History Of Education Research Articles

Impact of patient education by nurse case managers on decision making for out-of-pocket anti-osteoporotic pharmaceutical therapy: a single-center retrospective study.

Osteoporosis is a common condition that increases the risk of fracture and mortality. In Taiwan, clinical guidelines recommend pharmaceutical therapy for patients with a T-score of ≤ - 2.5; however, Taiwan's National Health Insurance (NHI) only covers these medications for those with a history of fragility fractures. This gap in coverage necessitates a discussion of out-of-pocket treatment options. To address this, we provided an integrated care program with patient education and shared decision-making by nurse case managers specializing in osteoporosis. We evaluated whether education by nurse case managers influences patients with a T-score ≤ - 2.5, who are not covered by the NHI, to choose out-of-pocket pharmaceutical therapy. We retrospectively reviewed medical records of patients who underwent bone density scanning at our hospital between January 2014 and December 2021. We identified 4,462 patients with a T-score of ≤ - 2.5 who were ineligible for NHI-covered anti-osteoporotic therapy and analyzed trends in out-of-pocket medication use. Since the integrated care program began in 2018, we evaluated whether education by nurse case managers between 2018 and 2021 influenced patients' decisions to pay out-of-pocket for therapy. After the implementation of the integrated care program, we identified 2,910 patients with a T-score ≤ -2.5 who were ineligible for NHI-covered anti-osteoporotic therapy. Of these, 640 opted for out-of-pocket treatment, while 2,270 chose conservative care. After a 1:1 propensity score match based on age and sex, logistic regression was used to analyze the impact of nurse case manager education on these decisions. Between 2014 and 2021, 888 of the 4,462 patients chose out-of-pocket pharmaceutical therapy. Before the implementation of the integrated care program and patient education by nurse case managers (2014-2017), 16% of the patients opted to pay out-of-pocket for anti-osteoporotic therapy. After the program was implemented (2018-2021), the rate increased significantly to 22% (P < 0.001). A multivariate logistic regression model showed that a history of osteoarthritis (adjusted odds ratio = 1.576; P = 0.009) and education provided by the nurse case managers (adjusted odds ratio = 5.044; P < 0.001) were significantly associated with choosing out-of-pocket therapy. Education from nurse case managers significantly increased the likelihood of patients choosing out-of-pocket anti-osteoporotic therapy in our hospital, thereby bridging the gap between clinical guidelines and NHI reimbursement criteria.

Perkembangan Pendidikan Islam di Indonesia pada Masa Klasik dan Modern

Understanding the history and dynamics of Islamic education and making effective policies in the future are necessary for the advancement of Islamic education in Indonesia, from classical to modern times. Pesantren became the centre of religious learning and knowledge in the past, shaping Indonesia's religious and cultural identity. The transformation of Islamic education experiences challenges such as limited access and quality of education issues and is influenced by modernisation, globalisation and technological advances today. This research uses the literature method and a qualitative approach by collecting data from various sources, such as books, journals and digital sources. This allows for a more in-depth understanding of the historical development and tracking of progress. Islamic education is constantly evolving to meet the needs of the times while maintaining the core values of Islam. To improve Islamic education, it requires strengthening educational institutions, improving teachers' capacity, developing relevant curricula, co-operation between institutions, government, and society, and greater public participation.

PREJUDICE AND DISCRIMINATION IN EARLY CHILDHOOD EDUCATION: IMPACT ON IDENTITY FORMATION

This article aimed to understand the contribution of black social movements in defense of the decolonization of the school curriculum, and consequently for the teaching of African and Afro-descendant history and culture, from the perspective of black people and not of the colonizers. In this sense, it analyzes the changes that have been occurring since Law 10.639/03 and Law No. 11.645/2008, a legal framework for the policy that indicates the mandatory inclusion of the theme of Afro-Brazilian, African and indigenous history and culture in basic education. The study pointed out stereotypes suffered by black children in preschool classes, by their peers and teachers, and the impacts of racism in the form of prejudice and discrimination in the formation of the identity of black children. It also pointed out possibilities for interventions based on legal contributions such as security of rights.

