History Of Education Research Articles

Pass/failure on the memory validity profile: one size does not fit all

ABSTRACT This study sought to determine the influence of various demographic variables on pass/failure on a pediatric performance validity test, the Memory Validity Profile (MVP) in a mixed clinical sample (n = 393; 62% male, 62% White, median age 11 years). Children who failed the MVP (n = 72, 18%) according to a uniform cutoff of ≤30/32 correct were younger and were more likely to have a special education history than those who passed it (n = 321, 82%). There were no statistically significant group differences on other variables such as sex, race, parental education, history of treatment for ADHD or other psychiatric disorder. Possible false positive findings were relatively most common in children under the age of 10 years and in children who received special education services under the Physical/Other Health Impairment or Speech & Language Impairment qualifications. We conclude that a uniform cutoff for pass/failure on the MVP across any and all ages and diagnostic categories is ill-advised. Instead, we recommend the development of various adjusted cutoffs for this test that maintain 90% specificity at both ends of the age spectrum as well as with different medical or developmental conditions.

Developing Digital Competencies for Primary School Students through Teaching History and Geography

Digital competence of students is understood as the ability to effectively use information and communication technologies to access, manage, and create information in a digital environment. This competence not only enables students to perform learning tasks efficiently but also equips them with essential skills to adapt to an increasingly technology-dependent society, allowing them to contribute positively to their communities and develop personally in the digital age. The purpose of this paper is to explore measures for developing digital competence among elementary school students through the subjects of History and Geography. A qualitative research methodology was employed to examine relevant literature. Based on this analysis, several measures have been proposed to enhance digital competence for students, including: 1) establishing learning objectives that promote digital competence; 2) selecting instructional content that provides opportunities for developing digital skills; and 3) utilizing teaching methods and techniques that foster digital competence through the teaching process in History and Geography. This document serves as a valuable reference for researchers and elementary educators in the context of digital transformation in education.

The Memory-Method-Perspective Model: Three Dimensions to Thinking Historically

Historical thinking is an integrative and reflexive process, yet existing pedagogical frameworks often isolate its components, leading to conceptual fragmentation. This study introduces the Memory-Method-Perspective (MMP) model as a synthesis-oriented alternative to Seixas’ influential six-part model. Anchored in the philosophies of Collingwood and contemporary cognitive theories, the MMP model reframes historical thinking into three interactive dimensions: Memory, encompassing substantive and procedural knowledge; Method, which ensures analytical precision and contextual interpretation; and Perspective, fostering ethical and critical reflexivity. The model’s triadic structure provides a unified lens through which historical inquiry transcends procedural rigidity to engage with the past as a dynamic interplay of thought, action, and moral reflection. By emphasizing integration and ethical responsibility, the MMP model not only addresses the fragmentation in contemporary historical education but also equips educators and students with tools to combat misinformation and cultivate nuanced historical consciousness. This work invites further dialogue on the philosophical and practical implications of holistic frameworks in history education.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

Public History as Graphic History

Abstract Graphic History – the telling, teaching and understanding of history through comics – has been growing in classrooms and university spaces for more than two decades. However, in the discipline of history the engagement with comics is still rare. The articles in this special section of International Public History all focus on multiple facets of graphic history in public history, ranging from research to applications in classrooms, libraries, museums, archives, and cultural institutions. We are focused on the growth and potential for historical pedagogy and didactics to embrace a framework of critical visual inquiry – elevating analysis of images to a status equal to written text. With ever increasing discussions of misinformation and a need for critical analysis in historical pedagogy, didactics, and historical thinking, we see great potential for Graphic History with its rich legacy of visual narrative and exceptional popular success and appeal to add to Public History. This special section hopes to serve as an inspiration and a call to action, to encourage public historians, and historians in general, to think more critically about their historical pedagogy, research, and teaching. What are we including and what are we leaving out?

“The Literary Word” led the competition

The article contains archival and personal materials related to the history of the national education at Kazan University: The wall newspaper “Edebi suz” (“The Literary Word”). The author examines the informative and communicative functions of the wall newspaper issued at the Tatar Department.

CINEMA COMO RECURSO DE APRENDIZAGEM HISTÓRICA

Since the beginning of the 20th century, historians, educators, and researchers have brought relevant approaches to the use of pedagogical methods such as cinema as a teaching resource in history. In recent years, in Brazil, elementary schools have been required to show two hours of films per month, nationally produced films that serve as a curricular component, in accordance with the determination of law 13.0006/2014, based on the Law of Guidelines and Bases of National Education. In this sense, according to the points made by several authors based on discussions by experts and determinations within this field of research, it is possible to observe changes in the methods of its use in classrooms, especially in history classes, given the sociocultural changes, as well as the constant technological innovations and audiovisual techniques for the production of historical knowledge. In this sense, the present study has the general objective of investigating the historical evolution, its technological transformations, and cultural influences that shaped the origin and development of cinema. As specific objectives, it is necessary to identify the narrative and allegorical elements of the film Terra em Transe and to establish a dialogue between the film and the review of the literature found. It is concluded, therefore, that cinematographic language is widely used in the teaching of History, so that teachers, both in primary and secondary education, of the subject of History keep in mind the perspective of the formation of historical consciousness and the importance of narrative competence as a method of historical learning.

