Relevant bibliographies by topics / History of Education (0520)

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'History of Education (0520)'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "History of Education (0520)"

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Marcus, Anthony. "Imaginary worlds. The last years of Eric Wolf Pathways of power. Building an anthropology of the modern world. By Eric Wolf. Edited by Sydel Silverman. Berkeley: University of California Press. 2001. 488 pp. $60.00. ISBN 0520 223330. Envisioning power. Ideologies of dominance and crisis. By Eric Wolf. Berkeley: University of California Press. 1999. 352 pp. $50.00. ISBN 0520 215362. Europe and the people without history. By Eric Wolf. Berkeley: University of California Press. 1992. 525 pp. $21.95. Pb.: ISBN 0520 048989." Social Anthropology 11, no. 1 (February 2003): 113–27. http://dx.doi.org/10.1017/s0964028203000089.

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Lakoza, N. V. "THE FORMATION OF BASICS HEALTH AND SAFETY LIFE COMPETENCIES FROM GENERAL EDUCATION SCHOOLSTUDENTS." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 3(19) (2020): 20–28. http://dx.doi.org/10.51707/2618-0529-2020-19-03.

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The article is devoted to the problems of formulating health care and safety of life competence. The article presents the history of the formation and development of health care in pedagogy. The article identifies the main competencies of the 8th-grade courses “Fundamentals of Health” and “Human Biology”. Ascertaining experiment, which was conducted among 8‑form students indicates that the majority consider the course “Fundamentals of Health” — 57.2% necessary to study, but 34.5% of students want a more practical orientation of learning. The formation of students’ competencies of the basics of health and safety of life is considered in the article as a step-by-step process based on the theory of knowledge and should take place in the following stages: empirical, conceptual, and creative, corresponding to the levels of basic concepts: initial, medium, high. In the formative experiment the study of these natural disciplines is carried out using modular learning, which involves the transition of the student to the position of a real subject of educational activity, the basic concepts are highlighted. The use of the educational module involves the structuring of the material, the organization of independent work of students and the implementation of educational tasks, practical work with the application of active teaching methods (problem situations, business games). The structuring of educational material involves its division into blocks: information, practical, integration, control, and testing of knowledge. The humanistic approach is carried out by supplementing the course programs with topics of International Humanitarian Law. The content and activity component of the process, as well as the pedagogical conditions for the formation of students’ competencies in the basics of health and safety of life, have been developed. The methods which it is expedient to use in the course of formation of the given competence at students of comprehensive schools are defined.
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Kantor-Kozdrowicki, Piotr, Małgorzata Materniak-Pawłowska, and Jacek Przygodzki. "Przedmioty historycznoprawne na polskich wydziałach prawa." Prawo 330 (November 9, 2020): 149–86. http://dx.doi.org/10.19195/0524-4544.330.9.

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Subjects relating to the history of law at Polish law faculties The article is devoted to subjects relating to the history of law taught at Polish law faculties. It is divided into two parts. The fi rst encompasses an analysis of subjects relating to the history of law, the second — to subjects associated with political and legal doctrines. The author analyses the teaching at public and private higher education institutions. The HEIs have been classifi ed on the basis of the 2018 faculties of law ranking of the Rzeczpospolita daily. The authors sought to examine, on the basis of the curricula published on the faculties’ websites, the teaching in not just law programmes, but also other programmes run by the faculties of law, e.g. undergraduate and graduate administration programmes or security undergraduate and graduate programmes. When it comes to non-public HEIs, the article focuses on the best four faculties of law in the Rzeczpospolita ranking. Die rechtsgeschichtlichen Fächer an den polnischen rechtswissenschaftlichen Fakultäten Der Beitrag ist der rechtsgeschichtlichen Didaktik an den polnischen rechtswissenschaftlichen Fakultäten gewidmet. Er besteht aus zwei Teilen. In dem ersten wurden die rechtsgeschichtlichen Fächer analysiert und der zweite ist den Fächern aus dem Bereich der politischen und rechtlichen Lehre gewidmet. Im Text wurde die Didaktik an öff entlichen und nicht öff entlichen Hochschulen geschildert. Die Reihenfolge der einzelnen Zentren ergibt sich aus ihrer Position in dem Ranking der Rechtsfakultäten der Zeitung „Rzeczpospolita” aus dem Jahre 2018. Die Autoren versuchten, anhand der Lehrprogramme, die auf den Internetseiten der Fakultäten veröff entlicht werden, die Didaktik nicht nur an der Fachrichtung Recht darzustellen, sondern auch an anderen Fachrichtungen, die durch die juristischen Fakultäten geführt werden, wie z.B. an der Fachrichtung Verwaltung (Bachelor- und Masterstudiengang) oder Sicherheit (Bachelor- und Masterstudiengang). Hinsichtlich der nicht öff entlichen Schulen, so wurden die nach der Rangliste der „Rzeczpospolita“ vier besten rechtswissenschaftlichen Fakultäten analysiert.
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Akhter, Waheed, Vasileios Pappas, and Saad Ullah Khan. "Insurance demand in emerging Asian and OECD countries: a comparative perspective." International Journal of Social Economics 47, no. 3 (February 14, 2020): 350–64. http://dx.doi.org/10.1108/ijse-08-2019-0523.