Knowledge, attitude, and practice of asthma among the adults in Shendi locality, Sudan: A cross-sectional study.

Asthma is a chronic inflammatory condition leading to intermittent airway narrowing and obstruction. Although millions suffer from asthma globally, there is limited data from African countries, particularly Sudan. This study addresses the gap in research on asthma knowledge, attitudes, and practices among the adults in Shendi locality, Northern Sudan. This cross-sectional, community-based study was conducted in Kabushiya village, Shendi, Sudan, involving 148 participants selected through multistage random sampling. Data were collected via face-to-face interviews using a validated, structured questionnaire. Statistical analyses included Mann-Whitney, Kruskal-Wallis, Chi-square, Fisher exact tests, and multiple linear regression. Participants demonstrated high levels of knowledge, positive attitudes, and good practices regarding asthma. Knowledge scores were significantly associated with marital status, education, occupation, and income (P values: .040, .003, .000, and .006, respectively), with the highest medians among divorced individuals, those with higher education, professional workers, and people earning <50,000 SDGs (medians: 17, 16, 17, and 16, respectively). Attitude scores varied significantly by marital status, education, occupation, and family asthma history (P values: .001, .000, .003, and .016, respectively), with highest scores among divorced individuals, those with high school or higher education, professionals, and those with a first-degree relative with asthma (medians: 6, 5, 5, and 5, respectively). Patient practice scores differed by marital status and income (P values: .026 and .006, respectively), with higher scores among singles and those earning <50,000 SDGs. Co-patient practice scores were significantly influenced by occupation, personal or familial asthma experience, and family asthma status (P values: .026, .003, and .000, respectively). No significant differences were observed in co-patient practice scores between groups. The study highlights a generally good level of asthma knowledge and positive attitudes among participants, with some variability in practices based on socio-demographic factors. These findings emphasize the need for targeted education and intervention programs to improve asthma management in rural Sudan.

Preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory: Methodological and tech-nological aspects

Introduction. The article deals with the problem of preparing future teachers for delivering historical education and the formation of historical memory in primary schoolchildren. The purpose of the article is to clarify methodological and technological aspects of preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory. Materials and Methods. The study follows the value-semantic approach. The research methods employed include the survey, the unfinished sentence method, statistical methods and content analysis. Results. The authors summarized the existing theoretical research on this problem, identified the level of future teachers’ awareness about the history of our country, justified the need to apply a value-semantic approach to the process of preparing students for delivering historical education in primary school with the main focus on the formation of historical memory, and proposed ways of preparing students for delivering historical education. Conclusions. The authors conclude that the preparation of future teachers for historical education with the main focus on the formation of historical memory among students should be carried out on the basis of a value-semantic approach. The basis of readiness for the implementation of this process is high level of teachers’ awareness about the history of our country, as well as their understanding and practical application of the mechanism of historical education in conjunction with the formation of historical memory.

Generalizing the Equal Incircles Theorem: Insights from Sangaku Problems

Sangaku problems are traditional Japanese geometrical puzzles, often displayed in religious temples, that have intrigued mathematicians for centuries. This study aims to generalize the Equal Incircles Theorem, extending Angela Drei’s proof to N-circles, by applying the trigonometric method alongside foundational mathematical tools, including mathematical induction, Heron’s formula, and the telescoping product. A generalized equation for N circles based on the Equal Incircles Theorem is derived through explicit mathematical formulation and characterization. The findings deepen our understanding of geometric relationships, highlight the historical significance of Sangaku problems, and offer potential advancements for future engineering applications, mathematics education, and research in mathematical history.