Prospects for an Evangelical Rule of Life: A Case-Study in Living as a Dispersed Community of Missional Discipleship

From 2020 to 2023, I spent 3 years as the Prior of the Community of St Cuthbert based at St Nics Church in central Durham. St Nics is a classic UK evangelical city-centre church with a beloved history of Bible teaching, market-square engagement, and mission. In 2019 the church leadership discerned an opportunity to refresh the church’s (and wider) practice of discipleship by launching the Community of St Cuthbert, and I was recruited as its Prior. This article gives an account of some of the strengths and weaknesses of this endeavour, focused particularly on four issues: the importance of a clear, positive and upbuilding ‘rule of life’ statement; the core issue of how a Rule of Life can facilitate widespread missional discipleship in a dispersed community model; the importance of a clear marker of membership in the Community (and the difficulties around developing one); and the potential (albeit largely unrealised) to use the Community of St Cuthbert model as a way of establishing new worshipping communities. My own retrospective reflection as Prior concludes with two convictions that may be of relevance to those considering such a ‘Community’: the nature and challenge of keeping the focus on God rather than on policing practices; and the ways in which such a re-energising of discipleship can offer an evangelical contribution to the life of the whole church, rather than being limited to self-described evangelical churches.

Comparative portrayals of the British Empire in history textbooks, 1920s–2020s: influences, paradigms and historical frameworks

Debates over the content, aims and purpose of school history are salient features in educational landscapes across the world, and in recent years in the UK many such debates have focused on how the history of the British Empire should be taught in schools. With the aim of better understanding how British imperial histories are, and have been, approached in English classrooms, this study compares two samples of history textbooks, one of books published between 1920 and 1939, and the second of books published between 2015 and 2023. Additionally, the study explores changing traditions in English history education more generally, and in particular compares how histories of the British Empire have been narrated under the influence of two pedagogical traditions: the ‘great tradition’, which dominated English history education for most of the twentieth century until the 1970s, and ‘new history’, which came to dominate from the early 1970s onwards, and which was particularly influenced by the establishment of the Schools Council History Project in 1972. A complex range of factors have influenced how histories relating to the British Empire have been narrated in textbooks over the years, but the study particularly considers the extent to which the founding principles of the Schools Council History Project continue to influence how histories are narrated half a century after the establishment of the project, and what implications this might have in the context of empire histories specifically. We also consider how such patterns may influence further developments in textbook portrayals of British imperial history in the future.

Embracing queer: Possibilities for gender and sexuality expansiveness in history education

ABSTRACT Situated between Drag Story Hour and “don’t say gay” legislation, this article examines how history teachers mediate gender and sexuality content. This qualitative study examined how seven secondary history teachers from across the United States excavated LGBTQ+ content where/when such conceptualizations of gender and sexuality diversity and expansiveness do/did not exist. Each teacher depicted their practice as queer(ing) history. Theoretically, this approach requires an understanding of queer as not-yet-there and as aspirational. The findings think with queer theorists about how and where queerness arises as a disruption and an opportunity to study gender and sexuality across time and place. It found that teachers rearticulated LGBTQ+ subjects, wrestled with/through contemporary language, and inquired into time and space to engage students in discussions of gender and sexuality in unintelligible ways that allowed them to study gender and sexuality in historical contexts. Teachers’ practices raised insights about how queer(ing) history interrupted the past-present-future continuum and traced queerness between the present and past.

Drug resistance of tuberculosis patients at the makassar city community lung health center hospital: Case Study

Introduction: Drug-resistant tuberculosis (TB-RO) is still a health problem because of its rapid transmission with an increasing number of cases. Objective: This study aims to discover in-depth patient knowledge about tuberculosis and the family's role in treating drug-resistant tuberculosis patients. Methods: This research uses a qualitative case study approach with nine informants. The selection of informants was determined using a purposive sampling technique. Data collection was obtained through interviews and observations. Data analysis was carried out qualitatively. Result: The research shows that informants' knowledge about drug-resistant tuberculosis depends on their educational history. In contrast, informants with low educational backgrounds only know the term tuberculosis but do not know the causes and dangers of drug-resistant tuberculosis. Another thing that was found was that the family also played a role in the patient's treatment by providing support and encouragement for the informant during the treatment period. Conclusion: This research concludes that the informant's knowledge about tuberculosis plays an essential role in the occurrence of drug-resistant tuberculosis. The role of the family does not contribute to the occurrence of drug-resistant tuberculosis in the informant. It can be concluded that the earlier the age of menarche increases the risk of uterine myoma later in life. In contrast, slower menarche may be associated with a reduced risk of myomas. Other factors such as genetic, environmental, and lifestyle factors also influence the incidence of uterine myomas, but menarche age is one of the significant hormonal indicators of risk.

