To see the other types of publications on this topic, follow the link: Teaching History 12.
Journal articles on the topic 'Teaching History 12'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teaching History 12.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
Martin, Floyd W. "The Missing Discipline: Teaching K-12 Art History." Design For Arts in Education 92, no. 5 (June 1991): 39–45. http://dx.doi.org/10.1080/07320973.1991.9934857.
Full text
3
Weakland, John E. "Medieval History." Teaching History: A Journal of Methods 10, no. 1 (April 20, 1985): 3–12. http://dx.doi.org/10.33043/th.10.1.3-12.
Full text
4
Martin, Gerry. "Historical Inquiry for Teaching Year 11 & 12 History Students." Learning and Teaching 4, no. 2 (January 1, 2011): 23–35. http://dx.doi.org/10.7459/lt/4.2.03.
Full text
5
Cooks, B. "Confronting Terrorism: Teaching the History of Lynching through Photography." Nka Journal of Contemporary African Art 2006, no. 20 (September 1, 2006): 12–21. http://dx.doi.org/10.1215/10757163-20-1-12.
Full text
6
Kordonova, Alla. "The stages of integrated teaching of Ukrainian history to prospective history teacher by means of English." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (December 24, 2020): 93–100. http://dx.doi.org/10.24195/2617-6688-2020-4-12.
Full textAbstract:
The relevance of the study is stipulated by the requirements intended for prospective specialists in history, the separation of a particular competence dealing with the ability to communicate by means of a foreign language using the terminology adopted within the professional environment, to be more precise. The research aims to present the process of step-by-step integrated teaching of the history of Ukraine to the would-be History teachers by means of English. The following methods have been used to solve the tasks set in the study: theoretical – analysis of pedagogical, psychological, didactic literature on the problem under consideration, which allows further substantiation of the expediency of step-by-step integrated training of the would-be History teachers to improve professional activities by means of English; empirical – analysis of the Standard of Higher Education of Ukraine on the History of Ukraine, the current curriculum, educational programs in the discipline «Foreign Language for Professional Purposes» for students majoring in 014 Secondary education (History) to clarify the status of the problem in the practice of higher education of Ukraine. The process of gradual teaching of Ukrainian history to the would-be History teachers by means of English has been substantiated by the theoretical findings as follows: 1) integration of profession-related and foreign language speech competencies of the future History teachers is the basis for better performance of their professional duties; 2) under the integrated stages of teaching History by means of the English language, we understand certain stages of students’ development which have both linguistic and thematic content; 3) the stages of integrated teaching of the History of Ukraine to the future History teachers by means of English are introductory, language-oriented, education- and speech-centred, profession- and speech-related, final; 4) each stage has an integrated goal (language and subject), methodical actions for mastering professional content by means of English, and the result; 5) all the stages of the integrated learning are interconnected and interdependent both linguistically and in terms of their content.
7
Yunusaliev, Jaxongir. "PEDAGOGICAL FACTORS OF DEVELOPING A SCIENTIFIC WORLD-VIEW IN SCHOOL STUDENTS ON THE BASIS OF THE HERITAGE OF OUR GREAT ANCESTORS THROUGH TEACHING HISTORY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 16, 2021): 57–61. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-12.
Full textAbstract:
The article analyzes the pedagogical factors of developing students' scientific outlook on the basis of historical sources based on the heritage of our great ancestors through the teaching of history.
8
Vilkov, Vyacheslav. "DIALECTICAL AND HISTORICAL MATERIALISM IN THE STRUCTURE OF MARXISM-LENINISM PHILOSOPHICAL TEACHING AND POLITICO-IDEOLOGICAL DOCTRINE." Bulletin of Taras Shevchenko National University of Kyiv. Philosophy, no. 4 (2021): 114–41. http://dx.doi.org/10.17721/2523-4064.2021/4-12/12.
Full textAbstract:
The article presents the results of the study of the specifics of the use by V.I. Lenin and I.V. Stalin of the concepts of «dialectical» and «historical» materialism; Stalin's understanding and interpretation of the essence and functions of these two main types of axiomatics of Marxist-Leninist philosophy, which were proposed in his work «Dialectical and Historical Materialism», that was included in «History of the Communist Party of the Soviet Union (Bolsheviks): Short Course» (its first edition was published in 1938) and up to the 11th collection of his works, lectures, articles, speeches, etc. under the title «Concerning Questions of Leninism» (first published in 1939), are analysed in detail. The proposed analysis reveals the Stalinist and post-Stalinist understanding of the essence, structure and functions of dialectical and historical materialism; its theoretical and methodological foundations and status in the structure of Marxist-Leninist philosophy; highlights the Stalinist approach to understanding the relationship of Marxist philosophy with the ideological doctrine of the Communist Party of the USSR and the Communist worldview. The article defines the significant changes in Soviet Marxism from the end of 1953 until the end of the 1980s. It refers to the conceptual interpretation of dialectical and historical materialism, recognised in Soviet times as the basis and two main components of Marxist-Leninist philosophy. In addition, the leading tendencies that were formed among Soviet scientists of the 1960s and 1980s, as new approaches to understanding the nature of the interrelationships of Marxist-Leninist philosophy, primarily "diamat" and "istmat", with the Communist Party ideology and those branches of social studies (mainly «scientific communism»), which formed a single system of philosophical and socio- political knowledge, a complex of sciences and academic disciplines commonly known as «Marxism- Leninism», are highlighted in the article. The main tendencies of the post-Stalinist era in the interpretation of the ideological, theoretical and methodological role of dialectical and historical materialism, their status in the structure of Soviet philosophy and social-political science, as well as the specifics of correcting their ideological and worldview intent during the second half of the twentieth century are characterised. Within the framework of this analysis, the paradigmatic narratives, declared by Ukrainian researchers of the post-Soviet era to assess the role of V.I. Lenin and, especially, I.V. Stalin («Dialectical and Historical Materialism») in the emergence of fundamental problems and negative processes during the development of philosophical and socio-political thought in the USSR for the entire post-Stalin period of history, are identified and summarised. The main research methods are systemic, comparative, discursive, content analysis, prescripts of scientism and the principle of historicism. The study may be particularly relevant for a scientifically balanced, ideologically unbiased, adequate comprehension of the history and logic of the development of philosophical and socio-political thought in the Soviet Union and Ukraine since independence.
