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Vella, Yosanne. "Supporting young children's learning with primary historical sources." Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249418.
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Watson, Kelvin Innes. "Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003553.
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This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.
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<p> A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. </p><p> A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. </p><p> Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.</p><p>
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Drinnon, Matthew Elliott. "The Perception of the Value of the Use of Primary Source Documents among East Tennessee Lakeway Area History Teachers in Grades 5-12." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1038.
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This study examines the perceptions of history and social studies teachers in the Lakeway Area of East Tennessee concerning the use of primary source materials in classroom instruction. The purpose of this study was to determine what value the educators in the intact group held for the use of primary source documents, how much time was devoted to the analysis of primary source documents by students in those classes, and potential barriers to the implementation of the use of primary source materials.
The research design was descriptive and used data gathered from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients were calculated, and the survey instrument was modified. The final survey consisted of 44 statements, a demographic section, and four open-response questions. A total of two hundred eighteen surveys were sent to eligible educators in Cocke, Grainger, Hamblen, Hawkins,and Jefferson counties. One hundred fourteen of the surveys were returned and were used for this study. Other variables studied were gender, job classification, years of experience, the amount of time reported using primary sources in class, past or current membership in the National Council for Social Studies, participation in professional development emphasizing primary source analysis, and the type of teaching certification held by the respondents.
The findings include: The two greatest obstacles to the implementation of the use of primary source materials were lack of training or relevant experience and the perceived access to materials; comfort in using technology and ability level of students did not appear to be significant obstacle barriers; all categories of respondents held a positive opinion of the use of primary sources. A review of the responses to the open-response questions revealed that time could also have been an obstacle barrier to the implementation of the use of primary sources. It appears that the lack of training or relevant experience, the perceived access to materials, and perhaps time may be limiting factors in determining the amount of time educators in this area devote the primary source analysis.
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Medeiros, Gerson Ronaldo. "Produção de autobiografias por alunos do 6º ano do ensino fundamental como forma de refletir sobre trajetórias de vida e desenvolver noções do trabalho do historiador." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156455.
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Este trabalho apresenta pesquisa que busca, por meio da produção de autobiografias por alunos de sexto ano, possibilitar reflexões sobre trajetórias de vida, bem como desenvolver noções do trabalho do historiador, em especial o uso de fontes históricas. Para atingir este objetivo, promoveram-se encontros com os alunos nos quais se desenvolveu a caracterização das escritas de si, principalmente as autobiografias. Posteriormente o trabalho apresentou aos alunos informações sobre fontes históricas e buscou-se instrumentalizá-los para o uso de memórias, fotografias e relatos orais para a confecção de seus escritos. Autores como Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva, entre outros, foram essenciais para orientar e analisar as produções feitas. No relato destas vidas, imaginava-se o encontro de recordações traumáticas, em um número elevado, o que não se concretizou quando se iniciou a leitura das produções. A riqueza de situações apresentadas pelos trabalhos justifica o uso das autobiografias para percepção de trajetórias de vida e para o ensino de fontes históricas.<br>The present work introduces research that aims, using the production of autobiographies by students of the sixth year, to enable reflections on trajectory of lives, as well as develop notions of the work of the historian, specially the usage of historical sources. To reach this objective, meetings with the students were promoted in which the characterization of the self writings were developed, mainly the autobiographies. Then the work presented to the students information about historical sources and, aimed to give them instruments to the usage of memories, photography, and oral reports to the making of their writings. Authors such as Gomes, Lejeune, Ricoeur, Freud, Selligmann-Silva and others were essential to guide and analyze the productions that were made. In the report of these lives, it was thought to find many traumatic memories, which was not confirmed once the reading of the productions began. The richness of situations presented by the works justifies the usage of autobiographies to realize the trajectory of life and to the teaching of historical sources.
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Gandolfi, Haira Emanuela 1987. "A natureza da química em fontes históricas do Brasil colonial (1748-1855) : contribuições da história da exploração mineral para o ensino de química." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254007.
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Orientador: Silvia Fernanda de Mendonça Figueirôa<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-27T07:23:20Z (GMT). No. of bitstreams: 1
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Previous issue date: 2015<br>Resumo: Em virtude do desafio atual de tornar o Ensino de Ciências interessante, abrangente e formador de cidadãos críticos, a presente investigação busca realizar uma reflexão a respeito da inserção da História e da Filosofia da Ciência (HFC) em atividades de Ensino de Química. Pretende-se discutir, a partir do ponto de vista do ensino da Natureza da Ciência (NOS), as potencialidades do estudo da História e da Filosofia da Ciência para o Ensino de Química, essencialmente relevantes para a elucidação de como se dá a gênese e o desenvolvimento dos conhecimentos e das práticas químicas. Com o objetivo de divulgar as possibilidades do trabalho, em sala de aula, com aspectos da Natureza da Química, essa investigação explorou, a partir de uma Pesquisa Histórica, e analisou, dentro do referencial do Ensino de Ciências e da HFC, diferentes fontes históricas primárias, produzidas no contexto da exploração mineral no período colonial brasileiro. Buscou-se apresentar e estimular a leitura, interpretação e análise de textos histórico-científicos, sob a luz da HFC e da NOS, visando um maior contato de professores e estudantes com aspectos e características do mundo científico e das práticas e conhecimentos químicos em um contexto brasileiro, através do estudo de uma das mais importantes atividades de exploração natural desenvolvida ao longo da História do Brasil<br>Abstract: Due to the present challenge to transform Science Education into an interesting, comprehensive and capable of forming critical citizens process, this research aims to reflect about the insertion of History and Philosophy of Science (HPS) into Chemistry Teaching activities. The intention here is to discuss, from the teaching of the Nature of Science (NOS) perspective, the potential of History and Philosophy of Science for Chemistry Teaching, as these topics are essentially relevant to the elucidation of the genesis and the development of knowledge and practices related to Chemistry. In order to disseminate the possibilities of classroom practices related to the Nature of Chemistry, this research explored, by undertaking a Historical Research, and analyzed, within the framework of Science Teaching and HPS, several primary historical sources, produced in the context of mineral exploitation during the Brazilian colonial period. The objective here was to introduce and encourage reading, interpretation and analysis of historical-scientific texts, under the light of the HPS and the NOS, looking forward to approximate teachers and students to aspects and features of the scientific world and of chemical practices and knowledge in a Brazilian context, through the study of one of the most important natural exploitation activities developed throughout the Brazilian History<br>Mestrado<br>Ensino de Ciencias e Matematica<br>Mestra em Ensino de Ciências e Matemática
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Johansson, Patrik. "Att tolka spåren från det förflutna : Innebörder, lärande och meningsskapande av historisk källtolkning i gymnasiet." Licentiate thesis, Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107297.