Competing narratives for a new university: Student press at Sussex and Essex, 1960–1979

ABSTRACT This article explores how the student press at the New Universities of Sussex and Essex functioned as a key source of expression for the student body, revealing how students developed a sense of identity by addressing the new university community and wider society, by covering national and global politics, popular culture, and local community causes. The article demonstrates how student publications provide insight into the students’ interpretation of their time at university—its curriculum, teachers, buildings, politics, and wider issues. The article is based on original archival research on a series of student publications at the Sussex and Essex special collections. The research reveals an alternative and competing narrative of the institutions in question, it helps promote the student voice in these institutions’ histories and therefore decentres a narrative often dominated by founding academics and architects. The article presents how students were directly involved in perceiving and creating the university community and in forming the idea of the ‘student’ as an actor in the university community and as part of wider society. The article contributes to a more nuanced history of these institutions, the growing field of student histories and histories of post-war higher education more generally.

“Every City Dweller is, if not Ill, at Least in Need of Recovery.”1 The Schullandheim (Rural School Hostel) in the Context of Crisis and Reform after the First World War

Rural school hostels have hardly been the subject of interest in educational history to date. This is despite the fact that after the First World War an actual rural school hostel movement was formed in Germany and corresponding institutions still exist today. The founding of rural school hostels can be placed in the post-war context, which was characterised by crises. At the same time, their success is fuelled by a multitude of intersecting and mutually reinforcing discourses whose origins go back further. These are reconstructed in this article under keywords such as urbanisation, hygiene and community education. While the hygienic objectives (health, nutrition, architecture, etc.) followed a logic of objectification and standardisation, the ideal of a personalised close relationship between teacher and pupils was guided by modes of subjectivity and individualisation. The combination of these two tendencies merged sometimes into ideas of pedagogical omnipotence. Moreover, the focus on the individual child was always framed by an overarching collectivising idea of community, which was to take on increasingly totalitarian traits at the transition to and during National Socialism.

History Teachers' Efforts to Improve Learning Effectiveness by Optimizing Museums as Learning Resources

Purpose of the study: The purpose of this study is to determine how to optimize the function of the museum as a source of history learning at State Islamic High School 1 Probolinggo. The main purpose of the study is to optimize the function of this museum to increase the effectiveness of history learning. By optimizing the function of this museum, students can be more effective in learning history. Methodology: This research on history teachers' efforts to improve learning effectiveness through optimizing the function of museums as learning resources at State Islamic High School 1 Probolinggo City is a qualitative descriptive research. A form of research aimed at describing existing phenomena, both natural phenomena and man-made phenomena. This research aims to obtain information and describe the results of the research. Main Findings: This study specifically explores the role of history teachers in local history learning at State Islamic High School 1 Probolinggo. The focus on the contribution of history teachers to students' understanding of local history shows the uniqueness of this study in discussing important aspects of history learning. This study provides valuable insights into the role of history teachers in the context of local history learning, with a focus on integration, local resources, and the development of students' historical awareness. Novelty/Originality of this study: this study not only identifies the role of museums as sources of historical learning, but also tries to measure and optimize its impact concretely in the context of historical learning at State Islamic High School 1 Probolinggo. This approach can provide a strong basis for further development in improving the effectiveness of historical learning in other schools.

Strategi Guru dalam Implementasi Nilai Kearifan Lokal pada Proses Pembelajaran di SMA Negeri 5 Surakarta

Education is the main foundation to be able to create a good next generation of the nation. Furthermore, education based on local wisdom is also one of the efforts made so that students do not forget the cultural values ​​that exist around their place of residence. This study aims to see how the strategies applied by teachers in implementing local wisdom values ​​in the learning process at SMA Negeri 5 Surakarta also factors that encourage and hinder its implementation. This study was written using a qualitative research method with a case study approach. Samples were taken using a purposive sampling technique, namely teachers of sociology, history, Javanese language, PPKn, guidance and counseling, vice principal of the school for curriculum, and vice principal of student affairs. The results of this study found that various strategies have been applied by teachers at SMA Negeri 5 Surakarta to instill local wisdom values ​​in the learning process. These strategies aim to instill the values ​​of discipline, cooperation, ethics, and so on. There are several encouraging factors such as the P5 program, while inhibiting factors include the high use of cellphones among students. This study was analyzed using Max Weber's theory of social action, where students' social actions are influenced by their social environment and goals.

