History Of Education Research Articles

Low-Velocity Ballistic Trauma–Related Upper Extremity Nerve Injury: A Systematic Review and Meta-Analysis

Purpose: Optimal management of upper extremity nerve palsy caused by low-velocity ballistic trauma (LBT) remains controversial. The aim of this systematic review was to summarize the available evidence on the management of nerve injuries caused by LBT to the upper extremity. Methods: A literature search was completed for the keywords “Upper extremity,” “Nerve Injury,” and “Ballistic.” 2 independent reviewers conducted a systematic screening of all articles and collected data from relevant publications. The data were summarized and pooled using a random-effect model. Results: 14 studies met inclusion criteria. Cohorts between 6 and 168 patients (n = 848) with upper extremity LBT were reported. Neurologic deficits were present in 45% (95% CI: 38 to 52%) of patients at the time of injury evaluation. Nerve exploration was done in 50% (95% CI: 27 to 73%) of these patients with neurologic deficits. Early nerve exploration was done in 19% (95% CI: 9 to 32%) of all patients. Surgical findings included nerve continuity (49%; 95% CI: 14 to 84%), nerve contusion (30%; 95% CI: 12 to 50%), and nerve transection (31%; 95% CI: 14 to 50%). Nerve transection rates found at the time of exploration ranged from 0 to 71% (mean 31%). Outcomes were good in 62% (95% CI: 41 to 81%); however, analyses were limited by subjective outcome reporting of the studies. Conclusions: Contrary to historical teaching that LBT causes neurapraxia, this review identified that 31% of resulting nerve injuries were neurotmesis (transections). These results advocate for systematic clinical follow-up and appropriately timed nerve intervention (within 3 to 6 months of injury) when neurologic deficits persist after ballistic injury. Level of evidence: Level III

Revisiting resistance: student diaries and educational aspirations in Colonial Korea (1920–1945)

ABSTRACT This article examines the intricate interplay of educational enthusiasm, conformity, and resistance amongst Korean students during the Japanese colonial period (1920–1945). It explores how Japan’s governance shift in the 1920s, which extended schooling years and introduced co-education, elicited mixed responses from Korean students, ranging from compliance to various forms of resistance. By examining student diaries, this study unravels the complexities of educational aspirations and resistance and challenges traditional binary views of colonial educational history. The research highlights the heightened educational zeal in the 1920s and 1930s, characterised by increased school enrolment and fierce competition for admissions. The diaries provide insight into students’ reactions to colonial policies, blending aspirations for advancement with subtle forms of resistance. In analysing diary entries, this paper uncovers how increases in student enrolment and rising educational aspirations reflect both conformity with and resistance to colonial policies. Explicit resistance, more prominent in the 1920s, was replaced by implicit forms as militarism intensified in the 1930s. This study categorises resistance into organised (overt) and disorganised (covert) forms, with the latter including subtler forms of opposition, such as disquieting, indirect, and silent resistances. The diaries examined in this study reflect the dual life experiences of students, who adhered to public norms while nurturing private dissent. Manifestations of resistance ranged from disquieting actions to metaphorical defiance and strategic silence, which illustrates students’ complex navigation between external conformity and internal rebellion. This understanding of compliance and resistance, encompassing overt acts and subtle unspoken forms, underscores the need for a comprehensive view of educational aspirations during this historical period.

Developing a STEM Curriculum Through the Community History of Ban Prohm Thin Tai to Enhance the Ability to be a Tour Guide and the Local Consciousness of Elementary School Students

