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Journal articles on the topic 'Instructional histories'
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1
Franklin, Brandon M., Lin Xiang, Jason A. Collett, Megan K. Rhoads, and Jeffrey L. Osborn. "Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students." Advances in Physiology Education 39, no. 4 (2015): 327–34. http://dx.doi.org/10.1152/advan.00082.2015.
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Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions ( P < 0.05, d = 1.109) but not multiple-choice exam questions ( P = 0.071, d = 0.716) or final course outcome ( P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success.
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Easen, Sarah. "Building Reputations: The Careers of Mary Field, Margaret Thomson and Kay Mander." Journal of British Cinema and Television 18, no. 4 (2021): 498–517. http://dx.doi.org/10.3366/jbctv.2021.0592.
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Film historians have generally concentrated their research of British non-fiction film-making on the male directors and producers of the British documentary movement. This has resulted in the marginalisation of those operating in other non-fiction genres, in particular the many women documentarists who worked on educational, instructional, travel, commercial, government and industrial films from the 1930s to the 1970s. This article examines the histories of three women documentary film-makers to assess why women are frequently missing from the established accounts of the genre and argue for their inclusion. It provides an overview of women in British documentary histories, followed by case studies of three women who worked in the sector: Mary Field, Margaret Thomson and Kay Mander. It investigates their collegial networks and considers the impact of gender discrimination on their careers in order to understand why they have received so little recognition in histories of the British documentary film movement.
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Jerry, Aldridge, L. Kilgo Jennifer, Jepkemboi )Grace, and Rutto-Korir Rose. "Competing Histories of Elementary School Instruction: The Example of Alabama in 1920." International Journal of Case Studies 3, no. 5 (2014): 07–14. https://doi.org/10.5281/zenodo.3522616.
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The vast majority of historical documents concerning Elementary School Instruction are written from a myopic, linear, and singular dimensional perspective. Few histories describe simultaneously competing models of teaching. This article provides a background of five competing philosophies of elementary school instruction during the early 1900s as a prelude for describing two disparate examples of elementary school education in the Southeastern United States during the first quarter of the 20th century. The two schools discussed include a pioneering progressive pedagogy known as the School of Organic Education in south Alabama and a traditional one room school experience at Iron Mountain School in north Alabama. Instructional strategies used by the teachers are reported for each school. The article concludes with a discussion of three things that can be learned by studying the School of Organic Education and Iron Mountain School.
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Dixon, Mark R., and Linda J. Hayes. "Effects of Differing Instructional Histories on the Resurgence Of Rule-Following." Psychological Record 48, no. 2 (1998): 275–92. http://dx.doi.org/10.1007/bf03395270.
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Davis, Kevin. "Instructional Note: This Is the Story of How We Begin to Forget: Zen and the Art of Not Teaching Writing." Teaching English in the Two-Year College 38, no. 4 (2011): 398–402. http://dx.doi.org/10.58680/tetyc201115238.
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The third goal of Zen practice, helping others achieve enlightenment, suggests that we should help students learn about their own composing practices and histories as part of their instruction, but we cannot help others until we learn to help ourselves by reflecting on our own processes and histories, becoming enlightened, and liberating ourselves.
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Peurach, Donald J., David K. Cohen, and James P. Spillane. "Governments, markets, and instruction: considerations for cross-national research." Journal of Educational Administration 57, no. 4 (2019): 393–410. http://dx.doi.org/10.1108/jea-09-2018-0172.
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Purpose The purpose of this paper is to examine relationships among governmental organizations, non-governmental organizations and the organization and management of instruction in US public education, with the aim of raising issues for cross-national research among countries in which the involvement of non-governmental organizations is increasing. Design/methodology/approach The paper is structured in four parts: an historical analysis of the architecture and dynamics of US public education; an analysis of contemporary reform efforts seeking to improve quality and reduce inequities; an analysis of ways that legacy and reform dynamics manifest in two US public school districts; and a discussion of considerations for cross-national research. Findings In US public education, dependence on non-governmental organizations for instructional resources and services is anchored in deeply institutionalized social, political and economic values dating to the country’s founding and that continue to function as constraints on educational reform, such that new solutions always emerge in-and-from the same problematic conditions that they seek to redress. The consequence is that reform takes on an evolutionary (vs transformative) character. Research limitations/implications The US case provides a foundation for framing issues for cross-national research comparing among macro-level educational infrastructures, patterns of instructional organization and classroom instruction. Originality/value Such research would move beyond reductionist approaches to cross-national research toward new approaches that examine how histories, legacy architectures, contemporary reforms and patterns of instructional organization and management interact to shape students’ day-to-day lives in classrooms.
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Cai, Jinfa, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert. "Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching." Journal for Research in Mathematics Education 49, no. 5 (2018): 514–20. http://dx.doi.org/10.5951/jresematheduc.49.5.0514.
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In this editorial, we elaborate our vision of the changing roles of researchers and teachers in a future world in which research has a much more direct and meaningful impact on practice (Cai et al., 2017). In previous editorials, we have described characteristics of this future world, including setting research agendas based on instructional problems teachers want to solve (Cai et al., 2017a), developing authentic partnerships between researchers and teachers and connecting multiple partnerships to solve common problems (Cai et al., 2017a, 2018a, 2018b), using new technologies to collect and analyze data on the relationships between students' instructional and learning histories that would enable teachers to plan more effective lessons (Cai et al., 2018a, 2018b), taking advantage of connected partnerships and new data-gathering technologies to build a knowledge base accessible to all teachers facing similar instructional problems (Cai et al., 2018a, 2018b, 2018d), and creating new incentives to appropriately reward researchers and teachers for improving the learning opportunities for all students across classrooms within their school district or state (Cai et al., 2017a). We have alluded to the changing roles this vision would require, including researchers developing hypothetical learning trajectories for concepts that are implicated in teachers' instructional problems (Cai et al., 2017b) and teachers accepting professional responsibilities for contributing to knowledge that improves instruction in all classrooms in their district or state rather than just in their own classroom (Cai et al., 2017a). In this editorial, we create a more complete picture of the new professional roles of researchers and teachers in this future world that intertwines research and practice.
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Lince, Anthony. "Instructional Note: Setting the Stage for a New Path Forward: Introducing an Alternative Grading Framework to Students." Teaching English in the Two-Year College 52, no. 1 (2024): 88–96. https://doi.org/10.58680/tetyc202452188.
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Introducing an alternative grading framework to students can be a challenge. Instructors might encounter student resistance, confusion, and frustration. To better help students understand both why moving away from traditional grading practices is important and how the classroom’s alternative assessment system functions, this Instructional Note suggests centering dialogue, students’ histories with grades, and an overview of the classroom’s alternative grading practice during the first couple of weeks of class.
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Mendes, Clara, Felipe Souza, and Livia Alves. "Community Wisdom in the Classroom: Oral Histories as Pedagogical Tools in Brazilian Indigenous Schools." International Journal of Educational Narratives 3, no. 3 (2025): 206–17. https://doi.org/10.70177/ijen.v3i3.2212.
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Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners’ comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners’ preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learner for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners’ preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
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Gritter, Kristine. "Permeable Textual Discussion in Tracked Language Arts Classrooms." Research in the Teaching of English 46, no. 3 (2012): 232–59. http://dx.doi.org/10.58680/rte201218455.