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This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.
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Muller, Felipe, and Federico Bermejo. "The Historical and Lived Sources of Collective Memory." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101565.
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The aim of the present paper is to study the role that lived and historical memories havein the conformation of collective memory through the participant’s appraisals in the recent past of Argentina. These memories operate as sources that nurture collective memory. Lived memories are related to live experiences, while historical memories are related to indirect sources that inform about the past. 60 participants, divided in two groups (above and below 46 years of age) appraised the present and recent past, based on lived and historical memories. Results show that lived or autobiographical and historical memories contribute differently to collective memory.<br>Se estudia el rol que desempeñan los recuerdos vividos e históricos en la memoria colectiva por medio de la valoración del pasado reciente argentino. Estos recuerdos operan como fuentes que nutren a la memoria colectiva. Los recuerdos vividos están vinculados a la experiencia directa, mientras que los recuerdos históricos a las fuentes indirectas que informan sobre el pasado. 60 participantes, divididos en dos grupos (mayores y menores de 46 años), realizaron valoraciones sobre el presente y el pasado reciente, en base a recuerdos vividos y en recuerdos históricos. Los resultados muestran que los recuerdos vividos o autobiográficos tienen una incidencia distinta en las valoraciones que los recuerdos históricos.
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Salvatore, John Pamment. "Roman Republican castrametation : a reappraisal of historical and archaeological sources /." [Oxford] : Tempus reparatum, 1996. http://catalogue.bnf.fr/ark:/12148/cb36690477s.
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Saenger, Karen Anne. "Selected problems in teaching for historical understanding." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0022/MQ51464.pdf.
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El-Sakkout, Ihab Hamdi. "The Arab tribes from Jāhilīya to Islām : sources and historical trends." Thesis, University of St Andrews, 1994. http://hdl.handle.net/10023/2944.
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This dissertation aims to formulate a view of Arabian tribalism in the pre- Islamic period and its development in Islamic times. The first part assesses the historical usability of the literary source material of the Jahiliya. The focus is on oral historical traditions - the ayyam al- carab. These are found to have remained textually fluid until the time of their recording. This fluidity may have affected style and form but did not substantially affect certain historical elements. The more inter-tribal and less local the account was, the more reliable it is likely to be historically. A sample comparison between tribal hostility and tribal distribution showed that the accounts seem to be highly consistent. The second part of the thesis is concerned firstly with establishing a Jahili profile for two tribal groups; secondly with tracing the affairs of their descendants into the Umayyad period. The tribal groups of Taghlib and Ghatafan were picked for examination. Both were strong cohesive groups in the pre-Islamic period. In Islamic times, Taghlibis lose importance since they opted to remain Christian, thus, Taghlibis are virtually impossible to trace. Ghatafanis did join Islam on a far greater scale and are often mentioned in the Islamic period. After the second civil war Ghatafanis are only ever mentioned as individuals. Close kin continued to cooperate but cooperation above this level was only conducted within the Qaysi faction. The third part discusses changes in the tribal system. A review of the functions of modern tribal genealogies illuminates the process by which genealogies can change in order to reflect changing realities. Early Arabic genealogies are clearly seen to be also naturally dynamic and the subject of deliberate change. New links reflected new realities, particularly the political alliances forged under the Umayyads. A belief in a single progenitor led to a move towards creating genealogical links to one ancestor, while the conditions of the conquests let to a regionalization of tribalism. The professionalization of the Marwanid army enabled cross-regional tribal co-operation which resulted in dividing in two the Umayyad army and Arab genealogies.
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Wang, Nai-Ching. "Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/87437.
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Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding high quality primary sources that are relevant to a historian's specialized topics of interest remains a significant challenge.
Automated approaches to text analysis struggle to provide relevant results for these "long tail" searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks.
Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developedthe Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs
between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.<br>Ph. D.<br>Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding highquality primary sources that are relevant to a historian’s specialized topics of interest remains a significant challenge. Automated approaches to text analysis struggle to provide relevant results for these “long tail” searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks. Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developed the Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.
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Read, Nicole Elizabeth. "The Adolescence of France: Teaching for Historical Empathy." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1241050971.
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Lima, Guilherme Augusto Vaz de. "Um passeio pelo pensamento musical de Leonhard Euler: a leitura do mestre e seu uso em sala de aula." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55136/tde-09112018-100416/.