9
Mohammad, Abdulla I. "Issues And Challenges Confronting History Teachers In The Implementation Of K-12 Curriculum In The Province Of Sulu." Indonesian Community Empowerment Journal 1, no. 2 (June 24, 2021): 70–91. http://dx.doi.org/10.37275/icejournal.v1i2.13.
Full textAbstract:
The study is a descriptive research which looked into the issues and challenges related to the implantation of K-12 curriculum. More importantly, this research undertaking identified various problems confronting the teachers.
A survey questionnaire was used in gathering the data. Respondents were History teachers in National High Schools, Laboratory High Schools and Notre Dame Schools in some municipalities in the Province of Sulu. They were purposely chosen in the investigation of issues and challenges confronting History Teachers in the implementation of the K-12 curriculum.
The teachers-respondents were majority male at the age category 31 to 40 years old, finished only Baccalaureate Degree, and the teaching History subject for 5 to 10 years. The Male History Teachers in the High Schools of Sulu at their age category 31 to 40 years old have not pursued educational growth in spite of their 5 to 10 years in service.
The study concluded that the History teachers are not growing professionally in terms of their educational attainment. They strongly agreed in their perceptions and actual observations that problems did exist on the implementation of the K-12 curriculum to wit: Learning Resources and Needs, Teacher’s Competency: Method, Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment.
Based on the result of the study on the Issues and Challenges Confronting History Teachers in the Implementation of K-12 curriculum in the Province of Sulu, History Teachers should improve their educational attainment, they must earn at least Master’s Degree in line with his or her major because I believed the more the teachers spent time in schooling the better their method of teaching would be developed. We need to be lifelong learners, holistically developed and globally oriented and locally grounded and that is our modern world required us a productive and competitive Filipino citizen.
10
Theodore Bottomley, David. "The social purpose of Rev. Richard Dawes who taught the philosophy of common things." History of Education Review 43, no. 2 (September 30, 2014): 245–59. http://dx.doi.org/10.1108/her-12-2012-0041.
Full textAbstract:
Purpose – The purpose of this paper is to consider why Richard Dawes (1793-1867) academic, college business manager and Church of England priest developed a curriculum in a nineteenth century English village school with which he sought to modify differences in social class and achieved outstanding results in student engagement and educational attainment. Design/methodology/approach – The approach is documentary. It uses books and internet scans of original documents. It locates Dawes's work in the social movements of early nineteenth century Britain and associates Dawes's activities with those of Kay-Shuttleworth who was administrator of the British government's first move to provide education for poor children. Findings – Dawes emphasised tolerance and secular teaching within a school system devoted to instilling Church of England doctrine. He based classroom teaching on things familiar to children and integrated subject content. He used science to encourage parents of “that class immediately above that of labourers” to send their children to his school to overcome class differences. For his system to be widely adopted he needed science teachers trained in his practical teaching methods. Initial government support for science in elementary schools was eroded by Church of England opposition to state intervention in education. Originality/value – Dawes's pedagogic achievements are well known in the history of science education; his secular teaching in a church school and his valiant attempt to use science as an instrument of social change, perhaps less so.
11
Neumann, Nils. "Kein Gewinn = Gewinn Die kynisch geprägte Struktur der Argumentation in 1 Tim 6:3-12." Novum Testamentum 51, no. 2 (2009): 127–47. http://dx.doi.org/10.1163/156853608x399133.
Full textAbstract:
AbstractIn the last chapter of 1 Timothy there is one passage arguing passionately and polemically against differently minded teachers. It calls on its readers to beware of the different teaching (1 Tim 6:3-12). This New Testament text brings forward a train of thought that shows far reaching parallels to the Cynic Philosophy of the 1st and 2nd centuries A.D. The criticism which 1 Timothy passes on its opponents corresponds to the criticism of the contemporary Cynics against their adversaries. It mainly concerns the hypocritical motivations that lead the differently minded teachers to preach their message: according to the view of their critics they only aim to make money out of their teachings. In this reasoning polemical and paraenetical components unite. The careful consideration of this New Testament passage's similarity to the cynic world of thought also faciliates the description of the specific character in the intention of 1 Timothy against the cynic background, i.e. the christological accentuation of the favoured good teaching and lifestyle.
12
Enesi, Miranda. "The Effect of Teaching Word Formation Theory to English Students." European Journal of Language and Literature 7, no. 1 (January 21, 2017): 7. http://dx.doi.org/10.26417/ejls.v7i1.p7-12.
Full textAbstract:
The word-formation theory is often avoided in English language course books and little research is conducted on the pedagogical status of word-building process. However, many researchers and lecturers have realized the effect of teaching word-formation theory in English languages course books. English language lecturers have noted that vocabulary is very important in various subjects of English language branch curricula. For this reason, we must admit that the processes of word-formation, through which every language vocabulary can be enriched, are very important in English language teaching and learning. Word formation components such as prefixes, suffixes, etymology, history of words and other required materials in composing the vocabulary of English language are tested in Aleksandër Moisiu University. The results have revealed a significant and successful effect of teaching Word formation theory, this way showing the colossal importance of this important language aspect in every English language edition course book. This paper has two aims: first to review types of English word-formation and, second, to discuss the absence and the need for word-formation theory in English language course books. Keywords: Word formation, prefixes, suffixes, words, vocabulary.
13
Mohammad, Abdulla I. "Demographic Profiles and The Percieved-Actual Responses of The Grade 7 History Teachers on The Implementation of The K-12 Curriclum in The Province of Sulu." Open Access Indonesia Journal of Social Sciences 4, no. 2 (June 21, 2021): 431–39. http://dx.doi.org/10.37275/oaijss.v4i2.65.
Full textAbstract:
The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study. The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems exist: as Learning Resources, Teacher’s Competency, Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment. It is recommended that Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: Grade 7 History teachers must improve their education attainment;History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum;History teachers must earn at least Master’s degree in line with his or her major; The DepEd must improve the implementation of the K-12 History curriculum in areas of Learning Resources, Teacher’s Competency: Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment; The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; There must be similar study conducted to assist the findings of this study; and Administration must fully support the program; that is and for the progress of the teachers.
14
Dilek, Gülçin (Yapıcı). "Visual thinking in teaching history: reading the visual thinking skills of 12 year-old pupils in Istanbul." Education 3-13 38, no. 3 (August 2010): 257–74. http://dx.doi.org/10.1080/03004279.2010.497276.
Full text
15
Freeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales." History of Education Review 48, no. 1 (June 3, 2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.
Full textAbstract:
Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.