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Permeable textual discussion occurs when the unofficial texts and discursive practices and personal histories that are already recognized and valued in students’ cultures are scaffolds to academically sanctioned literacies. Ideally, permeable textual discussions are safe havens where students’ identities (racial, gender, world views) are intentionally interwoven with classroom texts, and classroom communities are formed that responsively address matters of student identity. Yet the social contexts and instructional practices of academic tracking may shape how students reveal their identities during textual talk. This project examines the conditions of permeability during textual talk in tracked classrooms taught by the same teachers using the same texts. Using ethnographic methods and discourse analysis, the author examines how two tracked urban middle school language arts students of African American heritage revealed and hid their identities during textual talk and the instructional moves that precipitated textual talk.
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Wehman, Paul, Janet W. Hill, Wendy Wood, and Wendy Parent. "A Report on Competitive Employment Histories of Persons Labeled Severely Mentally Retarded." Journal of the Association for Persons with Severe Handicaps 12, no. 1 (1987): 11–17. http://dx.doi.org/10.1177/154079698701200103.
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The purpose of this article is to describe the competitive employment experiences of 21 persons labeled severely mentally retarded. Over an 8-year period from 1978 to 1986, 21 persons with measured intelligence levels under 40 were competitively employed with ongoing or intermittent job site support. A cumulative total of over $230,000 of unsubsidized wages was earned. Significant vocational problems included slow work rate and lack of appropriate social skills. The majority of the persons worked in part-time, entry-level service positions. The major suggestions for improving the quality of vocational interventions included (a) more creative and comprehensive job development and (b) more powerful systematic instructional techniques. It was concluded that, while this report extends the concerns of competitive employment literature to persons with more severe intellectual handicaps, much more innovative work needs to be performed with individuals who exhibit profound disabilities.
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Stone, Lisa. "Playing House/Museum." Public Historian 37, no. 2 (2015): 27–41. http://dx.doi.org/10.1525/tph.2015.37.2.27.
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What happens when a historic house museum is owned and operated by an art school, much of the work is done by students, and it is used as a stage for contemporary practices and experimentation? The Roger Brown Study Collection, an instructional resource of the School of the Art Institute of Chicago (SAIC), has operated as an “artists’ museum” for the SAIC community and the public since 1997. Our project has been to rewrite the rules of playing house/museum, to allow the histories of a nineteenth-century building and a twentieth-century artist to perform fully in the twenty-first century.
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Graue, Elizabeth, and Erica Rauscher. "Researcher perspectives on class size reduction." education policy analysis archives 17 (May 12, 2009): 9. http://dx.doi.org/10.14507/epaa.v17n9.2009.
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This article applies to class size research Grant and Graue’s (1999) position that reviews of research represent conversations in the academic community. By extending our understanding of the class size reduction conversation beyond published literature to the perspectives of researchers who have studied the topic, we create a review that includes political histories of, contextual details about, and assumptions undergirding the conversation. We find divergent (and sometimes competing) perspectives on identifying beneficiaries of class size reduction (or CSR) and the correct context in which to view CSR research. By contrasting the logic and assumptions embedded in pupil-teacher ratio (PTR), class size (CS), and class size reduction studies, we conclude that sometimes research conflates these constructs and their associated theories of action, and such distortion poorly serves the needs of policymakers and stakeholders in education. We recommend that future inquiry focus on mechanisms of change, particularly instruction—both in terms of instructional strategies that capitalize on the resource of a smaller group and the types of support needed for teacher and administrator professional development.
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Metz, Mike. "The Role of Teacher Educators’ Personal Histories and Motivations in Shaping Opportunities to Learn about Social Justice." Teachers College Record: The Voice of Scholarship in Education 120, no. 7 (2018): 1–34. http://dx.doi.org/10.1177/016146811812000708.
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Background As social-justice-focused teacher education programs continue to gain prominence, a wealth of research explores approaches for preparing teachers for social-justice-minded teaching. This study looks closely at a key aspect of teacher education programs frequently absent from the research—the teacher educators (TEs) themselves. Focus of Study The study intentionally expands the consideration of TEs’ identities beyond reductive demographic characteristics to explore how the personal histories and motivations of TEs impact teacher candidates’ (TCs’) opportunities to learn about teaching for social justice. Setting and Participants The study follows two parallel sections of a single teacher education course taught by two different TEs. Because the TEs taught from the same syllabus, within the context of the same program, the impact of each TE's instructional choices is revealed. Research Design Using a comparative case study design, data sources included field notes, audio recordings of class meetings, course readings and materials, and two interviews with each TE. Audio recordings were transcribed and analyzed following a micro-ethnographic discourse analysis approach. The second interview took place after initial analysis of the data, allowing the TEs to respond to initial findings. Findings Although both TEs focused on social justice topics, in alignment with the program goals, their choices of what topics to focus on differed greatly. One TE used the course readings to open up discussions of gender and sexuality, critically examining heteronormative ideals and a dismissive attitude toward adolescent relationships and sexuality. The other TE used the same readings and assignments to create inquiry into complicated issues of racial and ethnic identity with implications for classroom teaching. In each case, the choices by the TEs in how they framed discussions and assignments and what ideas they took up and built on during class interactions shaped the curriculum in unique ways. These instructional choices corresponded to each TE's own personal experiences and motivations. Conclusions The findings suggest that research on teacher education programs must look beyond course syllabi or the structural components of a program to understand the opportunities to learn provided to TCs. Decisions by TEs during classroom instruction shape very different opportunities to learn. These decisions are based, at least partially, on TEs’ unique personal histories and motivations. When considering how teacher education programs address the issue of social justice, a TE's own history and motivations will impact the enacted curriculum as much as, if not more than, the written curriculum. As we continue to wrestle with how to prepare teachers for a diverse and inequitable society, teacher education programs and teacher education research would benefit from more nuanced consideration of the role TEs play in what gets taught in teacher preparation courses.
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Hassan, Paywand J., and Rawand S. Ahmad. "A comprehensive case study on the effective interventions for reversing reading disorder." International Journal of Special Education and Information Technologies 10, no. 1 (2024): 79–85. https://doi.org/10.18844/jeset.v10i1.9675.
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Reverse Reading Disorder (RRD) is a rare and complex learning condition wherein learners can only process text written in reverse order, resulting in significant educational barriers. Despite its profound impact, empirical research on effective intervention strategies for RRD remains scarce. This study addresses this critical gap by evaluating the effectiveness of a personalized, multi-sensory intervention approach tailored for a student diagnosed with RRD. The research involved comprehensive diagnostic procedures, including standardized reading assessments, cognitive evaluations, and reviews of social, familial, and medical histories. Medical professionals confirmed the absence of neurological impairments. An individualized intervention plan was implemented over four years, incorporating visual, auditory, kinaesthetic, and tactile modalities. Instructional methods included reverse reading exercises, phoneme-grapheme training, and adaptive strategies designed to accommodate the student's unique learning profile. The findings demonstrate a significant reduction in reading errors, improved fluency, and enhanced comprehension. Assessment data reflected measurable progress in standardized reading tests and positive behavioural feedback from educators and support staff. This study underscores the importance of intensive diagnostics and adaptive, student-centred instructional design in addressing rare learning disorders such as RRD, and calls for broader recognition and research into individualized educational interventions. Keywords: Diagnostic assessment; educational improvement; multi-sensory approach; personalized intervention; reverse reading disorder.
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Cook, Ruth Gannon, and Kathryn Ley. "Past, Future and Presents." International Journal of Technology and Educational Marketing 5, no. 2 (2015): 19–33. http://dx.doi.org/10.4018/ijtem.2015070102.