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Este estudo se dedica a uma parte pouco conhecida dos trabalhos de Leonhard Euler (1707 - 1783) relacionado à música enquanto uma ciência matemática. Tais trabalhos mostram, em certo sentido, um lado pitagórico do pensador e também algumas contribuições do mesmo à teoria musical. O interesse deste matemático pelo assunto permeia várias obras e épocas de sua vida, mas neste trabalho focamos em três delas: um conjunto de nove cartas que compõem a obra Lettres a une princesse dAllemagne sur divers sujets de physique e de philosophie (1768) e dois artigos, Conjecture sur la raison de quelques dissonances generalement reçues dans la musique (1766) e De harmoniae veris principiis per speculum musicum repraesentatis (1774). Para possibilitar uma melhor compreensão desses textos, faremos uma revisão histórica do tratamento aritmético dado à música desde os tempos clássicos até o Renascimento com enfoque nas principais contribuições que levam à construção da escala da entonação pura ou justa, trabalhada por Euler nos originais estudados. Após a apresentação e análise desses trabalhos eulerianos, especialmente seus diagramas para representar sons e acordes e do seu expoente de um acorde para medir consonâncias, terminaremos essa dissertação refletindo sobre as implicações pedagógicas e históricas, bem como as potencialidades e limitações do uso de fontes originais de determinados mestres do pensamento matemático ocidental, nomeadamente o próprio Euler, na formação de matemáticos, professores e licenciados.<br>This present research takes a journey into a little know part of Leonhard Eulers works about music as a mathematical science. Those works show, at certain level, his Pythagorean thoughts and also his contributions to music theory. Eulers interest for this subject permeates many of his works through his lifetime (1707 - 1783), but here we focus on three of them: a set of nine letters from the book Lettres a une princesse dAllemagne sur divers sujets de physique e de philosophie (1768), and two articles, Conjecture sur la raison de quelques dissonances generalement reçues dans la musique (1766) and De harmoniae veris principiis per speculum musicum repraesentatis (1774). To allow a better understanding of his ideas, first we put on a historical review of the arithmetic treatment of music since the ancient Greece to the Renaissance Era pointing out the main contributions to the development of the pure just intonation scale, the one used by Euler on the works just mentioned. After presenting and analyzing these Eulers contributions, specially his diagrams to represent sounds and chords to the eyes and the concept of exponent of a chord to measure consonances, we conclude this dissertation thinking about the pedagogical and historical impact, and also the potential and limitations concerning the use of historical sources of the masters of mathematics, to the training of future mathematics and teachers.
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Edwards, Jane Marian. "'Bettered by the borrower' : the use of historical extracts from twelfth-century historical works in three later twelfth- and thirteenth-century historical texts." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7247.
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This thesis takes as its starting point the use of extracts from the works of historical authors who wrote in England in the early to mid twelfth-century. It focuses upon the ways in which their works began to be incorporated into three particular texts in the later twelfth and early thirteenth centuries. Through the medium of individual case studies – De Abbatibus (Abingdon), CCCC 139 (Durham) and The London Collection three elements are explored (i) how mediaeval writers used extracts from the works of others in ways which differed from modern practices with their concerns over charges of plagiarism and unoriginality (ii) how the structural and narrative roles which the use of extracts played within the presentation of these texts (iii) how the application of approaches developed in the twentieth century, which transformed how texts are now analysed, enabled a re-evaluation and re-interpretation of their use of source material with greater sensitivity to their original purposes This analysis casts fresh light upon the how and why these texts were produced and the means by which they fulfilled their purposes and reveals that despite their disparate origins and individual perspectives these three texts share two common features: (i) they follow a common three stage pattern of development (ii) they deal with similar issues: factional insecurities and concerns about the quality of those in power over them – using an historical perspective The analysis also reveals the range of techniques which were at the disposal of the composers of these texts, dispelling any notion that they were either unsophisticated or naïve in their handling of their source materials. Together these texts demonstrate how mediaeval authors used combinations of extracts as a means of responding quickly and flexibly to address particular concerns. Such texts were not regarded as being set in stone but rather as fluid entities which could be recombined at will in order to produce new works as required.
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Amery, Rob. "Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09pha512.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1998.<br>Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts. Includes bibliographical references (47 p. ).
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Hoque, Jawad Mahmud. "An Assessment of Historical Traffic Forecast Accuracy and Sources of Forecast Error." UKnowledge, 2019. https://uknowledge.uky.edu/ce_etds/79.
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Transportation infrastructure improvement projects are typically huge and have significant economic and environmental effects. Forecasts of demand of the facility in the form of traffic level help size the project as well as choose between several alternatives. Inaccuracy in these forecasts can thus have a great impact on the efficiency of the operational design and the benefits accrued from the project against the cost. Despite this understanding, evaluation of traffic forecast inaccuracy has been too few, especially for un-tolled roads in the United States. This study, part of a National Cooperative Highway Research Program (NCHRP) funded project, bridges this gap in knowledge by analyzing the historical inaccuracy of the traffic forecasts based on a database created as part of the project. The results show a general over-prediction of traffic with actual traffic deviating from forecast by about 17.29% on an average. The study also compares the relative accuracy of forecasts on several categorical variables. Besides enumerating the error in forecasts, this exploration presents the potential factors influencing accuracy. The results from this analysis can help create an uncertainty window around the forecast based on the explanatory variables, which can be an alternate risk analysis technique to sensitivity testing.
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Etheredge, David K. "Alternative Certification Teaching Programs in Texas: A Historical Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799511/.
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Before 1984, nearly 975 of teachers entered the teaching profession after graduating from a traditional university-based program. However, beginning in the mid-1980s, alternative routes leading to teacher certification began to emerge in the United States. As of 2010, nearly one-third of all new teachers graduated from an alternative preparation program. As alternative certification (AC) routes approach 30 years since establishment, programs continue to evolve and increase in enrollment. This study focused on the changes that have come about in the maturation of alternative certification programs in Texas since legislation was passed in 1985. The purpose of the study was to delineate the evolution of AC programs using a historical approach, the study used both primary and secondary resources as research tools and employed the use of eight interviews and the literature review for the collection of data. The prediction of future teacher shortages, the need for diversity in the profession the political view to privatize education, and economic recessions were all motivating factors for establishing alternative teacher programs. In the beginning, graduation from AC programs were perceived as not authentic teachers and not as prepared for teaching as graduates from traditional programs. AC programs have become a legitimate and viable option for educator preparation programs as they offer greater flexibility, staff/instructor diversity, and multiple approaches to instruction. This data suggests that AC programs in Texas have emerged as a real and sustainable option to traditional certification programs leading to certification and licensure.
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Magill, Clare Alexandra. "Teaching the conflict, teaching the transition : history education and historical memory in contemporary Spain." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=206599.