Digital narratives and historical representation: A review - analyzing how digital mediums are revolutionizing the way history is taught and perceived

This study critically examines the transformative impact of digital narratives on historical representation, focusing on how digital mediums have revolutionized the way history is taught, perceived, and interacted with. Employing a systematic literature review and content analysis methodology, the research analyzes data from peer-reviewed articles, books, and digital platforms published between 2013 and 2023. The study's objectives include exploring the emergence and evolution of digital narratives in historical education, assessing their methodological approaches, and evaluating their educational, cultural, and technological impacts. Key findings reveal that digital narratives have significantly altered historical representation, introducing interactive storytelling techniques, democratizing historical knowledge, and integrating advanced technologies like AI and VR in historical education. These narratives have enhanced accessibility and engagement but also presented challenges such as the digital divide, the need for standardization, and potential biases in historical interpretation. The study concludes that the future landscape of historical representation in the digital age is poised to balance traditional and digital methodologies, emphasizing inclusivity and technological innovation. Recommendations are provided for educators, policy makers, and technologists to collaboratively create an accessible, accurate, and engaging digital historical landscape. Future research directions include investigating the long-term impacts of digital narratives on historical understanding, developing pedagogical strategies for digital history education, and exploring ethical considerations in digital historical representation. This study contributes to a deeper understanding of the dynamic role of digital narratives in shaping historical knowledge and education in the digital era.

INTERFACES BETWEEN THE LANCASTER METHOD AND DISTANCE LEARNING IN BRAZIL: HISTORY, CONCEPTS AND PERSPECTIVES

This paper covers the fields of Information and Communication Technology and History of Education, aiming to present the interfaces between the mutual/lancasterian method instituted in the Brazilian Imperial period, with the Distance Education (EaD) model adopted today in Brazil. The methodology, based on a qualitative approach, was structured based on a systematic review of the literature and legal documents that were fundamental to weave the interfaces and reveal the similarities and differences between the two education models. The analyses were structured in light of the Vygotskian historical-cultural conception and sought to present new subsidies for the deepening of the field of studies on technologies and the history of Brazilian education. Based on the systematization of the documents, it was possible to describe, highlight and justify, in a critical way, the evolution and arrival of the Lancasterian method in Brazil, its main characteristics and the reasons why the Crown instituted it as mandatory in its provinces. It was also found that the historical and sociological motivations that impacted the growth of distance education in the country. Based on the surveys carried out, similar points were found between the foundations of both teaching modalities and the justifications for their implementation.

History Teachers' Strategy in Integrating Historical Thinking Skills Through Academic Discussion Activities at SMA Negeri 1 Sangatta Utara

The changes that occur in history learning require critical thinking skill to support the teaching and learning process. The teacher needs to help students improve their historical thinking skill. This research aimed to a) find out and explain history teachers' understanding of historical thinking skill; b) explain the history teachers' strategy in integrating historical thinking skills through academic discussion activity; and c) know the factors that influence history teachers in integrating historical thinking skill through academic discussion activity. This research was qualitative research by using case study method. The research was conducted in SMA N 1 Sangatta Utara, with the research subjects were two history teachers and six students of XI class. Data collected by using observation, interview, and documentation techniques. Data analysis technique used Miles and Huberman model. The research result showed that a) the teachers understand historical thinking skill before conducting history learning by using academic discussion; b) the teachers' strategy in integrating historical thinking skill with academic discussipn was giving instruction gradually to students so that they can understand the use of historical thinking skill in history learning in academic discussion; and c) there are two factors that influence the teachers to integrate historical thinking skill and academic discussion namely a change in education system, and students condition which do not understand historical material and unable of students to develop critical thinking skills in history learning.

The effect of an educational program based on the strategy of generating ideas (Scamper) in the teaching of history on developing critical thinking skills among gifted students in the center of Erbil Governorate.