16
Fraknoi, Andrew. "A Brief History Of Publishing Papers On Astronomy Education Research." Journal of Astronomy & Earth Sciences Education (JAESE) 1, no. 1 (January 19, 2015): 37. http://dx.doi.org/10.19030/jaese.v1i1.9105.
Full textAbstract:
While some research had been done on K-12 and planetarium astronomy teaching from the 1930's to the 1980's, the growth of research on college physics education offered astronomy education researchers a model for examining techniques for teaching introductory college astronomy survey "Astronomy 101" courses as well. This early research was published in widely scattered journals and rarely reached the practitioners of astronomy education. The need to inform and unite the community of astronomy educators led to the birth of the journal "Astronomy Education Review," whose history and sudden death is analyzed. This paper provides a short history of publishing astronomy education research results and provides context for the advent of the new Journal of Astronomy & Earth Sciences Education (JAESE).
17
Redkin, O. I., and O. A. Bernikova. "TEACHING MATERIALS ON THE HISTORY AND CULTURE OF ISLAM: THE LATEST ISSUES REVIEW." Islam in the modern world 12, no. 1 (April 18, 2016): 211–18. http://dx.doi.org/10.20536/2074-1529-2016-12-1-211-218.
Full text
18
Legrand, Thierry. "À propos d’un messianisme qui divise: Targum Genèse 49.8–12." Aramaic Studies 12, no. 1 (2014): 32–52. http://dx.doi.org/10.1163/17455227-01201006.
Full textAbstract:
The Haggadic content of Targum Onqelos Gen. 49.8–12 strays far from the Massoretic text and varies greatly from Targum Neofiti and the Palestinian recensions. This study focuses on the messianic features of these sections (messianism centred on the teaching of the Torah, pacific or belligerent). It also examines the part played by TgOnq 49.8–12 in the history of the redaction of Onqelos. According to the author of this article, this section did not belong to proto-Onqelos, but is the outcome of a late reflection (end of the 2nd century or beginning of the 3rd century ce), which occurred in a Babylonian context, on the events of the Second Jewish war.
19
Chenulu, Syamala. "Teaching Mathematics through the Art of Kolam." Mathematics Teaching in the Middle School 12, no. 8 (April 2007): 422–28. http://dx.doi.org/10.5951/mtms.12.8.0422.
Full textAbstract:
One goal of the NCTM's connections Standard is that mathematics instruction pre- K–12 should “enable all students to recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 64). Art of all kinds provides opportunities to address this goal. Moreover, many mathematics educators, including myself, believe that it is important and beneficial to provide a multicultural perspective in our classrooms. “Knowledge of the ideas of others can enlarge our view of what is mathematical and, in particular, add a more humanistic and global perspective to the history of mathematics. This enlarged view, in which mathematical ideas are seen to play a vital role in diverse human endeavors, provides us with a richer and fuller picture of mathematics” (Ascher 2002, p. 200).
20
Hussein, Hunar Jamal, Khalid Hama Salih, and Adnan Mohammed Hasan. "Infantile Nephropathic Cystinosis in Sulaimani Pediatric Teaching Hospital: A Retrospective Cohort Study." Kurdistan Journal of Applied Research 3, no. 1 (April 1, 2018): 5–8. http://dx.doi.org/10.24017/science.2018.1.2.
Full textAbstract:
Cystinosis is a rare metabolic autosomal recessive disorder which characterized by intralysosomal accumulation of cystine. There are three forms; infantile nephropathic is the commonest forms. to evaluate clinical presentations and outcome of infantile cystinosis. A retrospective cohort study conducted in Sulaimani Pediatric Teaching Hospital on 25 patients with infantile cystinosis during May 1, 2014, to June 1, 2017. This study has depended on clinical symptoms and signs, and corneal crystallization for the diagnosis of cystinosis. Gender of the patients was 13 (52%) females and 12 (48%) males. The ages were ranged between (1-12 years) with a mean age of (6.25 years). Eight (32%) patients were from Sulaimani city, but the other 17 (68%) patients were from outside of Sulaimani. Moreover, a 17 (68%) of them were Arabic and the other eight (32%) were Kurdish ethnic groups. The study showed a 20 (80%) positive consanguinity with 19 (76%) positive family history of infantile cystinosis. Additionally, the age of first presentations was between (0.25-2 years) with a mean of (0.8 years). Clinical features included a 100% for polyuria, polydipsia, and failure to thrive. Furthermore, 10 (40%) presented with constipation, 23 (92%) photophobia and 5 (20%) blond hair. Complications included 24 (96%) rickets, 14 (56%) renal insufficiency, 5 (20%) hypothyroidism, 4 (16%) genu valgum, 3 (12%) growth hormone deficiency, and 3 (12%) developed end-stage renal disease. Subsequently, two patients died (8%) due to end-stage renal disease. Finally, there was a statistically significant relationship between both renal insufficiency (P-value = 0.042) and hypothyroidism (P-value < 0.001) with Kurdish ethnicity. Conclusion: Incidence of cystinosis was high among consanguineous parents and those patients who had a positive family history of cystinosis. Furthermore, the delay in diagnosis was due to atypical presentations and unavailability of specific investigations.
21
Abrahamson, Louis, and Corey Brady. "A Brief History of Networked Classrooms to 2013." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 4 (October 2014): 1–51. http://dx.doi.org/10.4018/ijqaete.2014100101.
Full textAbstract:
The original work spoke of a burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of the enabling technologies, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps even more interesting is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this newer technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent.
22
Mubarak, Amin Ali Al. "Exploring the Problems of Teaching Translation Theories and Practice at Saudi Universities: A Case Study of Jazan University in Saudi Arabia." English Linguistics Research 6, no. 1 (March 9, 2017): 87. http://dx.doi.org/10.5430/elr.v6n1p87.
Full textAbstract:
The current study deals with the problems of teaching translation from the following perspectives: the significance of translation teaching, the history of translation teaching, teaching materials and teaching methods. The researcher specifically focuses on discovering the problems faced by teachers at the University of Jazan in Saudi Arabia in teaching translation theories and practice. The researcher used a descriptive method in this study to determine the problems faced by teachers in teaching translation. The researcher also distributed a questionnaire to investigate the problems the teachers encountered when teaching translation theories and practice and the questionnaire contained 12 questions. This research did not only reveal the problematic issues encountered but also proposed some practical measures to remedy them. The findings and suggestions would facilitate teachers and relevant authorities to improve the translation teaching methodology in Jazan Universityand the result must not be generalized.