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Despite the enormous interest in recent years in the movement to recover the ‘historical memory' of the Spanish Civil War and the Franco dictatorship, the teaching of these contentious and bloody periods of Spanish history has received relatively little attention. This qualitative study, which explores the experiences and perspectives of secondary school teachers of history, aims to address this gap in the literature. To select the participants for this research, I adopted a stratified, multi-stage, purposive approach, sampling by region, city, school and teacher. The sample comprised 24 history teachers from 17 separate secondary schools in the cities of Madrid (Torrejón de Ardoz), Barcelona, Seville and Oviedo. Additionally, semi-structured interviews were conducted with five history education experts. All interview transcripts were imported into QSR NVivo 9, a computer-assisted qualitative data analysis package. The data was then analysed using Framework, a systematic, matrixbased approach to data management and analysis. The research findings build on Kitson and McCully's (2005) work by developing their ‘continuum of risk-taking', which relates to the teaching of controversial issues associated with history in Northern Ireland. An adapted model of risktaking is presented. It helps to explain the challenges and pressures teachers face in the Spanish context by identifying and exploring five distinct approaches to the teaching of the history of the Civil War and the Franco dictatorship: avoiding (‘natural' and ‘reluctant'), containing, risk-taking and activist. The research also highlights teachers' frustration with the dominant narrative presented in textbooks of Spain's ‘exemplary' transition to democracy. In so doing, it points to the danger of retrospective inevitability if the history of the transition is not presented in a nuanced fashion and if the alternatives are not explored. As such, the research constitutes an original contribution to the literature, opening up space for new conversations about the teaching of the history not only of conflict but also of the difficult and often controversial compromises that help to bring about cessations of violence. The study also considers the role of history education in the recovery of historical memory and, more broadly, in contributing to the wider reconciliation of Spanish society. Finally, the thesis highlights implications for curriculum and teacher education policy in Spain and beyond.
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Wagner, Mark, and wagsmark@yahoo com. "Sources of the Communicative Body." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080604.102741.
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This study provides evidence for the warranted assertion that classroom practices will be enhanced by awareness of how non-linguistic modalities of the face, hands and vocal intonation contribute to cohesive and cooperative strategies within social groups. Both the history and observations of non-linguistic communication presented by this study suggest that visual, kinesic, and spatial comprehension create and influence social fields and common spaces, yet our language for these fields and spaces is impoverished. This knowledge has been submerged and marginalized through history. At the same time, through time, despite this submersion and marginalization, interrelational and intrarelational synchrony and dis-synchrony, centered on and by the communicative body, occur in social settings in ways that can be considered from both historical and observational perspectives. Building on recent theory by Damasio, Donald, Noddings, Grumet, Terdiman, and Nussbaum, the historical concepts and classroom observations presented here evidence that social values such as caring, loyalty, and generosity are sometimes understood, implicitly and explicitly, through the exchange, perception, and interpretation of non-linguistic signs. By understanding how the face and hands and rhythm and pitch of the voice create cohesive and cooperative social values in learning spaces - separate from racial, ethnic, and intellectual differences - this investigation recovers a submerged knowledge in order to offer a new logic for understanding social process. In turn, this new logic hopes to further transformational practice in the learning and teaching arts and sciences.
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Geschier, Sofie M. M. A. "The empathy imperative : primary narratives in South African history teaching." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8175.
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Includes abstract.<br>Includes bibliographical references (p. 229-240).<br>National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this ‘never again’ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as the District Six Museum and the Cape Town Holocaust Centre acknowledge and involve primary witnesses in the education of the younger generations. On the other hand, South African history teachers are expected to know how to bring about change, while their multiple positionings, being both teachers and primary witnesses to the Apartheid regime, are neglected. The thesis sets out to address this paradox through a case study of means by which Grade Nine history teachers and museum facilitators use and construct primary narratives about the Holocaust and Apartheid Forced Removals in classroom and museum interactions with learners. A dialogue with the interrelated fields of oral history, trauma research and memory and narrative studies, as well as positioning theory and pedagogical theories on history education and the mediation of knowledge forms the theoretical basis for the study.
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Colby, Sherri Rae. "Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5192/.
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The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.
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Cunningham, Deborah Lynn. "Professional practice and perspectives in the teaching of historical empathy." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.
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To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and practice about how to cultivate it. Instead, it has tended to offer norms for good practice that take little account of differing contexts or the sometimes competing goals that teachers seek to achieve. It has been guided as well by a particular image of empathy teaching as dedicated exercises, often involving immersion in many historical sources. My study begins to address the lack of attention to teachers' actual ideas and practices for fostering empathy by presenting a case study of four experienced history educators in England. Through extensive analysis of lesson and interview transcripts, I derive a new framework for thinking about empathy teaching that takes into account both the major activities and smallscale discourse strategies - heretofore largely unexamined - that the teachers use to promote understanding. It attends to their ways of conceptualising empathy, their means of establishing the conditions they view as essential, their negotiations of myriad factors helping or hindering their efforts, and their complex deployments of various types of relevant knowledge. The framework shows how, in making decisions about empathy teaching, they consider student factors such as capacities, preconceptions and motivation, structural factors such as time, resources, and examination priorities, and factors concerning their own knowledge, beliefs and state - then utilise a broad and flexible repertoire of strategies to address the shifting variables they encounter. Finally, the study explores curriculum as an interaction between teachers, pupils and educational context, recognising the influence of each on understanding in particular classrooms. Significant divergences between how teachers think and practice and how empathy teaching is discussed in the educational literature emerge for a spectrum of issues. These include how empathy is conceptualised, what sorts of strategies are enacted, who the historical subjects of empathetic efforts are, how students' achievements are assessed, and how empathy-related dilemmas are construed and managed. All of these discrepancies suggest that research stands to benefit by attending more closely to teachers' ideas. For their part, the teachers appear to be oriented toward self-improvement - learning and changing through experience, collegial contact, and focused reflection of the sort prompted by this research. Implications for teachers' professional development and for future research approaches are explored.
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Aly, Islam Mahmoud Mohamed. "Historical book structures and artists' books as a teaching tool." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3040.
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This study focuses on developing a book arts curriculum as a tool for teaching about creativity and problem solving. The curriculum's ultimate goal is to introduce and emphasize book arts as an expressive and powerful medium to future teachers and artists.