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PurposeIn this paper, we aim to assess insurance demand across selected Asian and OECD countries during the period of the global financial crisis.Design/methodology/approachWe collected data from 55 emerging Asian and OECD countries during the period of the global financial crisis. Our methodology relies on panel regressions. Separate models are run for the Asia/OECD economies and a follow-up distinction between high/low-income regions is also made.FindingsWe find that global financial crisis affects negatively the general insurance demand particularly in high-income region. Higher dependency ratio in Asia tends to decrease insurance demand, whereas education in case of Asia positively influences insurance demand indicating that higher literacy rate can be helpful to capture the potential customers. Our results further reveal that life insurance is an important driver for insurance demand in OECD countries, whereas general insurance demand is higher in the Asian economies.Research limitations/implicationsA limitation of this study is that data sets employed do not differentiate between different life and general insurance products.Practical implicationsThis study is helpful for regulators, policymakers and insurance providers to evaluate, assess and monitor insurance demand in relevant countries.Originality/valueThis is one of the pioneering studies that have assessed insurance demand among emerging Asian and OECD countries during the period of the global financial crisis.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2019-0523
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Fakhry, Carole, Qiang Zhang, Phuc Felix Nguyen-Tân, David I. Rosenthal, Randal S. Weber, Louise Lambert, Andy M. Trotti, et al. "Development and Validation of Nomograms Predictive of Overall and Progression-Free Survival in Patients With Oropharyngeal Cancer." Journal of Clinical Oncology 35, no. 36 (December 20, 2017): 4057–65. http://dx.doi.org/10.1200/jco.2016.72.0748.

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Purpose Treatment of oropharyngeal squamous cell carcinoma (OPSCC) is evolving toward risk-based modification of therapeutic intensity, which requires patient-specific estimates of overall survival (OS) and progression-free survival (PFS). Methods To develop and validate nomograms for OS and PFS, we used a derivation cohort of 493 patients with OPSCC with known p16 tumor status (surrogate of human papillomavirus) and cigarette smoking history (pack-years) randomly assigned to clinical trials using platinum-based chemoradiotherapy (NRG Oncology Radiation Therapy Oncology Group [RTOG] 0129 and 0522). Nomograms were created from Cox models and internally validated by use of bootstrap and cross-validation. Model discrimination was measured by calibration plots and the concordance index. Nomograms were externally validated in a cohort of 153 patients with OPSCC randomly assigned to a third trial, NRG Oncology RTOG 9003. Results Both models included age, Zubrod performance status, pack-years, education, p16 status, and T and N stage; the OS model also included anemia and age × pack-years interaction; and the PFS model also included marital status, weight loss, and p16 × Zubrod interaction. Predictions correlated well with observed 2-year and 5-year outcomes. The uncorrected concordance index was 0.76 (95% CI, 0.72 to 0.80) for OS and 0.70 (95% CI, 0.66 to 0.74) for PFS, and bias-corrected indices were similar. In the validation set, OS and PFS models were well calibrated, and OS and PFS were significantly different across tertiles of nomogram scores (log-rank P = .003;< .001). Conclusion The validated nomograms provided useful prediction of OS and PFS for patients with OPSCC treated with primary radiation-based therapy.
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Trovato, James A., Nina M. Trocky, Julianne S. Oktay, Deborah McGuire, Kathleen A. Griffith, and Sandra W. McLeskey. "An Interprofessional Web-Based Approach to Providing Breast Cancer Education." Journal of Cancer Education 28, no. 4 (July 16, 2013): 639–46. http://dx.doi.org/10.1007/s13187-013-0520-y.