The research aims to identify the impact of an educational program based on the strategy of generating ideas (Scamper) in developing critical thinking skills among gifted students. The experimental approach and the two equal groups with pretest and posttest design have been adopted which requires the two groups, one experimental group and the other control group, and two zero hypotheses were formulated to achieve the research objectives. The research community consisted of students of the seventh grade of day schools in the center of Erbil Governorate for the academic year (2021-2022), where (Shinirwe Mixed Basic Education School for the Gifted Students) was chosen, and two classes were chosen randomly from four classes in the seventh grade to be: (a) The Experimental Group and (b) The Control Group, where it included (40) students, of whom (20) twenty students were distributed to the experimental group and (20) other twenty students were distributed to the control group. The experimental group studied according to the educational program based on the strategy of generating ideas (Scamper), while the control group studied according to the traditional (usual) method. To achieve the objectives of the research, the critical thinking standard of (Watson and Kleiser) was used where the number of its paragraphs in its final form has reached to (147) paragraphs distributed on critical thinking skills (hypothesis skill, interpretation skill, discussion skill, reasoning skill, conclusion skill). This is after verifying the validity and reliability using the Cronbach's alpha coefficient, where the reliability coefficient was (0.87) and the reliability coefficient by the two-half method, and after its modification, the value of the stability coefficient was (0.85). Among the most important results reached are the following: There is a statistically significant difference at the level of significance (a = 0.05) between the average grades of the experimental group and the control group in developing critical thinking skills, in favor of the experimental group. In light of the results reached, the two researchers recommended the necessity of adopting an educational program based on the (Scamper) strategy in teaching history, and a number of proposals were proposed.

THE EVOLUTION OF COMMUNICATION AND INFORMATION TECHNOLOGIES IN EDUCATION

This paper aims to describe, based on an analysis of what is contained in the literature, the introduction and evolution of information and communication technologies (ICT) in education, thus constructing a historical record of these technologies. The project is justified by the relevance of the topic and the importance that ICT represented during the pandemic period, practically saving education from two years of social isolation, leaving millions of students out of school, enabling, even with some difficulties encountered by teachers and students, the continuity of pedagogical activities, minimizing the educational losses of a period never seen before in the history of education. It is clear that these ICT should be incorporated into the pedagogical projects of the courses, since Ifes has an academic environment Moodle (Modular Dynamic Object-Oriented Learning Environment) available that enables pedagogical activities for teachers and students. Given the many new digital technologies that have emerged in recent times, it is possible to see that digital communication and information technologies have become a fertile field for technology companies, developers, and researchers in the area of ​​technology and education, since they have seen technologies as a tool capable of providing a transformation of teaching-learning methods and practices that are important for achieving pedagogical objectives, thus not diminishing the role of educators, nor even replacing them, but allowing some tasks and functions to be expanded and diversified. It is also worth noting that TDCI encompasses other sectors, becoming multidimensional with roots spread throughout society. The legislation that governs the introduction and use of technological equipment in the classroom has advanced and encouraged its use in everyday school activities.

Analisis Kritis Madrasah Nizamiyah, serta Pengaruhnya terhadap Perkembangan Pendidikan Islam dan Ortodoksi Sunni

Madrasah Nizhamiyah is an educational institution founded in 457-459 H/1065 AD (IV Century) by Nizham al-Mulk from the Seljuq Dynasty. Nizhamiyah Madrasah is the first madrasah to appear in the history of Islamic education in the form of primary to tertiary educational institutions managed by the government. Nizham al-Mulk's madrasah is called Nizhamiyah and is famous throughout the world, of which the most famous and most important madrasah is Nizhamiyah in Baghdad (apart from the Balkh, Naisabur, Jarat, Ashfahan, Basrah, Marw, Maulus madrasah, etc.). The Nizhamiyah Madrasah can be compared to today's faculties or universities, considering that the teachers were well-known great scholars. The method used in this research is a qualitative method with a library research type of research. In this discussion, the author focuses on deepening the concept of Madrasah Nizamiyah education under the auspices of the Saljuk Dynasty, as well as the concept of education which is widely referred to in the development of Islamic education in the future.