Book arts will be used to offer potentialities for collaborative, learner-centered instruction. Students will create structures and artists' books from their experience, their learning will emerge from personal interactions with the structures and artists' books presented.
The curriculum is planned into three modules, each module containing a different set of projects and activities organized to scaffold students learning in an engaging process. The modules examine book structures, artists' books, and a project that can either further explore book structures and artists books, or it can explore incorporating some other aspect of book arts in the project. Each module provides a broad range of examples, discussions, questions, and applications.
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White, Dominic Piers. "Quality evaluation of sources for historical earthquakes in the east Mediterranean, 400-1000 A.D." Thesis, Imperial College London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324629.
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Kautzsch, Alexander. "The historical evolution of earlier African American English : an empirical comparison of early sources /." Berlin : Mouton de Gruyter, 2002. http://catalogue.bnf.fr/ark:/12148/cb39277264w.
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Meier, Lori T., Karin Keith, and Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.
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In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
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Edwards, John C. "Jesus' atoning death as a probable teaching of the historical Jesus." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1179.
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Dun, Yiu-kwong, and 鄧耀光. "A study of Chen Yuan's (1880-1971) historical method and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31949897.
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Stuckart, Daniel W. "Secondary students using expert heuristics in the analysis of digitalized historical documents." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000232.
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Harris, Simon. "The Legh of Booths muniments (c.1280-1808) : the study of a Cheshire family through its archive." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311127.
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Kadir, Jusoh. "The teaching of Arabic in Malaysia : A study of it's historical perspective, objectives and methods of teaching." Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503602.
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Thomson, I. "Mozart's opera Die Zauberflote : an analysis of the historical and literary sources of the libretto." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503064.
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This dissertation contains an analysis of the libretto of Mozart's Die Zauberflote. The analysis was contemplated with apprehension, given that so much has already been written about the opera. But the work was prompted by two factors. Firstly, by a longstanding concern that the libretto contains classical, literary, historical and philosophical references which have not been referred to in previous explanations of the opera. There was a sense in which the opera may have been well documented but perhaps not well understood. Secondly, and consequentially, the study was fuelled by the magnitude of the challenge to understand how these unacknowledged references fit together to create what the librettists considered to be their "purpose". This dissertation, then, develops many new analytical themes and throws fresh light on the purpose of the opera and the methods by which it was developed. Many people have helped me in a variety of ways during this study. I am particularly grateful to my Supervisor, David Chadd, Head of the School of Music at the University of East Anglia (UEA), Norwich, for his constant support and advice, and to my two examiners Professor Julian Rushton at Leeds University and Anthony Gritten at UEA. I am also grateful to Simon Waters at UEA and Ian Biddle (formerly UEA but now at Newcastle University) for their help during an earlier M.Mus. study which unexpectedly led to the research presented here. I am particularly grateful to Edvina Franceschini for her assistance, comments, encouragement and hospitality throughout the period of this study. And I am indebted to Prebendary Michael Moreton, for reading draft text and offering helpful comments on theological and other references, and to Angela Biston for helpfully commenting on several occasions on my draft text. I also wish to acknowledge the help of a number of people on whom I have relied for specific advice on a miscellany of subjects. Their contributions may have been partial, because none were aware of the objectives of my study, but their help was nevertheless important. I am particularly grateful to Anna Plattner and Bettina Kann, Osterreichische Nationalbibliothek, Vienna; Frieder Hepp, Director, KurpJiilzisches Museum, Heidelberg; Clare Rider, The Honourable Society of the Inner Temple, London; Diana Weber, Stadtarchive, Heidelberg; Daniel Pailthorpe, Principal Flautist, English National Opera, London; Cesare Poppi, Deputy Director, The Sainsbury Centre, UEA, Norwich: Joe Taylor, Head Ranger, Sports and Parks Division, City of Coventry; Ineke Fijan, the Erasmus University, Rotterdam; Anne Mitchell, Woburn Abbey; Catherine Baron, Assistant Curator ofthe Royal Collection; Bernhard Overbeck, Bayerische Staatsbibliothek, Munich; Claire Leach, Voltaire Foundation; Sylvia Morris, Shakespeare Memorial Library, Stratford-uponAvon; Richard Palmer, Lambeth Palace Library, London; Lynda McLoed, Sotherby's, London; Mr. Ellis, Astrological Association, London; The Astrology Shop, London; Clive Wilkins-Jones, Norfolk and Norwich Millenium Library, Norwich; Ingrid Lamey, Schwetzingen Castle; Lucia Underhill, Kimbolton School; Omar Samy, Al Ahram Newspaper, Cairo; Ingrid Horning, Utrecht; Julian Roberts; and Jean Rafferty. Finally, I am grateful for the unfailing assistance of countless anonymous staff in many libraries and museums. Staff at The British Library, where necessarily most of my research was undertaken, have been exceptionally helpful. But I have also received considerable help from staff at the UEA library; the Bodleian; the House of Lords Record Office; the Egypt Exploration Society; the National Portrait Gallery Heinz Archive; German Historical Institute, London; London University Library; the Wellcome Library; the Victoria and Albert Museum; the Warburg Institute Library; Christie's Images; Coventry City Library; Warwickshire Records Office; the Ashmolean Museum; Centraalmuseum, Utrecht; the National Maritime Museum; the Historische Museum, Berne; the Offentliche Kunstammlung, Basle; the London Park Lane Mosque Library and the Vatican State Library.
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Ayivor, Moses Geoffrey Kwame. "Africa's golden age debunked: a study of the sources of select black African historical novels." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002275.