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This study approaches educational marketing from the perspective of the customers, the students. Instructors and instructional designers have designed online learning using a process that revolves around delivery. The process addresses meeting the needs of administrators and aligns well with the growing demands of the educational marketplace. But the growing failure of students to successfully complete online courses warrants further exploration than simply adding more interactivities or instructor interaction. The authors pose that advertising and marketing have addressed complex consumer relationships for almost a century and have created long term successful customer relationships which could provide insights to help with higher education student retention issues. A look at design development research and marketing semiotics could provide greater understanding and student involvement to help marketing semiotics provide a deeper understanding of the importance of inclusion of students' life experiences and cultural histories.
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Conceição, Djenane Brasil, Robert Douglas Greer, and Jennifer Lee Moschella. "A General Outline of the Verbal Behavior Developmental Theory." Revista Brasileira de Terapia Comportamental e Cognitiva 24 (April 4, 2022): 1–39. http://dx.doi.org/10.31505/rbtcc.v24i1.1646.
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B. F. Skinner’s Verbal Behavior is the foundation for understanding language and communication within Behavior Analysis. The Verbal Behavior Developmental Theory (VBDT) is a growing body of empirical research that builds upon and expands this foundation, incorporating the Naming Theory and the Relational Frame Theory (RFT). VBDT identifies and organizes language development milestones into a trajectory of behavioral cusps and cusps that are new learning capabilities to create a comprehensive understanding of how individuals learn language. Specific instructional histories lead to the acquisition of new conditioned reinforcers, thus new cusps and capabilities emerge. Not only does VBDT identify and describe such milestones, but it also includes specific research-based protocols for inducing cusps and capabilities which could solve learning problems. This paper describes each cusp and capability as they have been identified in the research thus far and summarizes the basic principles and concepts from which they were derived.
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Kangkha, Patcharin, Teresa Gomez, Jittima Choopun, and Suchada Boonto. "Thai and American Perspectives Towards the Implementation of Instructional Design on the Contemporary Literature Course." Asia Social Issues 16, no. 6 (2023): e258992. http://dx.doi.org/10.48048/asi.2023.258992.
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Contemporary literature course has been extensively designed in various contexts and from various perspectives, including histories, policies, curricula, and practices. However, educational technology has been affected in recent years (e.g., e-learning particularly, contemporary literature teaching and learning dimension). The study aimed to investigate Thai and American perspectives on implementing the instructional design in the Contemporary Literature course regarding content and teaching styles, and potential improvements in teaching and learning skills. The participants were two teachers from two institutes in Thailand and the United States of America who had experience in teaching literature for decades. A semi-structured interview was utilized to gather information about the participants’ views. Each interview lasted approximately 30 minutes. All interviews were audio recorded and later transcribed for analysis. Data were analyzed using a thematic coding method to find significant statements related to the research questions. The findings regarding content and teaching styles indicated that the American participant thought she put the focus on the technological aspect of educating students about the values of physical activity with connection to the indigenous authors’ lifestyles and lifelong learning to promote the learners’ dreams and enjoyment (i.e. self-awareness with global skills). The Thai participant emphasized encouraging the learners to develop good attitudes to become critical readers (i.e., 21st_ century skills). However, peer teaching, cooperative learning, direct instruction, demonstration, and feedback, personal responsibility were highlighted as implemented standards provided by the participants from both countries. Overarching learning goals of contemporary literature course are to initiate and encapsulate the key messages into the framework with transformative competencies; reviews the nature of the knowledge, skills, attitudes and values that young learners will need; and ends with possible curriculum design principles.
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Johnson, Edric C. "Critical Literacy and the Social Studies Methods Course: How Pre-Service Social Studies Teachers Learn and Teach for Critical Literacy." Social Studies Research and Practice 2, no. 2 (2007): 145–68. http://dx.doi.org/10.1108/ssrp-02-2007-b0001.
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This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.
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Nilufar, Azimova. "Forming Important Methods for Stimulating Students' Educational Initiatives Based on A National-Cultural Approach." European International Journal of Pedagogics 5, no. 1 (2025): 106–8. https://doi.org/10.55640/eijp-05-01-23.
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This study explores how incorporating a national-cultural approach can foster methods for stimulating students’ educational initiatives in higher education. By focusing on cultural values, traditions, and communal practices, educators can tailor instructional strategies that resonate with learners’ backgrounds and identities. A mixed-methods research design involving surveys, focus group discussions, and classroom observations was utilized to identify effective strategies and the extent to which a national-cultural lens contributes to student motivation and engagement. Preliminary findings suggest that methods emphasizing culturally relevant content, experiential learning, and community-based projects significantly enhance learners’ willingness to participate and lead new initiatives. The inclusion of traditional arts, oral histories, and familial educational customs further enriches the learning environment, building strong connections between academic content and real-life social contexts. This article presents the methodology, results, and broader implications of adopting a national-cultural approach, offering recommendations for educators and policy makers seeking to strengthen students’ educational initiatives.
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Tod, David. "The Long and Winding Road: Professional Development in Sport Psychology." Sport Psychologist 21, no. 1 (2007): 94–108. http://dx.doi.org/10.1123/tsp.21.1.94.
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To date, there has been limited discussion of sport psychology consultant development, and there is not a comprehensive knowledge base on practitioner maturation. In this article the author argues that counselor-development literature might contribute to sport psychology consultant training and practitioner-maturation research. The author reviews counselor-development theory and highlights similarities with sport psychology literature, such as the documentation of trainees’ anxieties. Implications for practitioner training include matching instructional methods to trainees’ developmental needs, creating strategies for making use of modeling and simulated or real client interactions, and helping trainees deal with anxiety and conflict. Possible research directions include following sport psychology consultants longitudinally and recording experienced practitioners’ life histories. The use of counselor-development literature might assist educators and supervisors in their interactions with trainees, help practitioners reflect on and perhaps improve their service-delivery practices, and stimulate studies that contribute to a broader understanding of sport psychology consultant development.
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Clark, Lawrence M., Eden M. Badertscher, and Carolina Napp. "African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation." Teachers College Record: The Voice of Scholarship in Education 115, no. 2 (2013): 1–36. http://dx.doi.org/10.1177/016146811311500201.
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Background/Context Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students’ identities occur, struggles that often involve students’ affiliations with racial, ethnic, and gender categories and the mathematics teacher as a critical agent in students’ mathematics identity development. Frameworks for identifying resources that mathematics teachers draw on to teach are evolving, and emerging dimensions of teachers’ knowledge, namely knowledge of students’ lived experiences and histories, as well as teachers’ experiences and identities, are increasingly being considered alongside more traditional dimensions of the knowledge teachers draw on in their practice. Purpose The purpose of this article is to explore the perspectives and practices of two African American mathematics teachers, Madison Morgan and Floyd Lee, as they support their African American students’ mathematics identity formation and development. Participants At the time of the study, Morgan and Lee were high school mathematics teachers in a large urban school district. Both participants were selected for this analysis because of considerable differences in their life histories, pedagogical approaches, and perspectives. Research Design Each teacher was observed approximately 25 times and interviewed 9–10 times. The primary data for this analysis consist of a subset of observations and interviews for the purposes of conducting a qualitative cross-case analysis that examines themes, similarities, and differences in Morgan's and Lee's approaches to supporting their students’ mathematics identity development. Findings Morgan's and Lee's experiences, perspectives, and practices characterize two very different perspectives of what constitutes a positive mathematics identity, while both maintain connections to race and racial identities. In both cases, there exists a subtle paradox in the underlying motivations that the teachers communicated in their interviews related to socializing their African American students and the practices they actually employ in their classrooms. Furthermore, both teachers made use of their capacity to serve as models and motivators for students’ current and future success in mathematics. Conclusions/Recommendations If equitable high-quality mathematics instruction is a sincere goal of the mathematics education community, we strongly recommend that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive and meaningful learning environments for their students.