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Nespor, Jan. "Schooling for the long-term: elite education and temporal accumulation." Zeitschrift für Erziehungswissenschaft 17, S3 (June 27, 2014): 27–42. http://dx.doi.org/10.1007/s11618-014-0520-7.

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Giles, David, and Russell Yates. "Enabling educational leaders: qualitatively surveying an organization's culture." International Journal of Organizational Analysis 22, no. 1 (March 4, 2014): 94–106. http://dx.doi.org/10.1108/ijoa-11-2011-0526.

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Purpose – This article aims to consider the construction and use of a qualitative survey in opening relational aspects of the organisational culture within an educational institution. Rather than a numeric set of metrics, the researcher's intent was to use a survey as a vehicle for thematic and hermeneutic constructions of the data that might show emergent themes that are ontological in nature. The open-ended questions in this survey were constructed in four sections: general practice and comparison, history, relational experiences, and leadership practices. Design/methodology/approach – The context for this research was a department within a faculty of education. In addition to the process of collecting and analysing the survey data, the chairperson of the department was interviewed in terms of the quality of the data and the usefulness of the data. The quality of the data was considered in terms of the insights that might be gained from the participants' data. Findings – The findings of the qualitative survey showed the relational nature of the department in terms of the collegiality and reciprocity of care between those in leadership and amongst the staff in general. While staff referred to the strengths of the relational culture, the growth in student numbers and staff leave staff wondering about the sustainability of a rich collegial culture. In addition, the chairperson appreciated understandings from the participants in terms of the future growth and culture of the department. Originality/value – All too often, educational leaders are busy with data associated with the future directions of an educational enterprise. Educational leaders can make assumptions from their interactions with staff in the busyness of leadership and management tasks. This survey has opened themes that were new to the chairperson, or validated some of their hunches and assumptions. The success of the experience, findings and learning on the part of the educational leader has led to the trialling of this organisational tool in the context of an elementary primary school.
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Lerchenfeldt, Sarah, and Levi M. Hall. "Pharm.D.s in the Midst of M.D.s and Ph.D.s: the Importance of Pharmacists in Medical Education." Medical Science Educator 28, no. 1 (January 3, 2018): 259–61. http://dx.doi.org/10.1007/s40670-017-0520-3.

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Nóvoa, António. "On History, History of Education, and History of Colonial Education." Paedagogica Historica 31, sup1 (January 1995): 23–64. http://dx.doi.org/10.1080/00309230.1995.11434837.

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Dissertations / Theses on the topic "History of Education (0520)"

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Sartorius, Kelly C. "Emily Taylor, dean of women: inter-generational activism and the women's movement at the University of Kansas." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8449.

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Doctor of Philosophy
Department of History
Sue Zschoche
Historians have often linked the route of the second wave of the women's movement on college campuses with the development of women's liberation as young women involved in the New Left came to feminist consciousness working in civil rights and anti-Vietnam protests. This dissertation considers a “longer, quieter” route to feminist consciousness on a college campus by considering the role of a dean of women, Dr. Emily Taylor, at the University of Kansas between 1956 and 1974. Through her office that centered on women’s affairs, Taylor used the student personnel and counseling profession to instigate the dissolution of parietals at KU, a project that has long been associated with New Left student protests. A liberal feminist committed to incremental change to benefit women’s equal status in society, Taylor structured her office to foster feminist consciousness in undergraduate students, and provided staff support to New Left and radical women’s groups as they emerged on the KU campus. As a result, the inter-generational exchange that occurred within the KU dean of women’s office illustrates one example of how liberal and radical feminists interacted to foster social change within an institution of higher learning. The projects undertaken within her office illustrate that these seemingly separate groups of women overlapped, collaborated, and sometimes clashed as they worked toward achieving feminist goals. Her career at KU also shows that the metaphor of a first and second wave of the women’s movement may not be an accurate picture of the growth of feminism on co-educational campuses. Little scholarly work exists on the role of deans of women in higher education, or regarding women college students in the years immediately following World War II. This dissertation adds to the literature in both areas, showing that in the case of KU the administration was not a monolithic obstacle to student protest, the New Left, civil rights, and feminism. Instead, Taylor as dean of women pushed initiatives that bore on all of these areas. While Taylor is one example, her career illustrates patterns in deans of women’s activities that deserve further study and consideration.
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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.