The objective of this research is 1) To study in-depth knowledge about the historical context of the Ban Prohm Thin Tai community, 2) To design an educational management approach a STEM Curriculum through the community history of Ban Prohm Thin Tai to enhance the ability to be a tour guide and the local consciousness of Elementary School students, and 3) To study the outcomes of using the community-based historical education approach through the STEM Curriculum through the community history of Ban Prohm Thin Tai to enhance the ability to be a tour guide and the local consciousness of Elementary School students. This research is Action Research. The sample in the study consists of (1) a group of informants regarding the community history of Ban Phrom Thin Tai, comprising 12 people, (2) A group of experts evaluating the curriculum management of learning includes 5 individuals including science teachers, educators, and curriculum experts, and (3) The experimental group using the learning management approach comprises 23 elementary school students selected through purposive sampling, totaling 40 participants. 1) A deep study of the historical knowledge related to the community of Ban Prohm Thin Tai revealed that this area has archaeological sites that have been inhabited since prehistoric times. Over time, it developed into an urban community during historical times, characterized by the construction of moats and earthen embankments influenced by Indian culture. Furthermore, archaeological excavations have unearthed prehistoric human skeletons and various artifacts such as pottery fragments, rings, beads, and axes. These discoveries indicate that the area around Ban Prohm Thin Tai has a long history of civilization, making it worthy of preservation as a heritage for future generations. 2) Designing guidelines for a STEM Curriculum through the community history of Ban Prohm Thin Tai to enhance the ability to be a tour guide and the local consciousness of Elementary School students found that, the researchers have developed a comprehensive approach to a STEM Curriculum through the community history of Ban Prohm Thin Tai to enhance the ability to be a tour guide and the local consciousness of Elementary School students. This approach is termed the STEM+H model, which includes (1) Science, integrated history (2) Technology, integrated history (3) Engineering, integrated history (4) mathematics, and integrated history. The overall suitability of the model was found to be highly effective based on the evaluation results. 3) A study of the results of using the STEM Curriculum through the community history of Ban Prohm Thin Tai to enhance the ability to be a tour guide and the local consciousness of Elementary School students found that the approach of the TEM Curriculum through the community history of Ban Prohm Thin Tai can enhance the ability to be a tour guide and the local consciousness of Elementary School students.

HISTÓRIA DA EDUCAÇÃO E A ORGANIZAÇÃO ESCOLAR: ESTUDO BIBLIOGRÁFICO

Studying the History of Education is essential to understand the transformations that have occurred over time in the Brazilian educational process, as well as to recognize individuals as constituent agents of this history. The present study aimed, through bibliographical research, to revisit historical issues of education in Brazil, from the colonial period to the present day. The methodology adopted was a systematic review of the literature, based on the analysis of articles available on Google Scholar and the Capes database, with the purpose of examining the development of the history of education, school organization and the role of the teacher in contemporary times. . Several works on the topic were identified, of which nine were selected to compose the analyzed sample. It was found that, over time, Brazilian education has undergone numerous changes since the colonial period, and that teachers have constantly sought to update themselves to improve the teaching and learning process. It is concluded that, by understanding the educational processes, the school and the ways of maintaining education in line with its history, it is possible to identify the points necessary for a more conscious and appropriate methodological action, favoring more participatory decisions in the educational context.

Using boundary objects to enhance learning in history and develop students’ numeracy capabilities

ABSTRACT Informed citizenship in the 21st Century requires individuals to be numerate. In Australia, all teachers are expected to attend to numeracy inherent in the subjects they teach. Many teachers, however, find this approach challenging and may not see potential benefits for subject learning. Drawing on lesson vignettes and post-lesson interviews, a conceptual approach based on Wenger’s communities of practice was used to analyse the use of boundary objects by four secondary history teachers. Their use of boundary objects was categorised by their attention to the contextual and mathematical meanings of the artefact they used. Findings suggest that there is potential for teachers to concurrently enhance subject learning and develop students’ numeracy capabilities if they attend to both the contextual and mathematical meanings of the boundary objects they use. Research is needed into how numeracy is addressed in curriculum pedagogy courses. One aspect worthy of investigation is how boundary objects can be used effectively in subjects across the curriculum to enhance subject learning and promote numeracy development.

The Igbos in Nigerian Politics (1941-1967)

The goal of this paper is for the present day Igbo generations to understand how the Igbo Nationalists worked tirelessly, to compelling the colonial overloads to accord equal social status to Nigerians. To understand the political imprints of Igbo Nationalists in Nigerian politics before and after independence. To give an insight about the Nigerian and Biafran’s Civil War, which lasted for 36 months since teaching history has been proscribed in school curricula at all levels in Nigeria’s school systems.

Understanding the Implementation of Law 10.639/03 through Aspects of Brazilian Society and the Education System

ABSTRACT This manuscript analyzes the development of African studies in Brazil in the context of the implementation of Law 10.639/03, enacted in January 2003, which constituted an important step for teaching about Africa and the African diaspora in schools. We will present information that helps to understand key characteristics of Brazilian society, using data provided by the Instituto Brasileiro de Geografia e Estatística, with a focus on the functioning of the Brazilian educational system. In this context, it is important to highlight the role of public measures implemented in the 2000s that facilitated a more democratic education and addressed racial and social inequalities. Central to this agenda is the understanding of the implementation of Law 10.639/03, which mandated the teaching of African history and Afro-Brazilian peoples’ history throughout the country’s basic education system. The impact of this law was extensive and also affected higher education, which had to adapt to train professionals capable of implementing this mandate. However, as we argue, it is not possible to understand Law 10.639/03 in isolation; it must be studied in conjunction with other public policies, considering the Brazilian educational system and the societal interest in learning more about African history.

