Relevant bibliographies by topics / History teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'History teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "History teaching"

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Sadornas, Roselle. "Teaching History." AJN, American Journal of Nursing 114, no. 8 (August 2014): 13. http://dx.doi.org/10.1097/01.naj.0000453022.23102.dc.

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Moore, David W. "Teaching History." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 7 (March 1989): 303–5. http://dx.doi.org/10.1080/00098655.1989.10114079.

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Fain, George. "Teaching History." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 2 (November 1998): 68–69. http://dx.doi.org/10.1080/00098659809599598.

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Sims, Anastatia. "Teaching History/Teaching about Teaching History: A Statement of Personal Strategy." History Teacher 30, no. 2 (February 1997): 217. http://dx.doi.org/10.2307/494576.

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Aktekin, Semih. "Trainee history teachers’ views on activity based teaching in history lessons." International Journal of Academic Research 5, no. 5 (October 15, 2013): 468–72. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.73.

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Korporowicz, Łukasz Jan. "Teaching Legal History – History of Legal Teaching: Introductory Remarks." Acta Universitatis Lodziensis. Folia Iuridica 99 (June 30, 2022): 5–7. http://dx.doi.org/10.18778/0208-6069.99.01.

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The article works as a set of introductory remarks that precede the collection of articles published under the title Teaching Legal History – History of Legal Teaching. In this article, the aims of the volume and its content are discussed.
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Wulf, Christoph. "TEACHING HISTORY IN EUROPE: A TRANSCULTURAL TASK." KAZAN SOCIALLY-HUMANITARIAN BULLETIN 8, no. 4 (August 2017): 4–12. http://dx.doi.org/10.24153/2079-5912-2017-8-4-4-12.

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Foster, Joe. "Teaching History by Living History." Civil War History 62, no. 1 (2016): 63–69. http://dx.doi.org/10.1353/cwh.2016.0023.

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Curthoys, Ann. "Teaching applied history." Australian Historical Studies 24, no. 96 (April 1991): 192–97. http://dx.doi.org/10.1080/10314619108595880.

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Wilson, D. J. "Teaching Disability History." OAH Magazine of History 23, no. 3 (July 1, 2009): 7–8. http://dx.doi.org/10.1093/maghis/23.3.7.

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Dissertations / Theses on the topic "History teaching"

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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.
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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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PINTO, PRISCILLA DE SOUZA CRUZ FERREIRA. "ASSESSMENT COMPARED, HISTORY TEACHING OF MILLENIUM CITIZEN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29816@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Os alunos das escolas públicas da rede estadual de ensino do Rio de Janeiro realizam um número considerável de avaliações comparadas e diagnósticas ao longo de um ano letivo. O presente trabalho estabelece conexão entre essas e acordos internacionais dos quais o Brasil participa com o objetivo de ampliar o acesso à educação e também de promover um ensino de qualidade. A proposta de tais avaliações é gerar dados que alimentam os índices educacionais em todo o país, viabilizando políticas públicas, neste trabalho, porém são identificados outros desdobramentos tais como a geração de rankings de escolas que atingem posicionamentos de outros agentes que não o governo ou interferência nos conteúdos escolares, como no caso do ensino de história. O trabalho discute tais realidades para argumentar em favor de uma articulação entre a cidadania nacional e a cidadania global.
Students of public in the state school system of Rio de Janeiro held a considerable number of assessments and diagnostic compared over a school year. This work establishes a connection between these and the international agreements to which Brazil participates with expanding access to school and also to promote quality education. The proposal for such evaluations is to generate data that feed the educational levels throughout the country, enabling public policies in this work, but are identified other developments such as the generation of school rankings that reach placement agents other than the government or interference in school subjects, such as the teaching of history. The paper discusses these realities to argue in favor of a link between national citizenship and global citizenship.
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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.

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This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."

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Golledge, Claire Irene. "What does it mean to teach history well? Exploring the practice architectures of exemplary history teaching." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21724.