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Master of Arts
Department of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
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Stephenson, Maxine Sylvia. "Creating New Zealanders: Education and the formation of the state and the building of the nation." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/30.

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Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.
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Walden, Valerie Elizabeth. "An investigation and comparison of the French and Austro-German schools of violoncello bowing techniques: 1785-1839." Thesis, University of Auckland, 1994. http://wwwlib.umi.com/dissertations/fullcit/9424418.

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This study traces the development of violoncello bowing technique in France, Austria and Germany between the years 1785-1839. Using evidence obtained from contemporary violoncello methods, periodical reviews, iconographic materials, diaries, letters, musical manuscripts, first-edition performance repertoire, and first-hand research at the Library of Congress, Smithsonian Institute and University of California at Berkeley, the technical methodology of each school is examined. By this process, diverse qualities in the playing manner of J. P. Duport, J. L. Duport, Janson, Tricklir, Breval, J. H. Levasseur, Lamare, Hus-Desforges, Baudiot, Norblin, Vaslin and Franchomme, and that of A. Kraft, Ritter, Romberg, N. Kraft, Dotzauer, Lincke, Bohrer, Merk and Kummer are discernible. Such divergences in bowing technique form the basis of dissimilarities present in French and Austro-German violoncello performance of 1785-1839, a circumstance occasioned by a variety of contributing factors. These issues are segregated for investigation. Following the Introduction, Chapters 1 and 2 provide background information regarding the development of the instrument, bow, and bowing techniques before 1785. Chapter 3 discusses design modifications that occurred to the instrument and bow between 1785 and 1839. Chapters 4 and 5 present the biographies of each of the violoncellists examined, while Chapter 6 discusses the influence of performers from the French violin school and the musician interaction brought about by the French Revolution and subsequent wars. Analysis of the varying performance characteristics of the French and Austro-German schools begins with Chapter 7, this chapter and Chapter 8 surveying the performance methodology of each of the violoncellists included in this study. Chapters 9 and 10 assess the consequential relationship of performance technique to performance repertoire and Chapter 11 summarizes the findings of the accomplished research. These findings detail differences in the performance methodology of the French, Austrian and German violoncello schools in the period 1785-1839. The variants evinced include the manner in which the bow and instrument were held, the type of bowing techniques incorporated into the performance repertoire of each nationality and the method of their execution, the way in which the violoncello's varying sonorities were exploited, and the regard for sound quality and volume by performers of each school.
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Stork, Lisa. "Effectiveness of interpretive exhibits at Brown v. Board of Education National Historic Site." Kansas State University, 2013. http://hdl.handle.net/2097/15645.

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Master of Science
Department of Horticulture, Forestry, and Recreation Resources
Ted Cable
National parks reach out to millions of people each year by offering a number of recreational and educational experiences. People are exposed to new ideas and experiences in a national park that they may not get anywhere else. At Brown v. Board of Education National Historic Site in Topeka, Kansas, the National Park Service (NPS) compels visitors to step into the shoes of African American students in a segregated elementary school through the use of interpretive exhibits. This study was conducted to evaluate the effectiveness of the interpretive exhibits at Brown v. Board of Education National Historic Site. Most visitors sampled (91%) were visiting for the first time, indicating that the site does not have many repeat visitors. Race and the American Creed, the 30 minute film that plays in the auditorium, was found the most impactful exhibit by 34.3% of visitors surveyed. Expressions and Reflections, the temporary exhibit in the Kindergarten room, was the second most impactful exhibit, at 21.6% of visitors surveyed. The least impactful exhibit was the film Pass It On, at 0.9% of visitors surveyed. As a whole, visitors were most impacted by dynamic exhibits with a clear theme, while static exhibits and those that did not have a clear theme were not as impactful. This research will help guide Brown v. Board of Education National Historic Site staff as they contemplate future changes in the interpretive exhibits.
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Thorp, Robert. "Uses of history in history education." Doctoral thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23027.