23
Ellis, Robert B., and David S. Waller. "Marketing education at the University of Melbourne." History of Education Review 46, no. 1 (June 5, 2017): 95–106. http://dx.doi.org/10.1108/her-12-2015-0030.
Full textAbstract:
Purpose The purpose of this paper is to analyse the early days of marketing education by observing the first “Marketing” subject in Australia, which was taught at the University of Melbourne, and comparing elements of the early subject to the introductory Marketing subject of today. Design/methodology/approach The information used for this study was obtained from material in the University of Melbourne Archives, including calendar entries, subject descriptions, and university announcements, as well as from interviews and correspondence with various people including those in academic and administrative positions, and former students. Findings The origins of university-level marketing education in Australia can be seen to have been shaped by several influences, including: the external environment of the country at that time; the areas of interest of academic staff; the availability of teaching material – textbooks, academic articles, appropriate case studies, academic research papers, etc.; the academic staff and teaching materials from the USA; and the extent to which the supporting technology of marketing had changed. Practical implications By observing the development in marketing education over the years, from its beginnings in Australia at the University of Melbourne, this paper shows changes in the content which assists in the understanding of what has led to how marketing is taught in Australasian universities and colleges today. Originality/value Marketing education research usually focusses on what is happening at the moment, so the value of this study is that it is one of the few that looks at marketing education from a historical perspective.
24
S, Dorji, Ramesh Kumar Chettri, Karma Phuntsho, and Thukten Jamtso. "Investigating the Self-Efficacy beliefs and experiences of teachers teaching Grades 11 and 12 World history without a Textbook." International Journal of English Literature and Social Sciences 5, no. 6 (2020): 2286–97. http://dx.doi.org/10.22161/ijels.56.68.
Full text
25
AJADI, T. A., and M. O. OYEYEMI. "DOG CASTRATION RECORDS IN VETERINARY TEACHING HOSPITAL, FUNAAB." Journal of Natural Sciences Engineering and Technology 17, no. 1 (November 6, 2019): 67–74. http://dx.doi.org/10.51406/jnset.v17i1.1898.
Full textAbstract:
ABSTRACT
This study was aimed at determining the records of surgical castration in dogs by reviewing the records of dogs presented to the Veterinary Teaching Hospital, Federal University of Agriculture, Abeokuta between May, 2005 and October, 2012 . Data recorded included breed, age of the dogs at presentation and presenting history and clinical signs. It was only thirteen dogs that were presented for castration out of five hundred and twenty five male dogs presented to the hospital during this period. They comprised of three breeds of dogs with mean age of 3.5 ± 2.1 years. General anaesthesia was used in twelve (12) of the thirteen (13) cases, while sedation with local anaesthesia was employed in one (1) case. The rate of surgical castration in VTH, FUNAAB is very low while castration could be said to be requested for later in life.
26
Alasgarova, Rena. "Implementing CLIL techniques to History Classes: Action Research." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 146–54. http://dx.doi.org/10.31578/jebs.v4i1.161.
Full textAbstract:
The given action research is aimed at investigating the impact the implementation of CLIL techniques may have on understanding and comprehension of the content in the teaching/learning environment where English is used as a medium of education. The research was conducted in Cambridge department of one of the private schools in Baku, Azerbaijan with two groups of 11-12-year-old learners. CLIL methodology was utilized in History of Azerbaijan classes to check whether the approach can facilitate the understanding of the content matter for the students who are proficient English users. The distinctive feature of this action research is that it allows for viewing CLIL approach from a perspective opposite to the common perspective where the focus is shifted from learning the language through content to learning content through CLIL tools and techniques.
27
Gurven, Michael D., Raziel J. Davison, and Thomas S. Kraft. "The optimal timing of teaching and learning across the life course." Philosophical Transactions of the Royal Society B: Biological Sciences 375, no. 1803 (June 2020): 20190500. http://dx.doi.org/10.1098/rstb.2019.0500.
Full textAbstract:
The evolutionary biologist W. D. Hamilton (Hamilton 1966 J. Theor. Biol. 12 , 12–45. ( doi:10.1016/0022-5193(66)90184-6 )) famously showed that the force of natural selection declines with age, and reaches zero by the age of reproductive cessation. However, in social species, the transfer of fitness-enhancing resources by postreproductive adults increases the value of survival to late ages. While most research has focused on intergenerational food transfers in social animals, here we consider the potential fitness benefits of information transfer, and investigate the ecological contexts where pedagogy is likely to occur. Although the evolution of teaching is an important topic in behavioural biology and in studies of human cultural evolution, few formal models of teaching exist. Here, we present a modelling framework for predicting the timing of both information transfer and learning across the life course, and find that under a broad range of conditions, optimal patterns of information transfer in a skills-intensive ecology often involve postreproductive aged teachers. We explore several implications among human subsistence populations, evaluating the cost of hunting pedagogy and the relationship between activity skill complexity and the timing of pedagogy for several subsistence activities. Long lifespan and extended juvenility that characterize the human life history likely evolved in the context of a skills-intensive ecological niche with multi-stage pedagogy and multigenerational cooperation. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.
28
Pastourmatzi, Domna. "Researching and Teaching Science Fiction in Greece." PMLA/Publications of the Modern Language Association of America 119, no. 3 (May 2004): 530–34. http://dx.doi.org/10.1632/003081204x20613.
Full textAbstract:
In the dreams our stuff is made of, Thomas M. Disch talks about the influence and pervasiveness of science Fiction in American culture and asserts the genre's power in “such diverse realms as industrial design and marketing, military strategy, sexual mores, foreign policy, and practical epistemology” (11-12). A few years earlier, Sharona Ben-Tov described science fiction as “a peculiarly American dream”—that is, “a dream upon which, as a nation, we act” (2). Recently, Kim Stanley Robinson has claimed that “rapid technological development on all fronts combined to turn our entire social reality into one giant science fiction novel, which we are all writing together in the great collaboration called history” (1-2). While such diagnostic statements may ring true to American ears, they cannot be taken at face value in the context of Hellenic culture. Despite the unprecedented speed with which the Greeks absorb and consume both the latest technologies (like satellite TV, video, CD and DVD players, electronic games, mobile and cordless phones, PCs, and the Internet) and Hollywood's science fiction blockbuster films, neither technology per se nor science fiction has yet saturated the Greek mind-set to a degree that makes daily life a science-fictional reality. Greek politicians do not consult science fiction writers for military strategy and foreign policy decisions or depend on imaginary scenarios to shape their country's future. Contemporary Hellenic culture does not acquire its national pride from mechanical devices or space conquest. Contrary to the American popular belief that technology is the driving force of history, “a virtually autonomous agent of change” (Marx and Smith xi), the Greek view is that a complex interplay of political, economic, cultural, and technoscientific agencies alters the circumstances of daily life. No hostages to technological determinism, modern Greeks increasingly interface with high-tech inventions, but without locating earthly paradise in their geographic territory and without writing their history or shaping their social reality as “one giant science fiction novel.”