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The work of teachers is under increasing scrutiny. Regimes of teacher professional registration and accreditation have had the effect of dramatically increasing the regulation around teachers’ classroom practices as they seek to codify and articulate the meaning of 'good' classroom teaching. Similarly, public and political discourse has been captivated by various discussions and concerns around the meaning and importance of ‘quality teaching’ in our schools. For secondary teachers of history, this scrutiny is coupled with an already acute public anxiety about the way their subject discipline is taught to school students. Partly in response to this anxiety, there has been a growing interest in researching and explaining the nature of good history teaching through describing the ways in which students engage in deep disciplinary learning in the history classroom. The development of various (but interrelated) frameworks of ‘historical thinking’ have sought to make explicit the concepts and questions that work to scaffold students’ growing understanding of history not merely as a knowledge set, but as a suite of skills and procedures that can encourage a particular way of thinking about the past (Lévesque, 2005, 2008; Seixas, 2006a; Seixas, Morton, Colyer, & Fornazzari, 2013). In a short period of time the ‘historical thinking’ movement in history education has become synonymous with good history teaching – to teach history well has been seen as engaging students in this deeper disciplinary thinking. But despite this increased interest around quality teaching and research around the nature of historical thinking, we know very little about the nature of history teaching as classroom practice. Research around historical thinking has been largely driven by the field of cognitive science and has been primarily concerned with student learning and assessment, without a similarly detailed focus on the nature of pedagogical practices that encourage deep engagement in history and historical ways of thinking. Similarly, the promotion of ‘models’ or ‘frameworks’ of historical thinking often present deep disciplinary engagement in history as a neat matrix of questions and related skills without due acknowledgement of the way in which different learning communities in different contexts may engage in the process of learning about history. This thesis provides insight into the nature of good history teaching as a social practice, exploring how it is constructed and encountered in the classroom by teachers and students. The research was conducted using a multiple case study methodology examining the classroom teaching practice of four history teachers, identified by their peers as exemplary practitioners. Findings were drawn from interviews with the teachers and multiple observations of their classroom teaching, as well as focus group interviews with their students. The research represents a rich portrayal of what good history teaching looks like in a practical, pedagogical sense and adds to our existing understanding of what it means to teach history well through research that is grounded in the reality of teachers’ everyday work. Using the theory of practice architectures as a framework for analysing and interpreting classroom interactions, as well as both teacher and student beliefs about history education, the research reveals the importance not only of teachers’ subject expertise in defining their success as history teachers, but also their knowledge of their students and the communities in which they work. Whilst the four teachers in the study all face varying constraints on their teaching by virtue of the sites within which they practice, the relational dimension of their practice emerges as particularly significant in determining the ways in which different teachers navigate these constraints in their pursuit of praxis. The research contributes new knowledge to the existing discourses around history teaching by highlighting the varied and complex ways in which historical thinking is enacted in different teaching contexts. Similarly, at a time when teachers are increasingly being asked to account for and describe their practice against generic criteria and descriptions of ‘quality’, this research represents a rich and contextualised understanding of what successful pedagogy looks like in different school communities.
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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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Chavarria, Sara Patricia. "Anthropology and its role in teaching history: A model world history curriculum reform." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284264.

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This study addresses the importance of committing to redesigning how world history is taught at the high school level. Presented is a model for curriculum reform that introduces an approach to teaching revolving around a thematic structure. The purpose of this redesigned thematic curriculum was to introduce an alternative approach to teaching that proceeded from a "critical perspective"--that is, one in which students did not so much learn discrete bits of knowledge but rather an orientation toward learning and thinking about history and its application to their lives. The means by which this was done was by teaching world history from an anthropological perspective. A perspective that made archaeological data more relevant in learning about the past. The study presents how such a model was created through its pilot application in a high school world history classroom. It is through the experimental application of the curriculum ideas in the high school classroom that I was able to determine the effectiveness of this curriculum by following how easily it could be used and how well students responded to it. Therefore, followed in the study was the evolution of the curriculum model's development as it was used in the pilot classroom. Thus, I was able to determine the extent of its success as a tool for teaching critically and for teaching from an anthropological perspective.
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Rheeder, Willem Lodewikus. "History outside the classroom : the use of museums in the teaching of history." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/6584.

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In the modern technical age in which we live , knowledge of the past is often pushed into the background As a result of this history teaching often becomes an attempt to pump an assortment of arbitrary facts into the minds of scholars by means of 'chalk and talk' methods. Educationists all over the world see this tendency as the major reason for the declining popularity of history as a school subject . In other parts of the world, such as the United States of America and Britain, education departments and teachers have faced this challenge and it seems as if the status of history as a school subject has been retrieved . In the Republic of South Africa the new core syllabuses are geared towards moving away from the earlier restricted emphasis of facts, but there is very little guidance on how teachers are to implement this 'new' approach, which focus more on the "how" of history and on the teaching of historical skills In this thesis museum visits as one of the modes of outdoor education, is studied as a possible additional alternative method of teaching history in South African schools . A study is made of what museums are and of the possible educational values of museum visits. It soon becomes clear that the major beneficial aspect of museum visits could be the acquisition of historical skills such as comprehension, application , analysis , synthesis and evaluation In order to gain insight into the practical implementation of museum visits several groups were observed while visiting the museum, after which two pilot studies were undertaken in the Kaffrarian and South African Missionary Museums with Black standard ten pupils and senior student teachers . Attention is given to aspects of administrative , teacher and pupil preparation the implementation of the visit and the types of follow-up work which could be used. During and after the implementation of the two pilot studies certain characteristic problems were experienced these are : the compilation of worksheets and cultural differences . The most important of language difficulties : It also became clear that education officers at museums find it difficult to cope with the special educational needs of the different visiting groups . For this reason an approach is advocated where the teacher compiles his own worksheet suited to the needs of his specific pupils Guidelines are given as to how pre-planned worksheets could be adapted : how different question-types could be used to compile a worksheet in which skills ascend from the simple to the complex: and how worksheets could be compiled for mixed ability groups. It is hoped that this thesis will lead to renewed interest in the use of the museum in the teaching of history and will serve as guideline for teachers planning to take history "out of its coffin".
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Vrtis, Brian Robert. "Teaching Theatre History: Re-Directing an Existing Course." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1409.