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This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history. The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history. Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.
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CASTRO, LUCAS BARROS DE. "TEACHING HISTORY IN HIGH BRIDGE FARM: HISTORY, CULTURE AND EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23928@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O trabalho entrelaça historiografia, espaços não formais, cultura e ensino de história. A pesquisa busca compreender as práticas educativas desenvolvidas no roteiro guiado da Pousada Fazenda Ponte Alta (PFPA) e suas relações com o ensino de história nas escolas cariocas. Está estruturado em três capítulos, além da introdução e considerações finas. Após a introdução, o capítulo II aborda as diversas reescritas historiográficas desenvolvidas pela Escola dos Annales e pela Nova História Cultural, assim como aprofunda no sentido e relevância da chamada educação não formal. Termina com reflexões direcionadas as propostas didáticas observadas hoje no ensino de história. O terceiro capítulo realiza uma descrição da PFPA: história, arquitetura, características centrais, os atuais serviços e, principalmente, analisa as atividades e dinâmicas educativas realizadas no local. O quarto e último capítulo está centrado na análise dos dados construídos através da pesquisa, cujas estratégias metodológicas foram revisão bibliográfica, análise documental, observações e entrevistas. Nas considerações finais destaca-se que o espaço tem consolidado seu roteiro histórico como importante ferramenta e prática educativa. Acreditamos que a PFPA possibilita avanços no ensino de história ao promover a ampliação das fontes de pesquisa, de experiências e dinâmicas pedagógicas e, assim, contribui para o enriquecimento do ensino de história nas escolas do Rio de Janeiro, particularmente no Ensino Fundamental.
The work weaves together non-formal spaces, historiography, culture and history teaching. The research tries to understand the educational practices developed in the screenplay of Pousada Fazenda Ponte Alta guided (PFPA) and their relationships with the teaching of history in schools in Rio. It is structured in three chapters, besides the introduction and considerations. After the introduction, chapter II discusses the various historiographical rewritten developed by the Annales school and New Cultural history, as well as deepens in meaning and relevance of the so-called non-formal education. It ends with reflections directed to didactic proposals observed today in history teaching. The third chapter is a description of the PFPA: its history, architecture, key features, the current services offered and, above all, educational activities and dynamic analyses carried out on site. The fourth and final chapter is focused on the analysis of data built through research, whose methodological strategies were bibliographical revision, document analysis, observation and interviews. In the final considerations it stands out that the space has consolidated its historic route as an important tool and educational practice. We believe that the PFPA provides updates in teaching history to promote the expansion of research sources, experiences and pedagogical dynamics and thus contributes to the enrichment of history teaching in schools of Rio de Janeiro, particularly in elementary school.
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Ghosh, Guruprasad. "Subjugated history: Empire, education, and espionage." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539791815.

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For more than five decades the British government suppressed the work of the Special Operations Executive (SOE) in India during 1941--1946. The SOE was a secret body engaged in sabotage, subversive activities, and black propaganda in enemy, enemy controlled, and neutral countries during the Second World War. Through the perspective of subalternity, this study reconstructs the career of Shottyendro K. Ghosh, an Indian member of the Indian Civil Service, a tiny administrative elite, overwhelmingly British in composition that was responsible for overseeing all government activity in British India. Ghosh became a quisling and leader of a fierce guerilla force for the SOE during World War II in order to protect his homeland from Japan's imperial conquests. Much of Ghosh's life continues to be an untold story. This study also examines the current World War II curriculum at a flagship university in Bengal, India, where much of the SOE operations were based, to evaluate the state of curricular affairs, the level of familiarity and scholarly activity amongst active historians and to learn to what extent SOE operations in India is included in the World War II curriculum that is taught to undergraduate history students at this institution. The contextual framework for this examination is nested in the sociology of knowledge. This study will illuminate both a precise historical moment and the ways it has been narrated in academic discourse. In doing so, it will fill a gap in Indian history.
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Fredriksson, Knöös Ida, and Ida Andersson. "Schools' democracy mission in history education." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27581.