29
Afrianti, Titin, Wurdjinem Wurdjinem, and Sri Ken Kustianti. "Kemampuan Siswa dalam Memahami Bahan Ajar Sejarah Perjuangan Rakyat Bengkulu pada Aspek Kognitif dan Aspek Afektif pada Mata Pelajaran Muatan Lokal di Kelas V Sekolah Dasar Negeri 49 Kota Bengkulu." Jurnal PGSD 11, no. 1 (September 13, 2018): 8–18. http://dx.doi.org/10.33369/pgsd.11.1.8-18.
Full textAbstract:
This study aimed to describe the ability of students to understand the teaching materials on the history of the struggle of the people of Bengkulu local content subjects at three aspects of the history of the learning outcomes of academic skills (cognitive), awareness of history (affective), nationalism (affective). This type of research is descriptive quantitative research with descriptive methods and techniques percentage. The subjects were students of class VA amounting to 23 students. The research instrument used is a matter of objective test sheet form and the sheet observation / observasi.teknik data analysis by scoring on a multiple choice test and scoring on a sheet of observation / observation later described. From the research that VA grade students of State Elementary School 49 Bengkulu City was able to understand the history of the struggle of people teaching materials Bengkulu with an average of 68.11% in understanding the teaching materials on the history of the struggle of the people of Bengkulu local content subjects. However, if viewed from the completeness graders said VA has not been completed, because based on the assessment of students declared complete benchmark reference when getting values over 65 as much as 75-80%. It can be concluded that based on the calculation that has been obtained in the aspect of academic skills (cognitive) as many as 12 students (52.17%) were able to understand the history of the struggle of the people teaching materials Bengkulu, A total of 16 students (69.56%) had a history conscious attitude. And to nationalism as many as 19 students (82.60%) were able to have an attitude of nationalism.
30
Abrahamson, Louis, and Corey Brady. "A Brief History of Networked Classrooms to 2013." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 3 (July 2014): 1–54. http://dx.doi.org/10.4018/ijqaete.2014070101.
Full textAbstract:
When the original work appeared (Abrahamson, 2006), it spoke of a huge burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of technology itself, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps more significant is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent. (Note: This work is an updated and expanded version of an original book chapter written eight years ago (Abrahamson, 2006). The present paper is still written in the first person as a narrative, although a second author has been added. Where not specifically identified, use of the first person in the narrative still refers to the first author. The work of the second author also uses the first person, but his name is identified where his narrative appears.)
31
Ide, Tobias. "Teaching terrorism, saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states." Political Geography 77 (March 2020): 102125. http://dx.doi.org/10.1016/j.polgeo.2019.102125.
Full text
32
Hagner, Donald. "A Response to John P. Meier's 'Did the Historical Jesus Prohibit All Oaths?'." Journal for the Study of the Historical Jesus 6, no. 1 (2008): 25–32. http://dx.doi.org/10.1163/174551908x266006.
Full textAbstract:
AbstractJohn Meier's conclusion that Jesus' teaching in Mt 5:34-37 violates the Law of Moses is incompatible with the evangelist's insistence in 5:17 that Jesus did not come to abolish the Law. Jesus remains faithful to the Law by bringing it to its intended meaning, penetrating to the essence of its teaching. If the letter of the Law is violated, its spirit is upheld: the issue is not the oaths themselves, but the importance of unqualified truthfulness. This too is the meaning of the same material in Jas 5:12. The key to understanding Jesus and the Law is to be found in christological and eschatological realities associated with the person and mission of Jesus.
33
Fokides, Emmanuel, Eleni Polydorou, and Panos Mazarakis. "Using Google Cardboard Compatible HMDs and Spherical Videos for Teaching History to High School Students." International Journal of Smart Education and Urban Society 11, no. 4 (October 2020): 18–34. http://dx.doi.org/10.4018/ijseus.2020100102.
Full textAbstract:
The study presents the results from a project in which subjects related with history were taught to high school students using spherical videos, viewed by means of smartphones and Google Cardboard compatible HMDs. The target group was One hundred five 14-15 years old students, divided into three groups. The first used printed material, the second web pages, and the third the HMDs. The project lasted for 12 two-teaching-hours sessions (for for each tool), and data were collected using evaluation sheets and a questionnaire for recording student views and attitudes. The results suggested that students who used the HMDs outperformed students who used the other tools. All tools were considered equally effective and the participating students considered the web pages as easier to use. Then again, the combination of spherical videos, smartphones, and HMDs was more enjoyable and motivating. Though the findings highlighted the educational potential of spherical videos when viewed through HMDs, they also point to the need for finding innovative teaching methods/frameworks for better exploiting their potential.
34
Sepel, Lenira M. N., Elgion L. S. Loreto, and João B. T. Rocha. "Using a Replica of Leeuwenhoek's Microscope to Teach the History of Science and to Motivate Students to Discover the Vision and the Contributions of the First Microscopists." CBE—Life Sciences Education 8, no. 4 (December 2009): 338–43. http://dx.doi.org/10.1187/cbe.08-12-0070.
Full textAbstract:
The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level. We propose a didactic activity using a replica of Leeuwenhoek's microscope made with Plexiglas and a lens obtained from a key chain laser pointer or from a broken CD drive. The proposed activity motivated students to learn about microscopy and helped them to appreciate scientific knowledge from a historical perspective.
35
Note, Margot. "The “Intimidating” Archives: Teaching Graduate Students Historical Research Methods." Collections: A Journal for Museum and Archives Professionals 13, no. 3-4 (September 2017): 225–41. http://dx.doi.org/10.1177/155019061701303-403.
Full textAbstract:
This article discusses approaches I used to teach “Research Methods,” an archival-based course for a history graduate program at a small college. The instruction included baseline research strategies for students new to the humanities as well as advanced methodologies for experienced researchers, with attention given to archival research techniques. Most professional literature focuses on teaching archival literacy aimed at K-12 students or undergraduates; this article explores the distinct research and instruction needs of graduate students. It examines how graduate students perceive the research process, what difficulties they encounter while conducting research, and what impact attending the course could have on their long-term research procedures. While teaching the course, I discovered that students viewed archives as intimidating. By acknowledging that new users can feel daunted by researching archival collections, instructors and archivists can consider how to make the archives more welcoming to first-time visitors.