White Christian nationalism in Black education: Breaking bread at the kitchen table

This kitchen table dialogue brings together two scholars, one Black woman assistant professor and one white male doctoral student, unified in our research interests in the history of Black education and our faith as Christians. We gathered on the Zoom video conferencing platform to “break bread,” engaging in a cultural and spiritual tradition to share and commune with each other. The purpose of the kitchen table talk was to discuss the current state of white Christian nationalism (WCN) and how it has been foundational to the structure and establishment of U.S. schools. We explicitly explore its implications on Black education across time and offer critical theoretical perspectives and liberatory theological insights. We are hopeful that this discourse furthers critical conversations, teaching, and scholarship at the intersections of education, race, and religion that move U.S. education toward constructing educational structures that recognize the sacred nature of our work and care for the spirit and souls of all students.

College/University Instructional Physical Activity Program Support: History, Advocacy and Wellbeing Promotion Enhancement Through Inaugural National Summit

College/University Instructional Physical Activity Programs (IPAP) have a long history in higher education and can effectively promote wellbeing among a large number of students. Despite IPAP benefits, prevalence has declined over the last few decades. Quality assurance, support, advocacy, innovation, and assessment are needed to strengthen IPAP. However, organizational support and resources for IPAP are lacking; thus, an inaugural National IPAP Summit was hosted in the Fall of 2023 to bring together IPAP professionals. Education, networking, support, resources, and innovative ideas were offered at the summit. Participants had unanimous positive feedback and support of future endeavors for IPAP professionals. Professional organization endorsement is needed to continue to offer opportunities, education, and support for IPAP professionals to maximize the wellbeing promotion potential and sustainability of IPAP.

CORRELATION BETWEEN MATERNAL EDUCATION AND EMPLOYMENT STATUS WITH EXCLUSIVE BREASTFEEDING HISTORY

Background: In 2022, the sole lactation coverage rate in Indonesia was recorded at 67.96%. According to the East Java Provincial Health Office, 67.54% of women in the province of East Java were exclusively nursing in 2022. This falls very short of the 80% goal set by the Republic of Indonesia's Ministry of Health in 2020. Infants require breast milk and adequate nutrition to increase their nutrient levels during growth. Exclusive breastfeeding cannot be optimally provided due to various factors such as maternal education history, which influences the mother's limited knowledge about the importance of exclusive breastfeeding maternal employment. These two factors affect the provision of exclusive breastfeeding to infants. Given the foregoing context, the study's goal was to discover how a mother's job description affected her history of exclusive breastfeeding. Method: The study employed a cross-sectional strategy and a quantitative, analytical observational design. Purposive sampling was used to choose 111 participants for the study, who were all mothers with infants between the ages of 6 and 12 months. The study will be carried out in Madiun City's Public health Service Tawangrejo East Java, Indonesia. operational region. This study was conducted from February to April 2024. Data collection utilizes questionnaires. The chi-square test was used to analyze the data. Result: The p-value is 0.03 or less than 0.05, showing that the history of exclusive breastfeeding was significantly correlated with the mother's employment position and educational attainment. Mothers with a history of exclusive breastfeeding have a poor association between their employment status and education, as indicated by their correlation coefficient (R) value of 0.362. Conclusion : there is a relationship between education, employment level, and history of exclusive breastfeeding at the Tawangrejo Community Health Center in Madiun, East Java, Indonesia.

History education research in Türkiye: A bibliometric analysis based on WOS and Scopus data (2000-2023)

This study aims to exhibit a bibliometric analysis of history education research in Türkiye. A total of 127 documents from 70 sources indexed in the Web of Science and Scopus databases in the years 2000-2023 were used in the analysis. The analysis provides a review of history education research in Türkiye by identifying the dynamics of research by presenting a wide in-depth knowledge concerning the periodical process, current situation, and future directions. Since 2006, history education studies in Türkiye have become more visible in the relevant databases. The annual increase rate of the studies was determined as 8.49 percent. Among the 127 documents accessed, research articles are the most common with a total of 104 articles. From the analysis, it could be said that history education research in Türkiye is mostly conducted in Turkish journals and by Turkish authors. Compared to international literature in history education, studies on ‘historical consciousness’ in Türkiye that were indexed in WOS and Scopus databases were found to be rare in the analysis. Despite this, it is observed that new approaches have started to be studied within the framework of concepts such as 'oral history', 'postmodernism', and 'museum education' in history education studies originating from Türkiye that were indexed in WOS and Scopus databases. In the analysis, it has been observed that although academic studies in qualified databases originating from Türkiye in the field of history education are not sufficient, they have been on an increasing trend in recent years.