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Detta examensarbete har haft som syfte att undersöka hur historielärare tolkar och undervisar i skolans demokratiuppdrag med fokus på de demokratiska värderingar som ska utvecklas. Genom en intervjustudie med tre historielärare undersöker vi enligt våra frågeställningar hur lärarna tolkar uppdraget och hur de uttalat anser sig arbeta med det (explicit arbete). Genom tre lektionsobservationer undersöker vi även hur lärarna arbetar med uppdraget outtalat eller omedvetet (implicit) baserat på teorier om hur demokratiska värderingar kan utvecklas genom historiemedvetande och historisk empati i historieundervisningen. I observationerna tittar vi då efter aktiviteter och stoff som låter eleverna resonera kring historiska aktörer, deras val och handlingar samt bakgrund till och konsekvenser av dessa. Vi undersöker också om aktörernas levnadsvillkor diskuteras och om jämförelser mellan dåtid, nutid och framtid görs för att utveckla ett historiemedvetande som, enligt de teoretiker vi lutar oss mot anser är väsentligt för att utveckla den historiska empatin. Den historiska empatin är sedan i sin tur grundläggande för att demokratiska värderingar ska kunna utvecklas.Studiens resultat visar att alla de lärare vi intervjuat kopplar demokratiuppdraget till praktiska demokratiska färdigheter samt kunskapen om demokrati, men ingen av lärarna tar upp utvecklingen av värderingar. Trots att ingen av lärarna tar upp de demokratiska värderingarna som en del av demokratiuppdraget i intervjun kan vi se att samtliga ägnar lektionstid åt att diskutera aktörers val och handlingar i förhållande till deras levnadsvillkor. Enligt våra teorier är det en indikation på att lärarna anser sig arbeta med demokratiuppdragets praktiska och teoretiska del, men att de omedvetet även arbetar med värderingar i historieundervisningen.
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Chughtai, Mariam. "What Produces a History Textbook?" Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461056.

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In this dissertation, I undertake a sequential analysis of an elaborate system of forces that contribute to the production of history textbooks in Pakistan. I review longitudinal series of data on education policies and history textbooks from 1938-2012, and examine the decision-making processes, which inform said policies and textbooks, at the federal, provincial and local levels of government in Pakistan. My analysis is grounded in a particular understanding of religious nationalism and identity politics which is essential in conceptualizing religious political extremism and its role in defining what it means to be “Islamic” in context of history education in Pakistan. Findings suggest that a history textbook in Pakistan is produced by seven highly influential and complex variables: (1) Religious ideology: religious ideological direction set through federal education policy, and the international pressures and domestic political events that inform this policy; (2) Identity politics: the scope of identity that the state mandates for its citizens, including the resistance to that scope as captured by student interaction with textbook content; (3) Military revisionism: war narratives and the state’s reconciliation with its past; (4) Political power: perceptions, leadership, and exclusionary tactics; (5) Financial vulnerabilities; (6) Systemic inefficiencies; and (7) Past history textbooks, in how they empower certain interest groups which inhibit curriculum development and revised conceptions of history. My analysis reveals that while state sponsored curriculum material is used for the purpose of solidifying the relationship between religion and state, the content, the process, and the constantly shifting narrative of religious nationalism, selected from a multitude of narratives, are products of strategic choices that may well employ religion but are not entirely religiously motivated. Consequently, I propose the possibility that history education in Pakistan does not foster religious nationalism for the sake of religion, but uses religion as one tool amongst many, to further secular, political, and nationalistic objectives.
Education Policy, Leadership, and Instructional Practice
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Books on the topic "History of Education (0520)"

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Education, education, education: Reforming England's schools. London: Biteback Pub., 2012.

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Leuzzi, Linda. Education. Philadelphia: Chelsea House Publishers, 1998.

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C, Wragg E. Education, education, education: The best bits of Ted Wragg. New York, NY: RoutledgeFalmer, 2004.

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Education. London: Whitechapel Gallery, 2011.

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Lana, Collet-Klingenberg, ed. Education. Thousand Oaks, Calif: Sage Publications, 2011.

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Urban, Wayne J. American education: A history. 4th ed. New York, NY: Routledge, 2008.

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L, Wagoner Jennings, ed. American education: A history. 3rd ed. Boston: McGraw-Hill, 2004.

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Addiss, Stephen. Art history and education. Urbana: University of Illinois Press, 1993.

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Mary, Erickson, ed. Art history and education. Urbana: University of Illinois Press, 1993.

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Kant, Immanuel. Anthropology, history, and education. Cambridge, UK: Cambridge University Press, 2007.