36
Mulyawan, Rian Agus, Leo Agung S, and Djono Djono. "Digital Teaching Material in Learning Content of Rewanda Traditional Value in Goa Kreo Semarang to Improve Historical Awareness of Students At 12 SMA Negeri." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 364. http://dx.doi.org/10.20961/shes.v3i2.46258.
Full textAbstract:
<p><em>The purpose of this study is to explain the process of cultivating historical awareness of the value of the rewanda custom in the cave creo semarang in history learning at SMA Negeri 12 Semarang, explaining how historical awareness among students at SMA Negeri 12 Semarang, explains the relevance between Adat Rewanda and Historical Awareness in learning and explaining how to integrate the traditional values of rewanda in Goa Kreo Semarang with history learning at SMA Negeri 12 Semarang. Researchers used qualitative research methods with descriptive and phenomenological approaches. The results of this study indicate that the cultivation of historical awareness of the customary value of rewanda in the cave creo semarang is appropriate, proven by the existence of a Learning Implementation Plan and Syllabus in the 2013 Curriculum, the implementation of learning, evaluation and historical awareness of students which is shown mostly from the results of student interviews, namely understanding. There are factors that affect the level of students' historical awareness, among others, the history of teacher competence, existing learning, and the environment. The facilities used in the cultivation of historical awareness are supported by learning and extracurricular resources.</em></p>
37
Gubanov, N. N., and N. I. Gubanov. "Is Lecture as a Dominant Form of Teaching Dying?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 72–85. http://dx.doi.org/10.31992/0869-3617-2020-29-12-72-85.
Full textAbstract:
The article is devoted to the actively debated, difficult and for many teachers a painful problem addressing lecture as a dominant form of teaching. Nowadays, lecture is increasingly seen as an inefficient form of education, hopelessly outdated, with little interest and response among students, useless and, in principle, dying. The authors are firmly convinced that lecture was, continues to be and will be the main and indispensable form of instruction for the reproduction of an intellectual elite. To substantiate this position, the article presents an argumentation system that unfolds in three stages. In the first part of the article, the essence of lecture is revealed in the light of Randall Collins' theory of intellectual interactive rituals. The subject's intellectual creativity is conditioned by his personal contacts “face to face” with other intellectuals, as well as the position of this subject in the intellectual network. There is a demonstration that lecture has all the hallmarks of an interactive ritual, and it is its archetypal case, which ensures the transmission of cultural capital from the older generation of intellectuals to the young one. During this process, its successful participants feel surge of emotional energy necessary for intellectual creativity. In the second part of the article, the distinctive positive aspects of lecture are systematized and discussed, which together make it a unique form of training that gives indispensable experience to both lecturer and participants. The third part of the article, based on the real history of education and providing illustrative examples, is a kind of empirical confirmation of the first two parts. The article may be of interest to teachers, students, as well as anyone who is not indifferent to the current state of education in Russia.
38
Gubanov, N. N., and N. I. Gubanov. "Is Lecture as a Dominant Form of Teaching Dying?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 72–85. http://dx.doi.org/10.31992/0869-3617-2020-29-12-72-85.
Full textAbstract:
The article is devoted to the actively debated, difficult and for many teachers a painful problem addressing lecture as a dominant form of teaching. Nowadays, lecture is increasingly seen as an inefficient form of education, hopelessly outdated, with little interest and response among students, useless and, in principle, dying. The authors are firmly convinced that lecture was, continues to be and will be the main and indispensable form of instruction for the reproduction of an intellectual elite. To substantiate this position, the article presents an argumentation system that unfolds in three stages. In the first part of the article, the essence of lecture is revealed in the light of Randall Collins' theory of intellectual interactive rituals. The subject's intellectual creativity is conditioned by his personal contacts “face to face” with other intellectuals, as well as the position of this subject in the intellectual network. There is a demonstration that lecture has all the hallmarks of an interactive ritual, and it is its archetypal case, which ensures the transmission of cultural capital from the older generation of intellectuals to the young one. During this process, its successful participants feel surge of emotional energy necessary for intellectual creativity. In the second part of the article, the distinctive positive aspects of lecture are systematized and discussed, which together make it a unique form of training that gives indispensable experience to both lecturer and participants. The third part of the article, based on the real history of education and providing illustrative examples, is a kind of empirical confirmation of the first two parts. The article may be of interest to teachers, students, as well as anyone who is not indifferent to the current state of education in Russia.
39
Benowitz, June Melby. "Reading, Writing and Radicalism: Right-Wing Women and Education in the Post-War Years." History of Education Quarterly 49, no. 1 (February 2009): 89–111. http://dx.doi.org/10.1111/j.1748-5959.2009.01169.x.
Full textAbstract:
The headlines “Who's Trying to Ruin Our Schools?” and “Danger's Ahead in the Public Schools” grabbed the attention of the American public during the early 1950s as mainstream publications reacted to efforts by right-wing organizations to influence the curricula of America's elementary and secondary schools. “A bewildering disease that threatens to reach epidemic proportions has infected the public schools of America,” warned John Bainbridge in a two-part series forMcCall'sin September and October 1952. “The disease does not attack the body but, rather, the mind and the spirit. It produces unreasoning fear and hysteria.” Bainbridge was writing of efforts of some men, women, and their organizations to censor textbooks; to standardize the curriculum; to eliminate teaching about communism, the United Nations and the workings of governments outside of the United States; and to discredit teaching methods used in both public K-12 schools and in the nation's colleges. These activists also sought to ban those who did not subscribe to a specific way of thinking from speaking before students and at educational conferences and gatherings. As a consequence, in the late 1940s and early 1950s a number of American communities were in an uproar over what the country's youth were being taught, and who was doing the teaching.
40
May, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (October 1, 2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.
Full textAbstract:
Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.
41
Maarof, Nurul Hafizah, Nurul Suzaina Joli, Kamarul Zaman Hamzah, and Rorlinda Yusof. "PERCEPTION OF HISTORICAL THINKING SKILLS PRACTICE: AN OVERVIEW OF THE DIFFERENCES IN THE ACHIEVEMENT OF GIFTED AND TALENTED STUDENTS." International Journal of Modern Education 3, no. 10 (September 5, 2021): 01–18. http://dx.doi.org/10.35631/ijmoe.310001.