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Maina, KettyJackline. "Experiential Knowledge as a Musical Resource." PAN African Journal of Musical Arts Education 2, no. 1 (2024): 1–11. http://dx.doi.org/10.58721/pajmae.v2i1.519.
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Historically, music pedagogy has witnessed the implementation of diverse teaching models in different educational settings. Within the academic realm, for example, music theory and instrumental training approaches have been developed to align with standardized curricula, considering the diverse musical histories and cultures across the globe. Even so, there is a growing trend among individuals to explore alternative modes of instruction beyond traditional school environments. These alternative methods encompass online platforms and one-on-one in-person tutoring, among other options. Such modalities have prompted recognition of exponents who provide music tutorage having not acquired formal music training but possess knowledge through lived experience. Their practically inclined teaching approaches and demonstration of musical artistry have sparked interest in people, who subsequently aspire to learn music and play instruments. Their efforts have played a crucial role in fostering the need for music education in the music domain and the entire art industry. In doing so, they establish a prominent presence in music pedagogy, and consequently, in formal educational settings. Considering this, I examine the contributions by such educators within the music industry, particularly in the field of education. Using qualitative case study methods such as interviews, I explored different non-formal pedagogical approaches and interrogated their impact on learners. Insights from these interviews revealed that observation, replication, and innovation are utilized as instructional approaches in non-formal settings, with students studying under peers, master musicians, and family members. Through this, students acquire musical exposure as they develop skills that align with the music industry. Such training ought to be integrated into academic curricula to enhance music scholarship and ensure its relevance locally and within global contexts.
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Zhou, Shaohua. "Research on the Logical Association of Teaching Points in Instructional Design - A Case Study of Teaching the Compilation of the Eight Histories during the Early Tang Dynasty." Education Journal 7, no. 5 (2024): 222. http://dx.doi.org/10.31058/j.edu.2024.75027.
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Darmayanti, Hala Nuari Lina, and Nia Saurina. "Aplikasi Media Pembelajaran Untuk Anak Usia Dini Guna Mengenalkan Jiwa Patriotisme." Melek IT : Information Technology Journal 1, no. 1 (2021): 83–96. https://doi.org/10.30742/melekitjournal.v1i1.42.
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Patriotism is a doctrine which teaches us to love the homeland. Early childhood education is one form of education that focuses on the implementation of the foundation in the direction of growth, early childhood education, where education before primary education which is a development effort aimed at children from birth to the age of six years. The importance of foster patriotism should start from an early age. Lack of knowledge about the history of the child makes the child does not know the ideals of this nation. And media that are less attractive as heroic, making an early age children are hungry for knowledge of history and reluctant to learn history. For the early childhood program requires effective and efficient aid, which has a lot of funny pictures and can attract the attention of the child to interact directly. In connection with the following, can be given a solution with application made this early childhood. This application is an instructional media to learn about the hero who will get to know the child will diituntun patriotism by playing puzzle that compose heroes scrambled picture and listening histories of heroes who have high patriotism. Adding insight to learn about the history of the exercises. So with the application of these media can help the learning process fun, creative, and do not bore children at an early age to be more passion in studying the history of Indonesia.
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Bath, Paula, Tiphaine Girault, and Ellen Waterman. "Reflecting on Bodily Listening in Place: An Intercultural and Intersensory Research-Creation Project." Performing Practice-Based Research 9, no. 1-2 (2023): 139–54. http://dx.doi.org/10.7202/1102390ar.
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This article discusses a research-creation process by three interdisciplinary artists who worked across hearing and deaf experience to reorient aurality in musicking through a process of inter-sensorial exploration. For most musicians listening is unquestionably oriented to the sensory regime of aurality. Increasingly, however, this orientation is being challenged through haptic, kinetic, and visual musicking by deaf musicians, and this inspired hearing flutist and vocalist Ellen Waterman to reorient the role of audition in her improvisational practice. In dialogue with multisensory performance artists and critical theorists Paula Bath (hearing) and Tiphaine Girault (deaf), Waterman embarked on a research-creation project to create Bodily Listening in Place, an instructional score for intersensory improvisation. We discuss our iterative and multi-model practice-based research process, which involved the exchange of sonic, haptic, kinetic, linguistic, and graphic media in response to bodies in place. Photographs, sound, and video examples further explain our process. As is well documented in the anthropology of the senses (Howes), sensory perception is constructed and lived differently in different periods and societies, reflecting the diversity through which people perceive and understand their environments. We argue that, through an expanded conception of listening as attentiveness (Hahn; Oliveros), we can move beyond current normative notions of aurality to develop a broader, intersensory awareness and conception of musicking. Such expanded listening affords a means to further establish the links between people, their histories, experiences, senses of place, and environments.
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Ferreira-Buckley, Linda. "Archivists with an Attitude: Rescuing the Archives from Foucault." College English 61, no. 5 (1999): 577–83. http://dx.doi.org/10.58680/ce19991137.
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Calls for historians of rhetoric to return to the archives. Argues that it is the neglect of training graduate students in standard research methodologies that prevents the field from writing “better” histories of rhetoric. Argues for archival training similar to that given to graduate students in history departments, training tailored to recovering the history of rhetorical practices and instruction.
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Husbye, Nicholas E. "Leveraging the Power of Play in Rehearsals: Supporting Complex Practice in Literacy Teacher Education." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (2021): 1–18. http://dx.doi.org/10.1177/016146812112300307.
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Context There is an ever-growing body of work continuing the argument for play as a pedagogical resource that supports the learning of the youngest learners; despite this, there continues to be little evidence play has been considered as such in teacher education. Research Focus The study sought to understand the role of play and playful pedagogies in a school-based literacy education course within a teacher educator program. Setting Research was conducted in a school-based literacy education course housed in an urban school in the Midwest. Participants Preservice teachers enrolled in literacy education coursework at a midsized urban institution of teacher education. Research Design Data utilized in this study comes from a multiple case study using a practitioner inquiry lens. Data Collection and Analysis Data collection occurred over five semesters (Spring 2016-Spring 2018). Types of data included mid- and end-of-semester interviews, audio and video recordings of rehearsals, video recording of enactments, and a variety of artifacts produced by preservice teachers within the course. Findings Play, utilized within the context of a literacy education course, promoted the development of complexity tolerance: an ability to entertain the variables that may impact their teaching, even those they had not thought of. Recommendations This complexity tolerance supported preservice teachers in being able to respond to student learning in the moment, deviate from instructional planning when necessary, and interrogate their own educational histories. It is a powerful pedagogical tool to support preservice teacher development when intentionally invoked in teacher education coursework.
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Dhar, Amrita. "On Teaching Im/Migration in an Undergraduate Classroom." Radical Teacher 120 (August 19, 2021): 61–68. http://dx.doi.org/10.5195/rt.2021.910.