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Book chapters on the topic "History of Education (0520)"

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Thayer, Patrick, Hector Martinez, and Erik Gatenholm. "History and Trends of 3D Bioprinting." In Methods in Molecular Biology, 3–18. New York, NY: Springer US, 2020. http://dx.doi.org/10.1007/978-1-0716-0520-2_1.

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Jackson, Liz. "History education." In Contesting Education and Identity in Hong Kong, 91–103. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2020. http://dx.doi.org/10.4324/9781003130611-7.

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Duplass, James A. "History Education." In The Essence of Teaching Social Studies, 109–18. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-14.

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García-Salgado, Tomás. "Erratum to: The Sunlight Effect of the Kukulcán Pyramid or The History of a Line." In Recalling Eero Saarinen 1910–2010, 361. Basel: Birkhäuser Basel, 2010. http://dx.doi.org/10.1007/978-3-0346-0520-5_14.

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Hitti, Philip K. "Education." In History of the Arabs, 408–15. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-03982-8_28.

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Ashkan, Maryam, and Yahaya Ahmad. "Discontinuous Double-shell Domes through Islamic eras in the Middle East and Central Asia: History, Morphology, Typologies, Geometry, and Construction." In Recalling Eero Saarinen 1910–2010, 287–319. Basel: Birkhäuser Basel, 2010. http://dx.doi.org/10.1007/978-3-0346-0520-5_9.

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Johnston, Deborah Smith. "World History Education." In Palgrave Advances in World Histories, 256–78. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523401_12.

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Harlacher, Jason E., Tami L. Sakelaris, and Nicole M. Kattelman. "History of Education." In Practitioner’s Guide to Curriculum-Based Evaluation in Reading, 7–21. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9360-0_2.

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Fontana, Giuditta. "Reforming History Education." In Education Policy and Power-Sharing in Post-Conflict Societies, 123–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31426-6_4.

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Kaestle, Carl F. "History of Education." In Leaders in the Historical Study of American Education, 153–64. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-755-4_14.

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Conference papers on the topic "History of Education (0520)"

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Ekaterina, Malygina. "DOCUMENTARY HERITAGE OF KHAKASSIA: THE POSSIBILITY OF USING IN SOCIAL AND CULTURAL EDUCATION AND PATRIOTIC EDUCATION OF CITIZENS." In Archives in history. History in archives. Ottisk, 2018. http://dx.doi.org/10.32363/978-5-6041443-5-0-2018-157-161.

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Apdelmi. "Learning History by Qualified Teacher Education beyond History." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.117.

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Apdelmi, Apdelmi. "Learning History by Qualified Teacher Education beyond History." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294088.

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"Engineering Education and History." In 2019 IEEE 2nd Ukraine Conference on Electrical and Computer Engineering (UKRCON). IEEE, 2019. http://dx.doi.org/10.1109/ukrcon.2019.8879929.

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Chung, Soyeon. "A Study on the Receptive History of 'Cheo-Yong' Story in for Literary History Education." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.32.

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Kuran, Mehmet Sukru, Ahmet Erden Tozoglu, and Cinzia Tavernari. "History-Themed Games in History Education: Experiences on a Blended World History Course." In 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2018. http://dx.doi.org/10.1109/ithet.2018.8424767.

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Zhang, Guangwei. "Virtual Simulation for History Education." In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2019. http://dx.doi.org/10.1109/vr.2019.8797734.

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Ozkan, Selim Hilmi. "History Education in Pluralistic Societies." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.127.

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Likhacheva, Lyudmila Alexandrovna. "PATRIOTIC EDUCATION BY ANCIENT HISTORY." In ВОСПИТАНИЕ КАК СТРАТЕГИЧЕСКИЙ НАЦИОНАЛЬНЫЙ ПРИОРИТЕТ. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-03-84.

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He, Yanxiang, Ye Tian, and Jie Deng. "China-U.S. educational exchange in the history." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028701.

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Reports on the topic "History of Education (0520)"

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Goldin, Claudia. A Brief History of Education in the United States. Cambridge, MA: National Bureau of Economic Research, August 1999. http://dx.doi.org/10.3386/h0119.

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Evans, Michael. The Role of Military History in the Education of Future Officers. Fort Belvoir, VA: Defense Technical Information Center, January 1997. http://dx.doi.org/10.21236/ada336221.