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The main thesis of this dissertation is that even a casual analysis of African writing reveals that contemporary African literature has and is still undergoing a distinctive metamorphosis. This change, which amounts to a significant departure from the early fifties, derives its creative impulse from demonic anger and cynical iconoclasm and is triggered by the mind-shattering disillusion that followed independence. The proclivity towards tyranny and the exploitation of the ruled in modern Africa is traced by radical African creative writers to an ancient source: the legendary and god-like rulers of precolonial Africa. Ouologuem's Bound to Violence and Armah's Two Thousand Seasons and The Healers hypothesize that past sins begot present sins. The legendary warrior heroes of the past, whose glory and splendour were once exalted in African writing, are now ruthlessly disentombed and paraded as miscreants and despots, who not only brutalized and sold their people into slavery but also ideologically fabricated their own legends and myths in order to maximize their tyrannical power. The preoccupation of these works is, therefore, to divest the ancient heroes of their false glory. contemporary critics tend to perceive this anti-traditional posture purely as a modern trend in African literature. The truth of the matter, however, is that the literary foundations of this anti-nativist/anti-Afrocentric literary tradition were laid by Thomas Mofolo and Sol Plaatje, whose Chaka (1925) and Mhudi (1930) are the precursors. The five primary works in this study parody and veer away from the generally accepted traditional African epic heroism and recorded history towards a communal heroic ideal which celebrates the larger community instead of the single epic heroes normally romanticized in African legendary tradition. These novelists, while dismantling the European and African myths about Africa's Golden Age, also disfigure the often glorified ancient historical landmarks and the fabled heroes of Africa's oral and recorded history. The rationale behind this investigation is the fact that though these works have innovated, assimilated, and parodied the African oral arts, particularly traditional African epic heroism, no detailed study has been made to explore the literary transformation these texts have undergone as written works. Treating African texts only as appendages of Western literature may undermine the ability of the critical evaluations which go into the heart of these texts and unravel their deeper meanings. The outcome of this kind of approach is that pertinent issues of style and theme originating from negro-African metaphysics, oral traditions, and iconography could thereby be left unexplored. Besides, the bulk of the current body of criticism on African literature, particularly on colonial Africa, tends to concentrate on colonialist Christian values and Western literary production models. One of the overriding concerns of this research, therefore, is to veer away from merely rehashing Eurocentric pronouncements on European influences and literary modes parodied by these works, by taking a fresh. look at the texts from the perspective of Afrocentrism and in particular from the point of view of the traditional African oral bards. To this end, therefore, the dissertation is divided into six main chapters and a short concluding chapter: Chapter 1, A Survey of Black Representations of Pre-colonial Africa, functions as an introduction, sketches the European image versus the Black counter-discourse, and locates the study within the current debate on the concept of pre-colonial Africa's Golden Age. Chapter 2, Thomas Mofolo's "Inverted Epic Hero", the nucleus of the study I analyzes the anti-epic and ironic modes manipulated by the text and also maps out the epic generic framework which structures the whole dissertation. Chapter 3, Traditional African Epic Heroism Revised, discusses Plaatje's Mhudi, paying special attention to the text's deployment of the African epic genre as well as the caricaturist and the anti-heroic modes. In Chapter 4, Yambo Ouologuem's Bound to Violence is examined under the title A World Trapped in an Orgy of Violence, Barbarism and Servitude. African oral art is used as the hermeneutic key in unlocking the complexities of Ouologuem's novel. Chapter 5, The African Anti-Legendary Creative Mythology, scrutinizes Armah's Two Thousand Seasons, highlighting, among other topics, Armah's daring innovative stylistic experimentation. Chapter 6, entitled The Akan Iconic Forest of Symbols, deals with Armah' s The Healers, concentrating on the Akan iconographic backdrop which shapes and informs this work. And finally, The Metamorphosis of Traditional African Epic Heroism, the title of the concluding chapter, sums up this dissertation.
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Gardner, Zoë. "Landscapes of power : the cultural and historical geographies of renewable energy in Britain since the 1870's." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/13220/.
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This thesis considers historical applications of naturally renewing energy resources in Britain from the beginnings of public electricity supply in the late nineteenth century to the period immediately prior to the first State interest in such technology in the early 1980s when it became conceptualised as 'renewable'. After a comprehensive review of twentieth century engagements with renewable energy and the academic literatures pertaining to 'water, engineering and landscape' the thesis focuses on two distinct case studies. The first charts the technological, cultural and political evolution of hydro-electricity for public supply which developed over the course of the nineteenth century and was instituted from the 1870s. Detailed consideration of the Worcester hydroelectric station reveals that the development of hydro-electricity in the late nineteenth century symbolised a wider social and cultural demand for 'civic improvement’, and highlights the nature of water as a contested resource within late-Victorian civic arenas. The second traces the history of the Centre for Alternative Technology (CAT), a practical demonstration of alternative energy technologies established in rural mid-Wales during the early 1970s. In a discussion centred on 'alternativeness', the exploration of alternative energy technologies in the early 1970s was the preserve of an emerging counter-culture which sought to implement new visions of Environment and Society. Having revealed these hitherto dormant histories, the thesis concludes with a comparative discussion of the two case studies reflecting on these respective renewable energy projects and their uses as instruments of ‘modernisation' and attempts to extract the significance of these histories in the context of current discourses of renewable energy.
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Kiddell, Betty Anne. "Teaching plate tectonics theory from a historical perspective with real world connections." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23363.pdf.
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Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.
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Bohan, Chara Haeussler. "Go to the sources : Lucy Maynard Salmon and the teaching of history /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Dzama, Emmanuel Nafe Novel. "Malawian secondary school students' learning of science: historical background, performance and beliefs." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7649_1182745431.
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<p>This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Existing studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a complex problem. Questionnaires, interviews and analysis of documents were used to obtain information concerning students&rsquo<br>conceptions of science, science learning and events that eventuated into the problem in the past. The population for this study was 89 government and governmentassisted secondary schools. From that population eighteen schools were randomly selected from each of the six education divisions in the country. One thousand five hundred secondary class 3 students drawn from randomly selected schools participated. The participating students completed a 31item learning beliefs and practices <br>questionnaire with items drawn from the science education literature and adapted to the local situation and a selfefficacy and attribution of failure questionnaire. Forty students were interviewed about their concepts of science and science learning. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.</p>
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Johnson, Christopher. "The use of historical sources, anachronism, and invented history in certain works of Sir Walter Scott." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314972.