Full textAbstract:
Teaching and Learning (PdP) in history subject has always been considered tedious by learners and mostly stigmatized by a mindset that learning history demands a high memory capacity for memorization of facts. However, this perception is completely untrue as the Ministry of Education Malaysia (MoE) has instilled creative and critical skills in subjects taught throughout Malaysia including history subjects. In History subjects, creative and critical skills are measured using Historical Thinking Skills (KPS) in its teaching and learning. It is aimed at not only focusing on facts memorising but also inculcating thinking skills of history itself as an element that can make the subject more exciting and able to promote patriotism to students. Therefore, this study was carried out to assess the extent of perception of KPS among gifted and talented students with different abilities at GENIUS@Pintar College, UKM. To achieve this goal, 410 students were randomly chosen to meet the study requirements in looking at perceptions of practices KPS among students with different abilities. All respondents are male and female students from Foundation 1 to Level 2, between 12 to 17 years old of age. Likert scale instruments have been used for data collection and as a measurement of the perception of practice KPS among students with different abilities including identification of historical evidence, interpretation of History, rationalization of History, the imagination of History, and identification of historical chronology.
42
Yamani, Fatmah N., and Tareef Y. Alaama. "Risk Factors Associated with Body Injuries due to Falls in a Teaching Hospital in Saudi Arabia." Saudi Journal of Internal Medicine 8, no. 1 (June 30, 2018): 5–12. http://dx.doi.org/10.32790/sjim.2018.8.1.2.
Full textAbstract:
Objectives: The objective of this study is to identify the risk factors associated with fall injuries among patients in King Abdulaziz University Hospital.
Methods: A retrospective cohort study based on a review of the medical records of patients (in- and outpatients) in King Abdulaziz University Hospital was done from February 2013 to October 2013. The data included medical histories, including fall history, fall-related hospitalization and complications, history of anemia, arthritis, and cardiovascular disease, including drug and smoking history. Laboratory and radiology findings were also included. The data was analyzed using IBM SPSS Statistics for Windows, Version 20 (IBM Corp., Armonk, NY USA).
Results: Among 108 samples, 58 had experienced a fall and 50 served as control. Roughly 98% had a history of fall-related hospitalization, 85% were complicated by fractures, while 12% were complicated by intracranial bleeding. Patients older than 60 were more likely to fall and to have a history of falls (p < 0.001). Non-smokers were more likely to report a history of falling (p < 0.001). Cases with previous fall-related hospitalization (p < 0.001) were more likely to have a fall. Conversely, cases with anemic history [28 (48%) (p < 0.001)] were less likely to have a fall than their non-anemic counterparts.
Conclusion: Given the multifactorial nature of fractures, larger local studies are recommended to investigate the risk of fall-based fractures. The high risk of individuals experiencing multiple falls with a significant likelihood of complications suggest that further investigation will help improve patient outcomes, reduce treatment cost and need for long-term support.
43
Muetterties, Carly C., and Erin A. Bronstein. "Scoundrel or freedom fighter? Creating historical empathy inquiries." Social Studies Research and Practice 15, no. 2 (July 24, 2020): 155–65. http://dx.doi.org/10.1108/ssrp-12-2019-0063.
Full textAbstract:
PurposeThis work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of both inquiry and historical empathy in bridging history instruction and civic life. Though history is often identified as a means to foster democratic dispositions, learning can often feel disconnected from students' lived experiences, let alone directly connect to their out-of-classroom circumstances. Teaching with historical empathy allows students to affectively engage with content, resulting in complex reasoning and content acquisition.Design/methodology/approachThe authors explain an original inquiry that uses the Inquiry Design Model (IDM) and historical empathy to help students complicate Emilio Aguinaldo and his legacy. By combining historical empathy and the inquiry model, the authors structured their work for practitioner use but also as a way to draw on rarely emphasized content in US or World history courses.FindingsIn using this model, students will be able to apply their learning in a civic engagement task related to modern questions of US geopolitics.Originality/valueThe authors offer and explore the process of an original inquiry as a way to help practitioners and scholars consider how to create other such rigorous opportunities for students to practice global citizenship.
44
Chen, Xiangming. "Theorizing Chinese lesson study from a cultural perspective." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 283–92. http://dx.doi.org/10.1108/ijlls-12-2016-0059.
Full textAbstract:
Purpose The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning. Design/methodology/approach The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights. Findings The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers. Originality/value The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.
45
Walker, Irenea, and William B. Russell. "I need to know my past: Black fifth-graders on race and racism." Social Studies Research and Practice 15, no. 2 (July 31, 2020): 127–40. http://dx.doi.org/10.1108/ssrp-12-2019-0058.
Full textAbstract:
PurposeThis research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examined student work, conducted observations and listened as the participants engaged in critical discussions about race and racism.Design/methodology/approachWay to Go (WTG) is a K-12 public charter school located in an urban mid-size city in Florida, with a 100% Black student population; all WTG students receive scholarships and free lunch. The 15 participants in this study self-identified as African American fifth-grade students. The authors conducted a qualitative research study that included 13 observations, an analysis of five student work samples and a focus group interview with seven students. They used interpretative phenomenology to gather African American fifth-grade students' experiences and their interpretations of these experiences (Moustakas, 1994) while acquiring information about Black history.FindingsThe themes that emerged are it's time to go, unsung heroes and Black history is exciting. In the first theme, they learned why Blacks migrated from the South to northern cities and understood why it was time for them to go. Next, they explored the history of unsung Blacks who inspired them to think about a variety of careers to pursue. Finally, they were excited to learn Black history because they understood the importance of learning this history in order to grapple with current events, and they recognized that knowledge of this history would improve their self-worth and life choices.Originality/valueWTG charter school exemplifies what schools should attain for regarding the teaching of Black history. Since elementary school provides the foundation for learning, it is the best time to teach African American students about self-esteem and what it means to be proud of their Blackness. The fifth-graders in this study exemplified how African American students take pride in their history and have a positive sense of self-worth when taught Black history. Black history lessons and activities such as the ones utilized in WTG school will benefit African American students and contribute to their success as students.
46
Miller, David S., Rebecca B. MacLeod, and Jennifer S. Walter. "Status of Band and Orchestra Programs in North Carolina." String Research Journal 11, no. 1 (July 2021): 51–65. http://dx.doi.org/10.1177/19484992211020767.