From the Soviet Union to Russia: fifty years of reforms in initial teacher education

ABSTRACT Teacher education in Russia has become the subject of considerable reform over the past 50 years. It is today a complex system of continuous training which gives students a chance to enter the profession in a number of different ways, as well as maintain their professional skill set throughout the course of their careers. This paper offers a comprehensive overview of the history and the state of art initial teacher education in Russia during the last 50 years. It aims to draw on scholarly expertise in Russia and will locate the policies and practices that are discussed within the context of teacher education reform. The main themes of the paper are the history and current practice of Russian initial teacher education. The paper will consider the relationship between policy and practice and examine the respective influences of the former Union of Soviet Socialist Republics (USSR), and processes of wider reform in the Russian Federation since the 1990s.

Post-pandemic positions: new perspectives on international education and public diplomacy in Australia

PurposeIn an era of internationalism, higher education and vocational training have been core to Australia’s nation-building, regional co-operation and public diplomacy. This essay examines what has become of the people-to-people aspect of Australia’s engagements in the Indo-Pacific region, as discussed in the Australian government’s influential White Paper on Australia in the Asian Century (2012). More recently, established patterns of international educational exchange, and their economic, social and cultural benefits, have been disrupted by the global COVID-19 pandemic, shifting international relations and domestic politics, with consequences for international education and public diplomacy.Design/methodology/approachThis essay introduces the scholarly context for a reappraisal of Australian histories of international education within the Indo-Pacific region since the mid-20th century, and the role of NGOs, academia and government in educational schemes and scholarships. It draws on an approach informed by international history, the history of education and diplomatic studies, to provide an overview of key themes and the past and present case studies discussed in the seven articles of this special journal issue.FindingsThe little-known histories of international education in Australia, and associated scholarship schemes, are important aspects of soft power or public diplomacy and the nation’s relations with the Indo-Pacific region. We argue that there needs to be greater acknowledgement of the vital role of these interpersonal interactions and the international organisations that facilitated such exchanges in histories of Australia’s internationalism and diplomacy. While Australian governments have initiated scholarship programmes, what is becoming clear is that understanding their significance for Australian–regional relationships demands a research focus on student expectations and experiences that often lay beyond government control.Originality/valueThis essay and the articles in this special issue offer new historic and current insights on international education policy and programmes and Australia’s diplomatic relations. Many of the highlighted case studies have not previously been analysed within this context, and fresh analysis makes an intervention into the field, revealing the complexities and limitations of international education and people-to-people relationships for Australia’s past and present connections with the Indo-Pacific region.

A better use of the shoulders we stand on: meta-analyses in the history of education

PurposeThis article argues that the potential of the vast amount of research, published each year in the history of education, remains untapped. Given the rapidly growing number of academic publications in the field, there is a need for research that is based on articles, chapters and monographs already published. While analyses of existing research publications are widely used in other academic disciplines, such approaches remain under-utilized in the history of education.Design/methodology/approachThe argument of this article is supported in three steps. Firstly, we distinguish between different forms of research using existing data and research publications, in particular secondary analyses, systematic literature reviews and meta-analyses. Due to the heterogeneous nature of research publications in educational history, this article argues for the method of qualitative meta-analysis. Secondly, we discuss the risks and methodological pitfalls of research using existing research publications, outlining possible areas of application and discuss examples of meta-analyses in educational history. Finally, the article explores the implications of an increased use of meta-analyses, especially for the editors of scientific journals.FindingsThis article provides an introduction to the main features of meta-analysis as applied in history of education. By promoting qualitative meta-analyses as original research, we argue that journals could help ensure that the potential for vibrant and highly productive research in the history of education is fully realized.Originality/valueDespite that the use of published research is widely discussed in the behavioural and social sciences, there is a lack of reflection on how to use the knowledge produced in the history of education. By presenting qualitative meta-analysis, this article provides a starting point for such a discussion.

Doktorské studium didaktiky dějepisu na Katedře historie Filozofické fakulty Ostravské univerzity

On the occasion of the significant jubilee of Professor Miroslav Kmet as an expert in the field of history didactics, the text reflects the areas of didactic research, which have received attention at the Department of History of the Faculty of Arts at the University of Ostrava, as well as the current focus of research. It presents the research topics of the graduates of the doctoral studies in didactics of history at the Department of History of the Faculty of Arts at the OU presented in their dissertations and a number of journal studies, studies published in collective monographs and journals. The themes of two current students of the study programme were also not omitted.