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Reed, Carson E. Reed Carson E. "The nature and authority of scripture historical sources and theological engagement for congregational awareness and reflection /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Thesis (D. Min.)--Abilene Christian University, 1995.<br>Includes abstract. Includes a draft copy of the author's "The work of witness" designed for teaching small groups and Bible classes (leaves 97-217). Includes bibliographical references (leaves 218-226).
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Duffy, Gavan James, and n/a. "The Worker in Catholic Social Thought: An Historical Analysis." Griffith University. School of Theology, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070719.100813.
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This thesis examines directly the development of Catholic social teaching in respect of the rights and duties of the worker. Beginning with the Old Testament, the thesis compares the attitude of the Hebrew people as expressed in Scripture to those who performed the tasks associated with the crafts or with labour. This shows how the attitude of the Hebrews to workers, in comparison with the attitude of surrounding peoples, was ameliorated by their belief in a just God who spoke to them in Scripture and through the prophets. In its examination of the New Testament, the thesis extracts gospel references to the worker and extracts from the Epistles, particularly from the Pauline texts, on the subject. The changes in attitude to the worker as expressed in the New and Old Testaments are noted. Next examined are the writings of the Church Fathers and their application to the worker. It can be seen from this examination that the early Church Fathers, whilst not directly developing a body of teaching in respect of the worker, developed a philosophical platform for its later development. It will be shown how the teachings of the Church Fathers, in their application of teaching of Jesus in the Gospels to the prevailing attitudes of Roman society contributed to the further amelioration of the condition of slaves in the later Empire. When speaking of the worker in Greco-Roman society, one is in effect speaking about the institution of slavery. The thesis then discusses the further changes in attitude to the worker that followed the decline of imperial authority in the west. It examines the role of the Church and its teaching regarding the dignity of the human person and the place of work in the scheme of redemption, and how it had an ameliorating effect on the treatment of slaves in the various Barbarian kingdoms which arose in the west following the extinguishing of Roman authority. The thesis argues that it was the influence of Christianity which ultimately led to the evolution of the condition of slavery as it was known in the Roman Empire and Carolingian period, to that of the serfdom of the Middle Ages. Next discussed is the 'Guild System' of regulating and controlling the crafts. The Guilds were a society, in part co-operative but mainly composed of private owners of capital whose corporation was self governing, and was designed to check competition between its members in order to prevent the growth of one at the expense of the other. The thesis examines how the Guilds functioned and explains why some Catholic writers such as Hilaire Belloc and Gilbert Keith Chesterton regarded the Guilds as an excellent example of the practical application of Christian principles to work and economics. The thesis then examines the effects of the Reformation and the rise of liberal capitalism from the Guild system and how they both contributed to its decline. Following the decline of the Guild system and the onset of liberal capitalism, society came to be divided into two classes, the capitalist class, and the proletariat. This thesis examines how this development occurred and the factors which contributed to it. It shows how the division of society into capitalist and proletariat, haves and have-nots, resulted in the development of a class war and the antagonism between capital and labour. The thesis shows how under the liberal capitalist system, the conditions of the working class came to resemble in the words of Leo XIII, 'a yoke, almost of slavery'. Next developed and analysed is the manner in which the antinomy between capital and labour gave birth to the philosophy of Marxism in 1848 following the publication of the Communist Manifesto by Karl Marx and Freidrich Engels. It shows how the development of these two antagonistic classes was viewed by the Church as an aberration or distortion of the social order and how in response to the rise of the philosophy of Marxism, Leo XIII countered with his great social encyclical Rerum Novarum, promulgated on the 15th May 1891, which was to earn him the title of 'The Workers' Pope'. The thesis then deals sequentially with the social teachings and encyclicals of Popes Pius XI, Pius XII, John XXIII, Paul VI and John Paul II. All of these Popes, in some way, expanded upon and developed the social teaching of the Church regarding the workers. In many ways it could be said that the later encyclicals have 'fleshed out' Rerum Novarum. During this period, numerous advances have been made in the fields of technology and there has been a considerable improvement in the conditions and wages of workers. In its consideration of the social encyclicals since Rerum Novarum, this thesis discusses the way in which the Popes have developed and expanded Catholic social teaching in respect of the workers as changes in technology and various structural changes to the financial system threw up new and complex challenges to the creation of a just social order in which the dignity and the rights of workers are fully respected. It is shown how the Popes since Leo XIII have confronted the injustices associated with these developments and detailed recommendations for action, some of which would be viewed by many as quite radical. Later in this thesis deleterious effects upon the rights of workers of global neo-liberal capitalism are identified. It is demonstrated that in the early years of the twenty-first century, there are already signs that some of the less desirable traits of laissez faire or liberal capitalism, are once again rearing their heads. This is seen in such developments as the 'hollowing out' of the middle class and the concentration of wealth in fewer hands. It is also seen in the slow but sure erosion of the working conditions of workers and in their level of remuneration. It is seen in developed countries, in the trend towards longer working hours and the increasing casualisation of the workforce. This thesis shows that in the context of the world economy, a gap continues to widen between the developed and undeveloped nations, whilst inequitable trade agreements tend to confine the developing nations to the status of providers of raw materials to the industrialised world, an inequity, which, more often than not finds itself imposed upon the working men and women of the developing nations in the form of long hours, low wages and poor conditions. It is a tenet of this thesis that the social teaching of the Church directly the challenges and confronts the philosophy of neo-liberal capitalism and its associated philosophy of globalism in respect of the attaining of a just distribution of the world's goods, the dignity of work and the mutual dependence of capital and labour.
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Stout, Mark Joseph. "Students as historical detectives the effects of an inquiry teaching approach on middle school students' understanding of historical ideas and concepts /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2027.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hodkinson, Alan John. "Primary children's developing conceptions of historical time : analysing approaches to teaching and learning." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397050.
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Paul, James Francis Holt Niles R. "Nietzsche's superman the use of multiple historical interpretations in developing a teaching model /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616846.
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Thesis (D.A.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 11, 2005. Dissertation Committee: Niles R. Holt (chair), Charles E. Gray, John R. McCarthy, Earl A. Reitan, Lawrence D. Walker. Includes bibliographical references (leaves 216-221) and abstract. Also available in print.