Full textAbstract:
The purpose of this study was to examine K–12 instrumental music education in North Carolina. Specifically, we investigated course offerings, teacher demographics, teaching responsibilities, and music program funding. We administered a survey to the members of the North Carolina Music Educators Association listserv who indicated band or orchestra as their teaching area. Participants identified themselves as teachers of orchestra ( n = 44), band ( n = 173), or a hybrid of both ( n = 17). Of schools that offered instrumental music, 95% offered band and 36% offered orchestra. More than 20% of orchestra teachers were “very likely to retire within 5 years.” The majority of teachers relied on fundraising to provide adequate music education for students. Results of this study were analyzed and compared to national averages reported in the Give a Note Foundation’s 2017 report: The Status of Music Education in United States Public Schools. Implications for orchestra teachers, music programs, music teacher preparation curriculum, and future research are discussed.
47
Ballestín, A., and M. Cuadros. "Microsurgery education in Spain." Issues of Reconstructive and Plastic Surgery 24, no. 1 (May 20, 2021): 97–102. http://dx.doi.org/10.52581/1814-1471/76/12.
Full textAbstract:
Prior to microsurgery practice on patients, microsurgical skills should be learned in a simulated and controlled environment to increase success rates and reduce surgical complications. These favorable environments have historically been the microsurgery laboratories. The use of the experimental animals has allowed surgical trainees to interact with anatomical structures and physiological processes that a microsurgeon has to face in daily clinical scenarios. In recent decades, there has been an increase in simulation methods to reduce the number of animals used for training purposes and thus meet animal welfare criteria.Spain has a long history in the practice and teaching of microsurgery, this manuscript aims to highlight the importance of first educators, as well as to evaluate the current situation and future perspectives.
48
Saville, Bryan K. "Reminiscences, Reasons, and Recommendations: An Interview with Charles L. Brewer." Teaching of Psychology 28, no. 3 (July 2001): 231–34. http://dx.doi.org/10.1207/s15328023top2803_11.
Full textAbstract:
Bryan K. Saville is a doctoral student in psychology at Auburn University. He has taught statistics for the social and behavioral sciences, social psychology, introductory psychology, individual and society, and principles of behavior. His primary research interests are in the teaching of psychology, experimental social psychology, and sport psychology. In addition to coauthoring several journal articles, he recently coauthored a book chapter on the elements of master teaching. Charles L. Brewer has taught at The College of Wooster and Elmira College and is now the Kenan Professor of Psychology at Furman University. He teaches general psychology, experimental and statistical methods, learning, and history and systems. After editing Teaching of Psychology for 12 years, he was named Editor Emeritus in 1996. He has coedited several handbooks for teachers of introductory psychology, statistics, and research methods. His numerous articles and book chapters cover a wide range of topics, including the life and work of John B. Watson. His work has received numerous accolades, including the American Psychological Foundation's Distinguished Teaching Award in 1989.
49
Saheb, Shaik Ateal. "A study of febrile convulsions with a bacteremia incidence in a tertiary care teaching hospital in Andhra Pradesh." International Journal of Contemporary Pediatrics 7, no. 9 (August 25, 2020): 1885. http://dx.doi.org/10.18203/2349-3291.ijcp20203648.
Full textAbstract:
Background: A febrile convulsion is linked with high temperature but without significant underlying health issues. These occur most often in children aged six months to five years. Most of the convulsions last less than five minutes, and within an hour of the occurrence, the child is entirely back to normal.Methods: Sixty children aged 3 months to 5 years admitted to the emergency pediatric ward with a history of convulsion fever with convulsions, in Narayana Medical College and Hospital were taken up for the study with clinical history, clinical examination, laboratory Investigations.Results: Among 60 children in the study group, 15 (25%) of them were aged between 3 months to 12 months, 21 (35%) of them were between 13 months to 24 months. Gender 36 (60%) are male children. 24 (40%) are female children. Family history of convulsions was positive in 18 (30%) of the 60 (100%) cases, and 7 had family history of epilepsy. 42 (70%) are negative. Most of the cases (85%) showed no growth in blood culture.Conclusions: Blood culture should be performed in all children by febrile convulsions, especially those under the stage of two years. Streptococcus pneumonia was the organism isolated from respiratory tract infection in a child with febrile convulsion with significant bacteremia. The symptoms that present can be as harmless as rhinorrhea or cough. Children with a positive family history of afebrile convulsion should be closely monitored and test, as they can develop epilepsy later.
50
Diallo, Saikou Yaya Kollet, Marshal Mutinda Mweu, Simeon Ochanda Mbuya, and Mutuku Alexander Mwanthi. "Prevalence and risk factors for low back pain among university teaching staff in Nairobi, Kenya: a cross-sectional study." F1000Research 8 (June 6, 2019): 808. http://dx.doi.org/10.12688/f1000research.19384.1.
Full textAbstract:
Background: To date, there are few studies carried out on low back pain (LBP) among university teaching staff in developing countries despite academics being a high-risk group for LBP. In Kenya, to the best of our knowledge, there are no published studies that have investigated risk factors for LBP among teaching staff. The objectives of this study were to estimate the prevalence of LBP among teaching staff of the University of Nairobi (UoN), during the period June 2016 – May 2017, and to identify its socio-demographic and work-related risk factors. Methods: An analytical cross-sectional study design was used to estimate the prevalence and investigate the risk factors for LBP among 136 teaching staff of UoN. A semi-structured questionnaire was used to collect data on LBP history, work-related and socio-demographic characteristics of the study participants. The 12-month prevalence of LBP and its associated 95% exact binomial confidence interval were estimated. A mixed-effects logistic regression model was used to evaluate the relationship between the predictors and LBP. Results: The estimated 12-month prevalence of LBP was 64% (95% CI: 55.3%–72.0%). From the multivariable analysis, physical inactivity (aOR: 6.0; 95% CI: 1.2–29.6), office chairs without lumbar supports (aOR: 3.3; 95% CI: 0.1–0.9) and high workplace stress (aOR: 4.4; 95% CI: 1.1–17.5) were identified as significant risk factors for LBP among the respondents. Conclusions: This study has revealed a high burden of LBP among teaching staff of the UoN and undoubtedly mimics the situation in other higher learning institutions in Kenya. Physical inactivity, sitting on chairs without lumbar supports and workplace stress have been identified as modifiable risk factors for LBP among teaching staff. This suggests a need to strengthen advocacy for regular physical activity, team-building activities and investment in office infrastructure to mitigate the effects of LBP within learning institutions.