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This article examines the urgencies, challenges, and rewards of teaching about migration, emigration, and immigration in our time of massive human movement across the globe. I describe and analyse the beginnings, structure, and takeaways from my undergraduate course on the literature of human movements (whether for reasons of refuge, asylum, choice, adventure, exploration, survival). I argue that despite growing collective acknowledgment of increasing human mobility across our planet, it is the power and wisdom of stories through which we best engage with the specific and multifaceted realities of persons losing home, making home, making other, and making own. I also suggest, from my classroom experience, that a slow, reflective, and immersed sharing of stories of those who have been displaced, misplaced, replaced, and strangely-placed is a key pedagogical aspect of discussing im/migration in the twenty-first century, and that especially in the United States, we owe it to ourselves and our students to know and interrogate the longer vocabularies and histories of othering and belonging in the English language. Through my discussion of the class activities and conversations, I show, similarly, the ways in which a literature class on the topic of im/migration functions also as a generative venue for intersectional considerations of race, gender, ethnicity, class, caste, disability, sexuality, nationality, and un/documented status. I also include reflections about future iterations of this course as I draw on summative comments from my students. Finally: although my pedagogy is informed by my own migrant status in the US, I offer means for pedagogues from a range of backgrounds and instructional levels to engage with and further this conversation in different parts of the world.
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Gadsden, Vivian L. "Understanding Family Literacy: Conceptual Issues Facing the Field." Teachers College Record: The Voice of Scholarship in Education 96, no. 1 (1994): 58–86. http://dx.doi.org/10.1177/016146819409600106.
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This article identifies issues in the development of family literacy as an area of research and practice. While the relative absence of theoretical frameworks in the field presents problems in developing long-term agendas, it creates opportunities for literacy specialists to examine conceptual issues for developing a field and determining its scope. The discussion here explores these issues within the context of recent child/adult literacy, family development, and family-support efforts, summarizing research and program factors that contribute to popular conceptions of family literacy. To examine the relationship between family development and literacy, five conceptual issues derived from the literature and from field observations are presented. In discussing these issues, the article suggests that two related questions be examined: (1) what constitutes literacy support to families with varied cultural, social, and political histories and (2) how the concept of family support is defined and interpreted by literacy specialists who have vastly different notions about the purposes of literacy within families and about who decides what the purposes should be. The article concludes by providing conceptual considerations for the development of a framework and suggesting an integrative, interdisciplinary approach, distinctive but based in the larger family-support movement. Such an approach brings together the common issues in K-12 and adult literacy and should provide for intensive instructional and human support to families. As this is done, literacy efforts at the level of research, practice, and policy focus on historical, social, and cultural issues facing families, including changing family forms, poverty, and reciprocal relationships in families as they occur in shared and nonshared home environments.
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Brady, John. "Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk." Acta Paedagogica Vilnensia 40 (October 12, 2018): 94–110. http://dx.doi.org/10.15388/actpaed.2018.0.11890.
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[full article in English]
 In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein & Boscolo 2016; Newell, Beach, Smith & VanDerHeide 2011).I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?
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Welser, Christopher. "Two Didactic Strategies at the End of Herodotus' Histories (9.108––122)." Classical Antiquity 28, no. 2 (2009): 359–85. http://dx.doi.org/10.1525/ca.2009.28.2.359.
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Although most scholars now seem to agree that Herodotus was to some extent a didactic historian writing for the instruction of his readers, the systematic nature of his didacticism has perhaps not been fully appreciated. The Histories' concluding episodes reveal at least two didactic programs or strategies: first, the reader is to be trained in the application of Herodotean thinking to events subsequent to the period covered by the narrative; second, the reader is to be warned of the moral and intellectual dangers posed by the ““wonders”” that have played so conspicuous a role in Herodotus' work. The existence of these programs helps to explain several features of the last chapters of the Histories, including the prominent position given to the peculiar story of Xerxes and Masistes (9.108––13).
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Karlsson, Hakan. "Cornelius J. Holtorf, Monumental Past. Life-histories of Megalithic Monuments in Mecklenburg-Vorpommern (Germany). (Electronic Monograph. University of Toronto: Center for Instructional Technology Development, 2001, ISBN 0 7727 6305 4) http://citdpress.utsc.utoronto.ca/holtorf/index.html." European Journal of Archaeology 5, no. 2 (2002): 260–62. http://dx.doi.org/10.1179/eja.2002.5.2.260.
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Suwandi, Intan Kurniasari, and Muhsinatun Siasah Masruri. "PENGEMBANGAN PICTURE BOOK SEJARAH NASIONAL DENGAN PENDEKATAN TEMATIK TERPADU UNTUK KELAS IV SEKOLAH DASAR." Jurnal Prima Edukasia 4, no. 1 (2016): 79. http://dx.doi.org/10.21831/jpe.v4i1.7747.
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<p class="E-JOURNALTitle">Penelitian ini bertujuan untuk: (1) menghasilkan <em>picture book</em> sejarah nasional dengan pendekatan tematik terpadu dan (2) mengetahui keefektifan <em>picture book </em>sejarah nasional dengan pendekatan tematik terpadu dalam meningkatkan pemahaman peserta didik kelas IV Sekolah Dasar. Jenis penelitian ini adalah <em>Research and Development.</em> Pengembangan produk menggunakan model pengembangan Dick &amp; Carey. Subjek coba dalam penelitian ini adalah peserta didik kelas IV SD Negeri Percobaan 3 Pakem. Teknik pengumpulan data dengan cara wawancara, angket, observasi, tes, dan catatan lapangan. Instrumen penelitian terdiri dari pedoman wawancara, angket, lembar observasi, soal tes hasil belajar; serta catatan lapangan. Teknik analisis data dengan statistik deskriptif. Hasil penelitian menunjukkan bahwa produk yang dikembangkan layak dan efektif digunakan. Kelayakan dilihat dari: (1) Hasil penilaian ahli materi pembelajaran= 80,00 (baik) dan ahli media pembelajaran= 89,14 (sangat baik). (2) Angket tanggapan peserta didik <em>one-to-one evaluation</em>= 91,80 (sangat baik), <em>small-group evaluation</em>= 90,31 (sangat baik), dan <em>field trial evaluation</em>= 86,37 (sangat baik). Keefektifan media yang dikembangkan dilihat dari: (1) Hasil observasi di kelas <em>small-group evaluation</em>= 100,00 (sangat baik) dan <em>field trial evaluation</em>= 85,71 (sangat baik) dan (2) Ketuntasan disimpulkan berdasarkan skor rata-rata <em>posttest </em>pada tahap <em>one-to-one evaluation= </em>86,67 (sangat baik),<em> small-group evaluation</em>= 92,13 (sangat baik), dan <em>field trial evaluation</em>= 89,53 (sangat baik). Dengan demikian, <em>picture book </em>sejarah nasional yang dikembangkan dapat meningkatkan pemahaman peserta didik.</p><p class="E-JOURNALAbstrakKeywords"><strong>Kata kunci</strong>: picture book sejarah nasional, pendekatan tematik terpadu</p><p> </p><p class="E-JOURNALTitleEnglish"><strong>DEVELOPING A NATIONAL HISTORY PICTURE BOOK WITH INTEGRATED THEMATIC APPROACH FOR GRADE 4 PRIMARY SCHOOL</strong></p><p class="E-JOURNALAbstrakTitle"><strong>Abstract</strong></p><p class="E-JOURNALAbstractBodyEnglish">This research aims to: (1) produce a national histories picture book and (2) determine the effectiveness of the developed book for increase students’ comprehension of grade 4 Primary School. This research is research and development. Product development use to Dick &amp; Carey’s model. Data collection techniques using interview, questionnaire, observation, achievement tests, and field note. Instruments using interview guide, questionnaires, observation sheet, paper based test item, and field note and analysed using descriptive statistics. The results showed that the product is feasible and effective to used in SD Negeri Percobaan 3 Pakem. Feasibility to used seem from: (1) subject-matter expert evaluation= 80.00 (“good”) and instructional media expert= 89.14 (“excellent”). (2) Questionnaire of student’s respons in one-to-one evaluation= 91.80 (“excellent”), small-group evaluation= 90.31 (“excellent”), and field trial evaluation= 86.37 (“excellent”). Effectiveness seem from: (1) Observation of product-used in small-group evaluation’s class= 100.00 (“excellent”) and field trial evaluation’s class= 85.71 (“excellent”). (2) Mastery learning inferred from the average score of posttest in one-to-one evaluation= 86.67 (“excellent”), small-group evaluation= 92.13 (“excellent”), and field trial evaluation= 89.53 (“excellent”). Thus, national histories picture book which developed can increase student’s comprehension.</p><strong>Keywords: </strong>national histories picture book, integrated thematic approach
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Gartland, Lauren B., and Laura B. Smolkin. "The Histories and Mysteries of Grammar Instruction." Reading Teacher 69, no. 4 (2015): 391–99. http://dx.doi.org/10.1002/trtr.1408.