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Russell, Matthew. "An Analysis of the Québec History Examination: Validity and Historical Thinking." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38611.
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This document analysis examines how historical thinking is evaluated by the Ministry of Education history examination in Québec in 2015. High school students in Québec are required to pass this examination in order to receive their diploma. The Ministry examination claims to evaluate students’ historical knowledge and skills. Almost twenty years of Ministry of Education documents were analyzed using a historical methodology and two Ministry examinations were analyzed using a rubric derived from historical thinking criteria to answer the following questions: How has historical thinking influenced the history curriculum and the evaluation of history in the province of Québec? How is historical thinking reflected in the Québec Ministry examination?
Analysis of the two examinations show that they are a limited tool for evaluating historical thinking and are instead focused on evaluating historical content knowledge. The current Ministry examination generally has some elements of four domains of historical thinking: evidence, cause and consequence, continuity and change and historical perspective. However, many of the questions only require students to answer at the recall level. Overall, there are few opportunities for students to demonstrate their advanced knowledge of historical thinking on the ministry examination.
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DiAgostino, Grace Ann. "The Cemetery Project: A Model for Teaching Historical Understanding and Public History in an Age of Teaching to the Test." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/381056.
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History<br>M.A.<br>This study explores the history of the Cemetery Project, a research-based initiative facilitated by Julia Reynolds Masterman Preparatory and Demonstration School (Masterman) teachers since 1990 at The Woodlands, both in Philadelphia, Pennsylvania. As understood here, the Cemetery Project has the potential to change the ways in which public history institutions like archives, libraries, and historical institutions engage with classrooms. Situated within the context and history of social science education reform and policy, the Cemetery Project shows the pertinence of primary sources use with the goal of teaching historical thinking in high school history educational contexts.<br>Temple University--Theses
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Murray, Deanne Rigby. "Exploring Three Fifth-Grade Teachers' Understanding of Historical Thinking: A Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1481.
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Deanne R. Murray at Utah State University conducted a qualitative case study aimed at examining the understanding and practice of historical thinking of three fifth-grade teachers. These three teachers had each been a participant for 3 years in a federally funded Teach American History (TAH) grant project aimed at increasing teachers' historical knowledge and classroom practices. This TAH project in Utah was particularly focused on teachers learning to use cultural tools in socially mediated settings with the ultimate goal of improving their students' performance in history.
This study sought to understand the development of these three teachers' historical thinking through their participation in this TAH project and explore how this development influenced their teaching of history to their students. It was the aim of the researcher to probe the understanding of these three teachers regarding historical thinking after 3 years of professional development. If we are interested in strengthening the historical thinking competence of students in our schools, it makes sense to begin by gaining a better understanding of teachers' professional development experiences that are intended to foster historical thinking.
This study required the collection of data from teacher interviews, teacher observations in the TAH setting, teacher lesson reflections, and teacher analysis of their students' work and understanding of historical thinking. Teacher participation in this study was voluntary and uncompensated and no outside funding was used during this study. The researcher, Deanne R. Murray, volunteered her time and resources for the study to fulfill the requirements of a Doctor of Philosophy in Education degree.
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Sjunnesson, Ludvig. "Simulated History as Life's Teacher : Investigating the potential for historical simulation games to nurture historical consciousness." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38386.
Full textAbstract:
This paper explores the potential of historical simulation games to nurture historical consciousness. Merging the subject of history and game studies, the material analyzed is the digital game Crusader Kings 2 as well as player created narratives spawned from it. The paper uses a mixed method from game study and history didactics, and theories of historical consciousness to interpret the material. The study shows that the potential to develop historical consciousness do exist in the historical simulation game, and that the narratives that players create from play contain signs of historical consciousness. The study opens up the field for future case studies where the development of historical consciousness through historical simulation can be tested in a formal school setting.<br>Denna studie undersöker potentialen hos historiska simulationer i digitala spel att utveckla historiemedvetande. Ämnet historia och spelstudier blandas i denna uppsats där det digitala spelet Crusader Kings 2 och tillhörande spelarskapade narrativ undersöks. Studien använder en blandad metod från spelstudier och historiedidaktik. Teorier om historiemedvetande används för att tolka materialet. Undersökningen visar att det finns potential för detta historiska simulationsspel att utveckla historiemedvetande. Den visar även att tecken på historiemedvetande syns i de spelarskapade narrativen. Studien öppnar upp för framtida fallstudier där utvecklingen av historiemedvetande genom historisk simulation kan testas i formell skolmiljö.
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Stiebel, Guy Daniel. "Armis et litteris : the military equipment of Early Roman Palestine, in light of the archaeological and historical sources." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445976/.
Full textAbstract:
To date, no systematic study of the military equipment from the celebrated conflict sites of the Bella Judaica has been offered. Based on a large assemblage of military equipment that originated from over 70 sites throughout Palestine a typological database of the equipment was formed, the majority of which is hitherto unpublished. The arid conditions of the eastern sectors of Palestine have contributed to an excellent preservation of equipment made of perishable materials. Additionally, rare discoveries like the panoply of a Roman legionary enabled us to illustrate the images of the Roman soldiers and their opponents in the Early Roman east. But this study draws beyond the narrow typological approach. The militaria of Roman Palestine is examined against its contextual background. This corpus enriches the archaeology of conflict, as the analysis of the material yielded indications for the tactics and types of weapons employ ed, among which are remnants of unique siege tools. The exploration of the spatial distribution of the militaria provided new data concerning the course of battles and revealed the identity of the participating forces and provides a platform for critical discussion about the credibility of historical sources. By reviewing the wider historical and social contexts through the spectacles of military equipment we obtain now a tool which extends and improves our understanding of the big picture, namely how the interrelations between the struggling societies were mediated and moulded by social, political and economic conditions and practices. Militaria appears to be a useful indicator for the status of warriors within their military society and in the eyes of the civil society which is manifested in the rabbinic literature. It further sheds light upon production and technological aspects, which appear to echo the complex Romano-Jewish interrelations and the resistance of the oppressed side to the cultural Romanisation process.