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Kwon, Yumi, and Sook Jin Kim. Study on Development of Convergence Subjects for Software Education in Fashion Design: Convergence Education of Western Costume History and 3D Virtual Costume Programs. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1698.

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Cvrcek, Tomas, and Miroslav Zajicek. School, what is it good for? Useful Human Capital and the History of Public Education in Central Europe. Cambridge, MA: National Bureau of Economic Research, December 2013. http://dx.doi.org/10.3386/w19690.

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Squiers, Linda, Mariam Siddiqui, Ishu Kataria, Preet K. Dhillon, Aastha Aggarwal, Carla Bann, Molly Lynch, and Laura Nyblade. Perceived, Experienced, and Internalized Cancer Stigma: Perspectives of Cancer Patients and Caregivers in India. RTI Press, April 2021. http://dx.doi.org/10.3768/rtipress.2021.rr.0044.2104.

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Cancer stigma may lead to delayed diagnosis and treatment, especially in low- and middle-income countries. This exploratory, pilot study was conducted in India to explore the degree to which cancer stigma is perceived, experienced, and internalized among adults living with cancer and their primary caregivers. We conducted a survey of cancer patients and their caregivers in two Indian cities. The survey assessed perceived, experienced, and internalized stigma; demographic characteristics; patient cancer history; mental health; and social support. A purposive sample of 20 cancer survivor and caregiver dyads was drawn from an ongoing population-based cohort study. Overall, 85 percent of patients and 75 percent of caregivers reported experiencing some level (i.e., yes response to at least one of the items) of perceived, experienced, or internalized stigma. Both patients (85 percent) and caregivers (65 percent) perceived that community members hold at least one stigmatizing belief or attitude toward people with cancer. About 60 percent of patients reported experiencing stigma, and over one-third of patients and caregivers had internalized stigma. The findings indicate that fatalistic beliefs about cancer are prevalent, and basic education about cancer for the general public, patients, and caregivers is required. Cancer-related stigma in India should continue to be studied to determine and address its prevalence, root causes, and influence on achieving physical and mental health-related outcomes.
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Hendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.

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At their most basic level taxes carry, in the words of Schumpeter ([1918] 1991), “the thunder of history” (p. 101). They say something about the ever-changing structures of social, economic, and political life. Taxes offer a blueprint, in both symbolic and concrete terms, for uncovering the most fundamental arrangements in society – stratification included. The historical retellings captured within these data highlight the politics of taxation in Alabama from 1856 to 1901, including conflicts over whom money is expended upon as well as struggles over who carries their fair share of the tax burden. The selected timeline overlaps with the formation of five of six constitutions adopted in the State of Alabama, including 1861, 1865, 1868, 1875, and 1901. Having these years as the focal point makes for an especially meaningful case study, given how much these constitutional formations made the state a site for much political debate. These data contain 5,121 pages of periodicals from newspapers throughout the state, including: Alabama Sentinel, Alabama State Intelligencer, Alabama State Journal, Athens Herald, Daily Alabama Journal, Daily Confederation, Elyton Herald, Mobile Daily Tribune, Mobile Tribune, Mobile Weekly Tribune, Morning Herald, Nationalist, New Era, Observer, Tuscaloosa Observer, Tuskegee News, Universalist Herald, and Wilcox News and Pacificator. The contemporary relevance of these historical debates manifests in Alabama’s current constitution which was adopted in 1901. This constitution departs from well-established conventions of treating the document as a legal framework that specifies a general role of governance but is firm enough to protect the civil rights and liberties of the population. Instead, it stands more as a legislative document, or procedural straightjacket, that preempts through statutory material what regulatory action is possible by the state. These barriers included a refusal to establish a state board of education and enact a tax structure for local education in addition to debt and tax limitations that constrained government capacity more broadly. Prohibitive features like these are among the reasons that, by 2020, the 1901 Constitution has been amended nearly 1,000 times since its adoption. However, similar procedural barriers have been duplicated across the U.S. since (e.g., California’s Proposition 13 of 1978). Reference: Schumpeter, Joseph. [1918] 1991. “The Crisis of the Tax State.” Pp. 99-140 in The Economics and Sociology of Capitalism, edited by Richard Swedberg. Princeton University Press.
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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.

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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
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