Regression and Ensemble Models for Analyzing Students Key Performance Factors

Predicting student performance can help identify when students need extra support and tailor interventions to improve outcomes. In this study, we use machine learning to explore the factors influencing student success and build the models that can predict. We apply several algorithms , including Linear Regression , “Random Forest Regression” , “ Gradient Boosting Regression”, “ Support Vector Regression”, “ K-Nearest Neighbors Regression” , each chosen for their ability to capture different patterns in data , whether linear or complex . The models are trained on factors such as attendance, socioeconomic status, parental education , and academic history to understand how these impact student achievement and learning . Our findings show that ensemble techniques like Gradient Boosting and Random Forest tend to provide more accurate predictions than traditional regression models. By comparing these models, we aim to offer insights into how machine learning can help predict and support student performance, helping educators make more informed decisions about learning. This also helps personalized decision-making to support learners effectively.

Optimization of Shift Learning System: Its Impact on History Subject Students in Grade XI

Purpose of the study: The aim of this study is to examine the impact of the shift learning system on the learning outcomes, motivation, and understanding of history subject students in Grade XI at State Senior High School 6, Bengkulu City. Methodology: This study used a qualitative method with a descriptive approach. Data were collected through structured and unstructured interviews, observations, and document reviews. Tools included notebooks, audio recorders, and cameras for documentation. The data analysis followed a four-step process: data collection, reduction, presentation, and verification. No specific software was mentioned for data processing. Main Findings: The shift learning system improves teacher-student interactions and creates a more focused learning environment. Students report better comprehension in smaller classes, while teachers find class management easier. However, challenges include increased teacher workload, uneven understanding due to shorter sessions, and difficulty for some students in adapting to independent tasks. Lecture methods remain effective but may cause boredom among students. Novelty/Originality of this study: This study uniquely explores the specific impact of the shift learning system on history education for Grade XI students in Bengkulu City, focusing on teacher-student interactions, learning outcomes, and material comprehension. It provides new insights into adapting teaching methods in resource-limited settings and offers a local perspective that can guide similar educational policies elsewhere.

History of higher education in Ukraine between Sovietization, linguistic discrimination and internationalization (1890-1972)

This article aims to reconstruct the main aspects of the development of the Ukrainian system of higher education from its birth to the 1970s. It provides an overview of the historiographical debate, covering not only higher education but also the role played by intellectuals and the history of nationalities. After an introduction describing the history of higher education in the Ukrainian territories during the modern period, the article is divided into four parts analyzing, respectively, the development of higher education from its start in the modern University of Bologna era to the last decades of the nineteenth century, before Ukraine’s existence as a nation-state; the reform of higher education after the October Revolution until World War II, with reference to the Soviet system; the impact of World War II on these reforms; and the role of UNESCO’s European Centre for Higher Education (from 1972). This makes it possible to grasp the salient stages of a development that thanks to the succession of governments was very complex and was also marked by internal tensions and nationalist overtones.

Honorary degree qualifications from unaccredited institutions

There are Pentecostal leaders claiming academic and ecclesial titles such as Dr, Prof, Bishop, Apostle, etc. These honorary degrees are offered by some unaccredited institutions claiming some international status. The phenomenon concerns the Department of Higher Education, Science and Technology. Exorbitant amounts are paid for these bogus qualifications. The problem is hereby addressed by first giving some practical examples of those awarded these qualifications. The second part paints a short history of Pentecostal education and the rise of intellectual tendencies. The third part elaborates on the South African legislature of accreditation of institutions of learning, who qualifies to confer honorary qualifications, and the application of these qualifications. Addressing this problem, church leaders should familiarize themselves with the accreditation processes of institutions and qualifications in South Africa and be aware of the trap of commercialisation of the gospel within the Pentecostal communities these days.

Decolonizing History Curricula Across Canada: Recommendations for (Re)design

This study explores how K–12 history curricula across Canada currently address—and may better address in future—decolonizing imperatives. Following a consideration of the limitations and strengths of curricula in this regard, the article identifies five recommendations for (re)designing history and social studies curricula with decolonizing goals in mind: (1) challenge hegemonic narratives, (2) value Indigenous ways of knowing and being, (3) reflect on privilege and positionality, (4) engage in the ethical dimension, and (5) focus on the future. Each recommendation is informed by the empirical study of curricula, and positioned in relation to scholarly conversations about the responsibility of history education that seeks to respond to calls for decolonization.