The Utilization of Museums as a Contextual Learning Tool for History Education for Students of SMA Labschool Palu

The utilization of museums as a contextual learning tool has significant potential to improve the quality of history education. This research shows that museums not only serve as places for storing historical artifacts but also function as interactive and contextual learning media for history education. Through museum visits, students can engage directly with the collections, deepening their understanding of historical and cultural contexts. This study aims to explore how museums can be utilized as an effective learning resource in history education, particularly at SMA Labschool Palu. The research employs a descriptive qualitative method. The results indicate that museum visits increase students' interest and engagement. However, challenges such as lack of promotion and limited access to museums hinder the optimal utilization of museums as a learning resource

A “Mastery Unapproached”

Abstract An almost ideal context for a case study on the development, use, and reception of multimodal material educational settings can be found in the works of Göttingen physicist Robert Wichard Pohl (1884–1976). From 1919 on, Pohl created an educational programme for introductory lectures on experimental physics, in which he demonstrated fundamental concepts and phenomena using simple yet meaningful experiments that were projected on the front wall of the lecture hall. With his teaching aids, technical infrastructure, and textbook, Pohl changed the teaching of physics at schools and universities in Germany and beyond. Pohl’s original devices are still part of the teaching collection used during introductory physics lectures. I will argue that teaching collections, as the material foundations for such “regimes of practices,” should be treated not as passive archives of objects but as dynamic, complex environments that allow new insights into the history of science teaching.

Models of Teaching, Magazines and Music Machines: Alternative approaches to electronic music education in Melbourne

This article presents a history of alternative electronic music education in Melbourne, Australia. It documents early examples of experimentation with non-traditional classes and programmes in tertiary institutions and subsequently the emergence, over several decades, of alternative teaching and learning in community centres, nightclubs, retail stores, message boards and magazines. The article uses Scheffler’s Models of Teaching to provide a framework to document the differing pedagogical approaches, and draws upon archival material, interviews, essays and first-hand experiences to explain how Melbourne’s rich history has informed and influenced today’s learning practices. It posits that the adaptable, dynamic and flexible practices found in Melbourne’s electronic music education were the result of influences from key educators, the needs of the communities that enabled them and the adaptation to cultural and technological changes.

A szlovákiai magyarság történetének reprezentációja a szlovákiai alapiskolai történelemtankönyvekben

Representation of the History of the Hungarian Minority in Slovakia in Slovak Primary School History Textbooks In the past two decades, Gyula Popély, Attila Simon, László Szarka, Árpád Popély, Gergely Sallai, József Gyönyör and Katalin Vadkerty have written numerous summaries on the history of Hungarians in Slovakia, but what is less known is what children learn about this period sitting in the classroom. What can Hungarian students in Slovakia learn about their history from the textbooks, so that they can develop and shape their image of Hungarianness and form an emotional attachment to their nation, which could greatly contribute to halting the assimilation process that is affecting Hungarians in Slovakia. Of course, in addition to the school, the values conveyed by the family and home environment, society and culture are also decisive (e.g. commemorating the anniversary of the Treaty of Trianon or the day of remembrance of the Hungarians expelled from southern Slovakia). Since the school is the main source of such impact, we chose to study how our own history is reflected in history textbooks, and so we based our research on history textbooks for primary schools in Slovakia. Unfortunately, however, we do not know what other important events and additions, apart from the information in the textbooks, are mentioned in the lessons by the teachers who teach history. To explore this further, a comprehensive questionnaire survey of history teachers in primary schools in Slovakia would be needed, so in our study we have made observations and drawn conclusions only on the basis of the history textbooks analysed.