de modo geral, que a BNCC constitui-se em política pública geradora de polêmicas e posicionamentos, por vezes contraditórios, quanto às interpretações e aceitabilidade de suas concepções. Ressalta-se como foco central de suas proposições as aprendizagens essenciais a serem desenvolvidas na Educação Básica, por meio de uma educação humana integral, tendo em vista a efetivação de uma sociedade justa, democrática e inclusiva. O componente Educação Física na BNCC é concebido como um conjunto de conteúdos a serem desenvolvidos na prática educativa desta área de formação. Os resultados das análises colocam em destaque o entendimento de que a caracterização de Educação Física na BNCC corresponde a um retrocesso histórico. Isto se deve à desconsideração de conquistas do movimento contínuo de debates e lutas de professores e pesquisadores por uma educação mais democrática no sentido da promoção da autonomia de alunos e docentes em relação à concepção de ensino-aprendizagem na área de Educação Física, numa perspectiva crítico-cultural
Ribeiro, Junior Halferd Carlos 1982. "Ensino de História e identidades : currículo e livro didático de história de Joaquim Silva." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254123.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O tema principal da tese é a construção da identidade brasileira nos livros didáticos de História do Brasil de Joaquim Silva editados na dinâmica da reconstrução da Nação empreendida pela política do Estado Novo; o objetivo é analisar o modo em que ocorreu a construção dos nexos de sentidos sobre a identidade brasileira, segundo a interpretação histórica de Joaquim Silva em conformidade a Reforma Gustavo Capanema de 1942. O corpus documental é composto pela bibliografia sobre o tema, a legislação federal que regia o sistema de ensino secundário, documentos oficiais alocados nos arquivos CPDOC da Fundação Getúlio Vargas, da Companhia Editora Nacional, do Arquivo Nacional, e os livros didáticos de História do Brasil para o terceiro e o quarto ano do ensino ginasial de Joaquim Silva, publicados respectivamente em 1945 e 1946. Os fundamentos teóricos e metodológicos que sustentam a nossa análise estão relacionados à construção de representações de identidade, a história social do currículo, o livro didático e identidades, e a análise do discurso. Concluímos que a interpretação histórica de Joaquim Silva tinha como pressuposto a manutenção do Estado democrático pautado em uma estrutura jurídica que propiciava a transformação da sociedade, com condições de governar para o desenvolvimento e progresso da Nação, e o brasileiro idealizado era o cidadão trabalhador, patriótico e cristão, que não se curvava diante das dificuldades, mas que lutava com resignação e sobriedade para vencer os obstáculos da vida
Abstract: The main theme of the thesis is the construction of Brazilian identity in the Joaquim Silva Brazil¿s history books edited in the dynamics of reconstruction of the nation undertaken by the "Estado Novo" policy; the objective is to analyze the way on which the construction of the connections of meanings on the Brazilian identity, according to the historical interpretation of Joaquim Silva in accordance Capanema Reform in1942. The documentary corpus consists of the literature, the federal law that governed the secondary education system, official documents allocated at the CPDOC files from Getúlio Vargas Foundation, the Companhia Editora Nacional, the National Archives, and Joaquim Silva history books from Brazil of the third and fourth year of junior high school published respectively in 1945 and 1946. the theoretical and methodological foundations underpinning our analysis are related to the construction of identity representations, the social history of the curriculum, the teaching and identities textbooks, and discourse analysis. We conclude that the historical interpretation of Joaquim Silva had presuppose the maintenance of the democratic state ruled by a legal framework that promoted the transformation of society, with conditions to govern for the development and the progress of the nation, and the idealized Brazilian was the worker citizen, patriotic and Christian, who would not bow down before the difficulties, but struggled with resignation and sobriety to overcome the obstacles of life
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
Книги з теми "National history curriculum"
Council, National Curriculum. History in the National Curriculum. York: NCC, 1993.
Знайти повний текст джерелаCouncil, National Curriculum. History in the National Curriculum. York: NCC, 1993.
Знайти повний текст джерелаPankhania, Josna. Liberating the national history curriculum. London: Falmer Press, 1994.
Знайти повний текст джерелаHill, Colin. History: Teaching within the National Curriculum. Leamington Spa: Scholastic Publications, 1991.
Знайти повний текст джерелаDepartment of Education & Science. History in the national curriculum (England). London: HMSO, 1991.
Знайти повний текст джерелаEvans, John. David Davies and National Curriculum history. [s.l.]: Powys Education, 1992.