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Petrov, Aleksandr Yu, and Alexey N. Ermolaev. "New View of Peter the Great’s Instructions to Vitus Bering in 1725 in the Context of Struggle for Colonies in the North Pacific." RUDN Journal of Russian History 21, no. 3 (2022): 363–75. http://dx.doi.org/10.22363/2312-8674-2022-21-3-363-375.
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The study is devoted to the detailed analysis of Peter the Great’s handwritten instruction to the head of the First Kamchatka Expedition Vitus Bering dated January 6, 1725. Despite its wide popularity, this document is still understudied and interpreted by Russian and foreign historians in different ways. The reason is that the instruction seems hard to understand; it contains inconsistencies and incomprehensible points. For the purpose of a comprehensive and maximally objective analysis, the authors conducted a historiographic study, identified the main points of view of historians and characterized them. Afterwards, a textual analysis was carried out. In order to make the most objective assessment of the instructions, the interpretations of this document were determined by the participants in the events (Vitus Bering, Alexei Chirikov, Martin Shpanberg, the Admiralty Board and the Senate). It was concluded that the instruction of Peter I was a real program of Russia's actions in the Arctic and Pacific oceans, aimed at decades ahead. It gave a powerful impetus to the study of the country's Far Eastern borders, contributed to the strengthening of Russia's influence in this region, led to the discovery of America from Asia, and the emergence of Russian colonies in the New World. The instructions also included the idea of opening navigation along the northern sea route and the development of sea trade. During the period of its maximum power, which Russia reached in the first quarter of the 19th century, the empire's possessions extended over the entire northern part of the Pacific Ocean. Russia claimed a part of California and the Hawaiian Islands, tried to open sea trade with China and Japan. All these successes were achieved thanks to the vector of movement that the instructions of Peter I set to the country.
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Rubenstein, Rheta N., and Randy K. Schwartz. "Word Histories: Melding Mathematics and Meanings." Mathematics Teacher 93, no. 8 (2000): 664–69. http://dx.doi.org/10.5951/mt.93.8.0664.
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Integrating the history of mathematics into instruction sometimes seems to require taking advanced courses or studying lengthy texts. However, much of mathematics history is reflected in the very words that we use every day. The etymologies, or origins, of mathematics words make a rich resource for deepening students' understanding and appreciation of mathematics, history, and language. They open a window onto the lively history of our science and its connections with other subjects. In this article, we share some of these etymologies, as well as ideas for incorporating them into instruction.
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Kainulainen, Mikko, Marjaana Puurtinen, and Clark A. Chinn. "Aims in the practice of historiography: An interview study with Finnish historians." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 9, no. 1 (2022): 159–80. http://dx.doi.org/10.52289/hej9.109.
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Many recent approaches to history education—such as those related to historical thinking, historical reasoning, or inquiry-based learning—have brought the practice of historiography (i.e. historical research and writing) to the center of learning about history. Students are to learn about how historical knowledge is constructed, and this is often pursued by instructional methods such as modeling or simulating expert historians’ practices in classrooms. In this paper, we approach historiography primarily as an epistemic practice that is shaped in part by (historians’) aims or goals. Understanding those aims can contribute significantly to our understanding of the historical inquiries that ensue. Yet education has not made these aims a central focus of research or instruction. Therefore, we explored academic historians’ aims in their practices of historiography. We interviewed 26 Finnish historians about their ongoing research endeavors. Our results display a range of aims in academic historiography, including general epistemological concepts (e.g. knowledge), dialogical aims (e.g., questioning existing ideas), textual products, dissemination (e.g., popularizing), bringing about societal change (e.g., influencing a sense of possibilities), connection to present, and emotions. These findings improve our understanding of the diversity of historiography as an intentional practice, and thus provide a better ground for developing the kind of history education that builds on historians’ practices.
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Albekairi, Mohammed, Khaled Kaaniche, Ghulam Abbas, Paolo Mercorelli, Meshari D. Alanazi, and Ahmad Almadhor. "Advanced Neural Classifier-Based Effective Human Assistance Robots Using Comparable Interactive Input Assessment Technique." Mathematics 12, no. 16 (2024): 2500. http://dx.doi.org/10.3390/math12162500.
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The role of robotic systems in human assistance is inevitable with the bots that assist with interactive and voice commands. For cooperative and precise assistance, the understandability of these bots needs better input analysis. This article introduces a Comparable Input Assessment Technique (CIAT) to improve the bot system’s understandability. This research introduces a novel approach for HRI that uses optimized algorithms for input detection, analysis, and response generation in conjunction with advanced neural classifiers. This approach employs deep learning models to enhance the accuracy of input identification and processing efficiency, in contrast to previous approaches that often depended on conventional detection techniques and basic analytical methods. Regardless of the input type, this technique defines cooperative control for assistance from previous histories. The inputs are cooperatively validated for the instruction responses for human assistance through defined classifications. For this purpose, a neural classifier is used; the maximum possibilities for assistance using self-detected instructions are recommended for the user. The neural classifier is divided into two categories according to its maximum comparable limits: precise instruction and least assessment inputs. For this purpose, the robot system is trained using previous histories and new assistance activities. The learning process performs comparable validations between detected and unrecognizable inputs with a classification that reduces understandability errors. Therefore, the proposed technique was found to reduce response time by 6.81%, improve input detection by 8.73%, and provide assistance by 12.23% under varying inputs.
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Perl, Jeffrey M., and J. G. A. Pocock. "Pocock's Test." Common Knowledge 31, no. 1 (2025): 1–9. https://doi.org/10.1215/0961754x-11580615.