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Books on the topic "History teaching"

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Bourdillon, Hilary. Teaching history. London: Routledge in association with the Open University, 1994.

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Teaching history online. Abingdon, Oxon: Routledge, 2008.

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Batho, G. R. Teaching GCSE history. London: Historical Association, 1987.

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Garg, Bhuvan. Teaching of history. New Delhi, India: Rajat Publications, 2007.

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Fines, John. Teaching primary history. Oxford [England]: Heinemann, 1997.

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Cooper, Hilary. Teaching History Creatively. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315669328.

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Batho, G. R. Teaching GCSE history. London: Historical Association, 1986.

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Teaching history creatively. New York, NY: Routledge, 2013.

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Wood, Liz. Teaching early years history. Cambridge: Chris Kingston, 1995.

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Busher, Hugh. History: [teaching support guide]. Loughborough: LUDOE, 1994.

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Book chapters on the topic "History teaching"

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Zajda, Joseph, and John A. Whitehouse. "Teaching History." In International Handbook of Research on Teachers and Teaching, 953–65. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_63.

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Hurtig, Janise. "Teaching History, Teaching Crisis." In Coming of Age in Times of Crisis, 115–31. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617247_5.

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Cauvin, Thomas. "Public history teaching." In Public History, 221–34. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003045335-20.

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Sefa Dei, George J. "History as Tool of Colonialism." In Teaching Africa, 1–13. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5771-7_1.

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Sefa Dei, George J. "Teaching and Learning African History." In Teaching Africa, 14–30. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5771-7_2.

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Porciani, Ilaria, and Lutz Raphael. "Teaching History in 1848." In Atlas of European Historiography, 8–11. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-137-15744-7_4.

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Bjarnadóttir, Kristín. "History of Teaching Arithmetic." In Handbook on the History of Mathematics Education, 431–57. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_21.

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Barbin, Evelyne, and Marta Menghini. "History of Teaching Geometry." In Handbook on the History of Mathematics Education, 473–92. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_23.

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Zuccheri, Luciana, and Verena Zudini. "History of Teaching Calculus." In Handbook on the History of Mathematics Education, 493–513. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_24.

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Nolan, Deborah. "History and Teaching Statistics." In Selected Works of Terry Speed, 377–96. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-1347-9_9.

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Conference papers on the topic "History teaching"

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Saighi, Nora. "Teaching History." In Uluslararası Prof. Dr. Halil İnalcık Tarih ve Tarihçilik Sempozyumu. Ankara: Türk Tarih Kurumu Yayınları, 2022. http://dx.doi.org/10.37879/9789751749987.2022.3.

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Kossatz, Marcus, Sebastian Utzig, Simon Schneegans, Felix Lauer, Tobias Westphal, Jens Geelhaar, Bernd Froehlich, and Patrick Riehmann. "HistoGlobe - Teaching History Visually." In International Conference on Information Visualization Theory and Applications. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006103102010208.

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Heinrichova, Nadezda. "Teaching History Through German Literature." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Tarbell, Roberta, and LiQin Tan. "Animating art history for teaching." In ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242082.

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Kumar, Panda Sushanta. "EFFECTIVE TEACHING-LEARNING TRANSACTION THROUGH ARCHAEOLOGY." In International Conference on Archaeology, History and Heritage. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/26510243.2019.1105.

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Kostromina, E. "Interactive Teaching In Competency-Based Approach At A University." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.98.

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Drnevich, Vincent P. "Teaching Civil Engineering History with the Web." In Third National Congress on Civil Engineering History and Heritage. Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/40594(265)42.

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Porovskiy, A. G. "Innovative Approaches To Teaching Composition In Art And Pedagogical Education." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.88.

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Wang, Dan. "History Philology and Modern Chinese Character Teaching." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.200.

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F.Bayanova, Larisa. "Seminar-Convergence In Teaching History Of Psychology." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.11.

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Reports on the topic "History teaching"

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Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2284.

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Batagova, Ludmila Khazretovna. Teaching History at Higher Educational Establishments as a Factor in the Formation of Russian Identity. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.035.

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Belton, Tom, Amanda Jamieson, Amanda Oliver, and Anne Quirk. Library Impact Research Report: Impact of Archival Collections and Services on the Western University Department of History. Association of Research Libraries, June 2022. http://dx.doi.org/10.29242/report.westernuni2022.

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As part of ARL’s Research Library Impact Framework initiative, Western University Libraries conducted a study to examine the impact of archival collections and related services on teaching and research in Western University’s Department of History.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Holt, Sierra B. Using Costume Collection Artifacts for Historic Style Trends Teaching Modules. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1834.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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