Знайти повний текст джерелаCouncil, National Curriculum. Art in the National Curriculum: English in the National Curriculum ; Geography in the National Curriculum ; History in the National Curriculum ; Mathematics in the National Curriculum ; Modern foreign languages in the National Curriculum ; Music in the National Curruiculum ; Physical education in the National Curriculum ; Religious education in the Basic Curriculum in England and Wales ; Science in the National Curriculum ; Technology in the National Curriculum. [York]: National Curriculum Council, 1993.
Знайти повний текст джерелаSchool Curriculum and Assessment Authority. History in the national curriculum: Draft proposals. London: SCAA, 1994.
Знайти повний текст джерелаGreat Britain. School Curriculum and Assessment Authority. History in the national curriculum: Draft proposals. London: The Authority, 1994.
Знайти повний текст джерелаCouncil, National Curriculum. History in the National Curriculum: Draft proposals. York: NCC, 1994.
Знайти повний текст джерелаЧастини книг з теми "National history curriculum"
Prytz, Johan, and Johanna Ringarp. "Local versus national history of education." In Transnational Perspectives on Curriculum History, 131–48. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429468384-8.
Повний текст джерелаDurrani, Naureen, Ahmed Salehin Kaderi, and Kusha Anand. "National Identity and the History Curriculum." In Handbook of Education Systems in South Asia, 1–27. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-3309-5_41-1.
Повний текст джерелаDurrani, Naureen, Ahmed Salehin Kaderi, and Kusha Anand. "National Identity and the History Curriculum." In Handbook of Education Systems in South Asia, 1621–46. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_41.
Повний текст джерелаDurrani, Naureen, Ahmed Salehin Kaderi, and Kusha Anand. "National Identity and the History Curriculum." In Handbook of Education Systems in South Asia, 1–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3309-5_41-2.
Повний текст джерелаBlackburn, Kevin, and ZongLun Wu. "Tensions over a common national history in the early postcolonial state (1959–1965)." In Decolonizing the History Curriculum in Malaysia and Singapore, 89–109. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Educational history and development in Asia: Routledge, 2019. http://dx.doi.org/10.4324/9780429422584-5.
Повний текст джерелаAleksashkina, Liudmila, and Joseph Zajda. "National History Curriculum and Standards for Secondary Schools in the Russian Federation." In Nation-Building and History Education in a Global Culture, 171–83. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9729-0_11.
Повний текст джерелаChampagne, Audrey B. "Content to be Assessed Across the History of the National Assessment of Educational Progress." In Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, 119–51. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6_7.
Повний текст джерелаHenderson, Deborah, and Joseph Zajda. "The National Curriculum and History School Textbooks in Australia and the Russian Federation." In Globalisation, Ideology and Politics of Education Reforms, 25–39. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19506-3_3.
Повний текст джерелаBromley, Patricia, and Susan Garnett Russell. "The Holocaust as History and Human Rights: A Cross-National Analysis of Holocaust Education in Social Science Textbooks, 1970–2008." In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 299–320. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15419-0_17.
Повний текст джерелаPreuss, Gene B. "“As Texas Goes, So Goes the Nation”." In Politics and the History Curriculum, 18–38. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137008947_2.
Повний текст джерелаТези доповідей конференцій з теми "National history curriculum"
Ruutmets, Kristel, Evi Saluveer, and Mari Niitra. "STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.
Повний текст джерелаVandergriff, Katie U., and Linda C. Cain. "RoboCamp — Using Robotics to Teach Math, Science, and Engineering Principles." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0639.
Повний текст джерелаĶestere, Iveta, and Baiba Kaļķe. "Learning National Identity Outside the Nation-State: the Story Of Latvian Primers (Mid-1940s – Mid-1970s)." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.03.
Повний текст джерелаBras, Bert. "Teaching Environmentally Conscious Design and Manufacturing at the Undergraduate Level: A Georgia Tech Perspective." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42270.
Повний текст джерелаChapple, Julian. "A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.
Повний текст джерелаReed, Shad A., Bret P. Van Poppel, and A. O¨zer Arnas. "An Undergraduate Fluid Mechanics Course for Future Army Officers." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45422.
Повний текст джерелаأبو الحسن اسماعيل, علاء. "Assessing the Political Ideology in the Excerpts Cited from the Speeches and Resolutions of the Former Regime After the Acts of Genocide." In Peacebuilding and Genocide Prevention. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdicpgp/2.
Повний текст джерелаA. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.
Повний текст джерела