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Abstract Written in memory of the historian J. G. A. Pocock (1924 – 2023), this essay revisits a series of exchanges in 2004 and 2005 between the editor of Common Knowledge and Pocock, a founding member of the journal's editorial board. In the first exchange, Pocock drew a sharp distinction between, on the one hand, professional academic specialists like himself and, on the other hand, intellectuals such as read and write for Common Knowledge and who, “interested in themselves, . . . questioning themselves,” are ultimately philosophers rather than scholars. He then defined history, for the instruction of that idiosyncratic audience, as a record of what has actually happened. The editor, who is also the author of this memorial essay, responded in the journal by applying Pocock's definition of history with earnest interest to a new symposium he was introducing. Pocock then wrote, clarifying his position, that history is a “multiplex condition” and that among the “historical facts” to which historians must attend are constructed histories whose claims have already been invalidated. The editor's reply was that these were postmodern notions that belied Pocock's previously submitted definition. Looking back after twenty years, he now reflects on why Pocock criticized a journal he had helped to found, only then to write a sort of treatise in support of the journal's own views. He concludes that Pocock made the claim that his approach to scholarship and that of Common Knowledge were becoming incommensurable as a test of the journal that became, in the process, a test of his own liberality and open mind.
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Nowell, Zander, and Alexandria Smith. "Our Américas: Excavating Erased histories as Culturally sustaining Instruction." English Journal 112, no. 4 (2023): 43–50. http://dx.doi.org/10.58680/ej202332328.
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Mendelsohn, Sue. "“Raising Hell”: Literacy Instruction in Jim Crow America." College English 80, no. 1 (2017): 35–62. http://dx.doi.org/10.58680/ce201729260.
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Disciplinary histories of composition studies argue that the mission of communication programs shifted during World War II: from striving to democratize higher education to promoting uncritical patriotism. Historically black colleges and universities (HBCUs) rarely figure into these histories, in part because they seldom appeared in the era’s scholarly publications. Recently digitized African American newspaper archives invite a counter narrative of wartime democratizing pedagogy. Press coverage highlights the Hampton Institute Communications Center, the most widely publicized and politicized site of literacy instruction during the war. The controversy it engendered shows Hampton and other HBCU curricula forwarding wartime literacies that constituted patriotic resistance to Jim Crow segregation.
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Proppe, Rebecca. "Instruction Paintings." Re:Locations - Journal of the Asia-Pacific World 2, no. 1 (2019): 23–45. http://dx.doi.org/10.33137/relocations.v2i1.30801.
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In order to propose further research into non-Western avant-gardes and modernist narratives, this paper explores the contributions of Japanese-American artist Yoko Ono to our understanding of the narratives of modernism and contemporary art. Ono’s work is examined through her interactions with both Japanese and American avant-garde artists and philosophies, thus using Ono’s life and work as one potential case study in demonstrating the important dialog between East and West which manifested into several important avant-garde movements and artworks. My paper further seeks to complicate the traditional Western-centric narratives of art history by acknowledging intersectional readings of works and artists’ histories, by looking at Ono’s unique experience as a Japanese woman living in America, eventually marrying a pop singer whose fame would affect her public image for decades.
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Legg, Emily. "Daughters of the Seminaries: Re-landscaping History through the Composition Courses at the Cherokee National Female Seminary." College Composition & Communication 66, no. 1 (2014): 67–90. http://dx.doi.org/10.58680/ccc201426110.
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Challenging histories of male-dominated composition instruction during the nineteenth century, this article recovers composition practices at the Cherokee National Female Seminary, locating the practices at the intersections of gender, race, and colonization. Through Indigenous storytelling and archival research methods, the author asserts that our cultural locations landscape our writing histories.
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Schenk, Winfried. "Holznöte im 18. Jahrhundert? – Ein Forschungsbericht zur «Holznotdebatte» der 1990er Jahre | Wood shortage in the 18th century? A report on the wood shortage debate of the 1990s." Schweizerische Zeitschrift fur Forstwesen 157, no. 9 (2006): 377–83. http://dx.doi.org/10.3188/szf.2006.0377.
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At the beginning of the 1990s forest historians turned against the economic historian Joachim Radkau, who argued that lamentations in forest instructions around 1800 regarding wood shortage (scarcity) should rather be interpreted as an instrument of feudal authorities to regulate and constrain usage as well as a means to subjugate and discipline their subjects. By contrast, forest historians judged these lamentations to be an indication of actual shortcomings that existed before the advent of governmental forest management. As a result, many studies were undertaken that dealt with the social relevance of woods and forests in pre-industrial times. The present article starts with the status quo and traces back the complexity of the so-called wood emergency debate by taking a closer look at these early studies. It demonstrates how regional studies that were based on a wide range of sources contributed to the understanding of pre-industrial wood shortage events as complex phenomena related to distinct forest conditions and energy shortage discussions.
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Parchoma, Gale, Kristine Dreaver-Charles, and Dorothea Nelson. "Designing for Networked Learning in The Third Space." Proceedings of the International Conference on Networked Learning 11 (May 14, 2018): 432–39. http://dx.doi.org/10.54337/nlc.v11.8795.
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The focus of the argument in this paper is first situated in an allegory based on Van Gogh’s Expressionist masterpiece, The Yellow House, in that, our argument shares Van Gogh’s theme of looking for a home for a diverse community, engaged in a shared social movement, imagined/acted upon to evoke change. Our argument is fraught with commitments, investments, hopes, debates, rifts, and conflicts involved in the tentative, emergent nature associated with social movements. Within this diverse and contested context, networked learning praxis is set apart from mainstream e-learning and educational technology theories and practices. The problem of designing learning, in general, and designing for networked learning, in particular, is critically examined through a comparison of the projects, histories, and tenets of instructional design (ID) and learning design (LD). Associated notions of teacher-centred, learner-centred, and community/context-centred approaches to design are compared. Contrasts are drawn and commonalities are identified. The shared LD/ID claims that their projects are pedagogically neutral is interrogated. We then introduce Third Space theory as a way to open a dialogue between ID/LD proponents/researcher-practitioners. Third Space theory begins with abandoning aspirations for emergence of consensus from difference, arguably a practical stance to take when dealing with wide-ranging diversities across multicultural, interdisciplinary, international contexts. Having abandoned consensus, Third Space theory is directed toward ‘multilogues’ that promote boundary crossings and hybridisations, which can result in the emergence new “presences”: newly co-constructed ways to identify and accomplish shared goals. If we conceptualise The Third Space as, (Dare we suggest, an Expressionist social movement?), then based on historical examples of earlier social movements, it is relatively safe to suggest that this space too will likely be marked by misunderstandings and incommensurabilities. Third space ‘multilogues’ will involve participants sometimes talking ‘past each other’ rather than ‘with each other.’ We can expect substantive disagreements and retreats to previously held positions prior to arriving at places of mutual recognition, and perhaps even one or more forms of reconciliation. The paper concludes with an invitation for LDs and IDs to enter The Third Space with a view to finding varied, but sustainable, hybridised conceptualisations of design theories and practices that can contribute to designing future opportunities for networked learning across multicultural, multilinguistic, international, interdisciplinary context.
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Hasan, Hasan, Dedi Kuswandi, and Zahid Zufar At Thaariq. "MANAJEMEN PEMBELAJARAN BERDASARKAN SEJARAH KURIKULUM DI INDONESIA: SEBUAH SUDUT PANDANG TEORI BELAJAR." Jurnal Pendidikan Sejarah Indonesia 6, no. 2 (2023): 374. http://dx.doi.org/10.17977/um0330v6i2p374-402.
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Abstract: This study presents a theoretical framework for instructional management in Indonesia, taking into account the historical context of curriculum development and aligning it with the principles of sustainable development goals. Instructional management plays a crucial role in optimizing resources to achieve instructional objectives, and its significance is closely tied to the historical evolution of the curriculum in Indonesia. We examine the instructional management practices employed throughout the history of the curriculum in Indonesia, starting from the Rentjana Pelajaran in 1947 to the implementation of the Merdeka Curriculum since February 2022. By adopting a historical approach, we provide a narrative exploration of instructional management. This article uncovers insights into the theoretical shifts in learning approaches based on the established policies. Furthermore, the curriculum journey in Indonesia has been predominantly influenced by behavioristic learning theory. However, recent curriculum developments have embraced the principles of sustainable development goals. As a result, this article can serve as a valuable reference for teachers seeking guidance on effective instructional management in the classroom.Abstrak: Studi ini menyajikan kerangka teori untuk manajemen pembelajaran di Indonesia, dengan mempertimbangkan konteks historis pengembangan kurikulum dan menyelaraskannya dengan prinsip-prinsip tujuan pembangunan berkelanjutan. Manajemen pembelajaran memainkan peran penting dalam mengoptimalkan sumber daya untuk mencapai tujuan pembelajaran, dan signifikansinya terkait erat dengan evolusi historis kurikulum di Indonesia. Kami meneliti praktik manajemen pembelajaran yang digunakan sepanjang sejarah kurikulum di Indonesia, mulai dari Rentjana Pelajaran pada tahun 1947 hingga implementasi Kurikulum Merdeka sejak Februari 2022. Dengan mengadopsi pendekatan historis, kami memberikan eksplorasi naratif tentang manajemen pembelajaran. Artikel ini mengungkap wawasan tentang pergeseran teoritis dalam pendekatan pembelajaran berdasarkan kebijakan yang ditetapkan. Lebih jauh lagi, perjalanan kurikulum di Indonesia sebagian besar dipengaruhi oleh teori pembelajaran behavioristik. Namun, perkembangan kurikulum baru-baru ini telah merangkul prinsip-prinsip tujuan pembangunan berkelanjutan. Oleh karena itu, artikel ini dapat menjadi referensi yang berharga bagi para guru yang mencari panduan mengenai manajemen pembelajaran yang efektif di kelas.
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Song-Nichols, Koby. "Can historians order off the menu?:." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 11, no. 2 (2024): 126–48. http://dx.doi.org/10.15353/cjds.v11i2.682.
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While historians have used menus to tell part of the histories of restaurants, little guidance has been provided on how we should approach these unique culinary documents. This lack of instruction becomes more apparent in light of the impressive amount of archival work and digitization of historical menus done in recent years. As a response, this article presents a method that I have developed for analyzing menus. Drawing on interdisciplinary perspectives as well as experience teaching and researching with menus, this method recognizes menus as documents that can reveal the many relationships and connections intersecting in, flowing through, and making up restaurants. This method is divided into four steps: 1) (Un)Identifiable details; 2) Logics/story; 3) Mess or Marginalia; and 4) Cross-Menu comparison. By moving the reader through the method and offering an example of historical menu analysis, this article demonstrates some of the many historical insights that emerge through careful consideration of these sources.
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Nahrendorf, Carsten. "Antike Universalgeschichte und Säkularisierung im Melanchthonkreis." Daphnis 47, no. 3-4 (2019): 407–46. http://dx.doi.org/10.1163/18796583-04703001.
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This article argues that the literary reception of Classical historians through Philipp Melanchthon and his students made a decisive contribution to the pluralization and secularization of early Lutheran scholarly culture. It focuses on Georg Major’s hitherto unexplored edition of Justin’s Epitoma, which was printed in Hagenau in 1526, with a second, extended edition appearing in Magdeburg in 1537. Major’s first edition of 1526 is here scrutinized in the broader context of the emergence of Protestant universal history and the forming of Melanchthon’s understanding of the Four Kingdoms of Daniel, which is traditionally seen by scholars as the starting point of the distinction between secular and sacred history. The second edition (1537) includes a general instruction for the study of histories. Based as it is on Cicero’s historical-methodological principles of consilia, acta, and eventus, laid out in De Oratore, this handbook for Protestant Latin-school pupils is rooted in the historical thought of Italian humanists.
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Maldonado Mora, Bella A., María Esther Prados Megías, and María Jesús Márquez García. "REESCRIBIR EL CUERPO EDUCADO. DE LA VOZ SILENCIADA Y LA EMOCIÓN CONTENIDA AL CUERPO EDUCANDO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2017): 377. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.1005.
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Abstract.REWRITING THE EDUCATED BODY OF THE SILENCED VOICE AND THE EMOTION CONTAINED IN THE BODY EDUCATINGThe educating body (Planella, 2006) raises the need to consider that the educational process is constituted to the extent that there is a pedagogical subject, namely the person - as subjectivity -, your histories, your experiences, your voices and learning are placed at the very center of all of the pedagogical action. Reconsidering this positioning involves developing thoughts, skills and creative strategies that evidence the experience and knowledge that people have about themselves and their corporeal nature. Hence, narrative research and his interpretive approach contribute us with valid tools for our study. The proposal we are presenting have to develop processes of creativity, expressiveness and non verbal communication through human movement, body awareness and biographical account. The use of corporal micro-narratives, starting on a free and creative writing, is an opportunity for students to become aware of which have been the emotional, affective, educational, structural and cultural elements that have modelled their body and remain silent. At the same time, the reconstruction of the lived experience in their bodies, through their own life, opens the ways for creative development as future professionals. The sixty micro-account analyzed in the first stage of the research that we present form part of a more extensive research proceeding from a doctoral thesis process. The analysis points to several emerging issues: first of all, the educational instructional worldly model shape an insecure body with ridiculous feelings; then, the educating body model is a rigid body, shaped and “frightened”; finally, the body expresses and contains shame, shyness and devaluation opposite the other ones.Key word: corporal narrative, creativity, emotional education, initial training.Resumen.El cuerpo educando (Planella, 2006) plantea la necesidad de considerar que el proceso educativo se constituye en la medida que hay sujeto pedagógico, es decir, la persona -como subjetividad-, su historia, experiencia, su voz y aprendizaje son puestos en el centro mismo de toda acción pedagógica. (Re)considerar este posicionamiento implica desarrollar pensamientos, habilidades y estrategias creativas que evidencien la experiencia y conocimiento que las personas tienen acerca de sí mismas y de su corporalidad. De ahí que la investigación narrativa y su enfoque interpretativo nos aporten herramientas válidas para nuestro estudio. La propuesta que presentamos tiene como objetivo el desarrollo de procesos de creatividad, expresividad y comunicación corporal a través del movimiento humano, la conciencia corporal y relatos biográficos. El uso de micro-relatos corporales, a partir de una escritura libre y creativa, es un espacio para que el alumnado tome conciencia de cuáles han sido los elementos emocionales, afectivos, educativos, estructurales y culturales que han modelado su cuerpo y que permanecen silenciados. Al mismo tiempo, la reconstrucción de la experiencia vivida en sus cuerpos, a través de sus propias historias, abre caminos para el desarrollo creativo como futuros profesionales. Los sesenta micro-relatos analizados en la primera fase de la investigación que presentamos forma parte de una investigación más amplia de un proceso de tesis doctoral. El análisis apuntan hacia varias cuestiones emergentes: el modelo instructivo educativo vivido configura un cuerpo inseguro y con sentimientos de ridículo; el cuerpo educado es un modelo de cuerpo rígido, modelado y “asustado”; el cuerpo expresa y contiene vergüenza, timidez y desvaloración frente a los demás.Palabras clave: narrativa corporal, creatividad, educación emocional, formación inicial.