A Survey of Patient Utilization and Trust of Emergency Medical Services

Little is known about patients’ decisions to come to the Emergency Department (ED) via emergency medical services (EMS) versus privately owned vehicle (POV); this is problematic as trust in EMS systems impacts patient care decisions. Furthermore, no studies exist that evaluate patients’ trust of the EMS system as it relates to a patient’s race. Patients completed a multi-method survey during their ED stay. Quantitative data included: patient demographics (age, gender, race) income, insurance status, previous medical training, highest level of education, self-reported medical and social history, number of ED visits in the past three months, and two scales assessing trust and empathy: the Group-Based Medical Mistrust Scale and the Jefferson Scale. Characteristics of patients who came to the ED via EMS versus POV were shown. A Wilcoxon signed rank test described differences in EMS trust scales by race. Logistic regression showed which factors contribute to the decision of EMS or POV. Qualitative comments described patients’ rationale for EMS versus POV. 23/72 (31.94%) patients utilized EMS transport and 49/72 (68.06%) utilized POV. 59.09% of patients self-identified as Black and 40.91% self-identified as White. The Group-Based Medical Mistrust Scale found Black patients had less trust in the EMS system (p=0.0001), while the Jefferson Scale of Patient Perception of Physician Empathy showed no significant difference in patient perceptions of EMS provider empathy (p=0.608). Logistic regression indicated that age predicted the use of EMS over POV (p<0.001). Lack of access to POV, physical limitations, cost, speed, perception of emergency, and fear were identified as reasons that supportg patients’ decision to use EMS or POV. Many factors can influence patients’ transportation decisions and this study highlights trust, age, and other social and economic factors. These findings could inform policy decisions and ensure emergency care systems that are accessible for all patients.

A Systematic Review of Examples and the Effectiveness of Game-Based Learning Used To Teach History in K-12 Education

This systematic review is intended to assess the examples and effectiveness of game-based learning (GBL) in teaching history in K-12 education. The review also aims to identify gaps in the current GBL literature and provide future research and development guidelines to improve learning outcomes when incorporating GBL in teaching history. This systematic literature search was conducted using Scopus, focusing on studies that utilized games to address historical teaching in K-12 education. The PRISMA methodology procedure was followed. A total of 688 studies were initially identified, and after the first screening, 360 studies remained. Twelve studies fulfilled the inclusion criteria. The systematic review concludes that games used to teach history in K-12 education vary considerably in content, users, contexts, teacher approaches, and technology. Most of the included studies reveal positive motivational factors when GBL is used. However, only very few studies can provide significant results on the learning outcomes. Most evaluations are based on self-reporting, primarily questionnaires and knowledge tests. Specific learning objectives are rarely included in the games. Future studies could include more participants and other methods to measure the learning effectiveness of GBL.

Tamil Schools in the Federated Malay States under British Colonial Rule 1895-1941

In the time of British rule of the Federated Malay States (FMS) from 1895 to 1941, many Indians, especially the Tamils from South India, were brought in as labourers. Long-term Tamil primary schools were established to cater to their children's educational needs. This article presents a historical investigation of the development, challenges, and disparity faced by Tamil primary schools in the FMS between 1895-1941. The study employs thematic content analysis to study the primary and secondary historical sources. The findings report that four themes surrounding challenges and disparity emerged among Tamil schools in the FMS, namely building and equipment; subjects and syllabi; schoolteachers; and teacher training. The study underscores the development of Tamil schools in the FMS, the significant issues faced by the schools under British colonial rule, and the implications for children of Tamil migrants. Significantly, this study contributes new knowledge towards the history of education during British colonialism, emphasising the crucial role of Tamil schools in preserving language and culture and potentially shaping future research in this area.

Game-based Learning for History: Student Perceptions and Preferences

With the rapid development of games in the 21st century, the panoply of games on history shows a wide variety. Backstories from most historical eras have been implemented in different game genres and modalities. Furthermore, a growing number of studies have pointed to the didactic potential of historical games as learning tools. This study aims at investigating university students' perceptions of gaming and their game preferences, with a particular focus on history. The research question to answer was: "What types of games do history students play, and how can games, in their view, contribute to learning in their subject?" Educational action research was used as the overall strategy in a study where data was collected from five different university course groups in general history at the basic level. Students answered questionnaires with open ended questions about gaming preferences and their perceptions of games. The answers were then analysed in an inductive thematic analysis. Findings show that the students play a mix of analogue board games, digital games and hybrid forms. In the transmedial array of games available, important genres include role playing games, strategy games, quizzes and first-person action games. The students frequently provide arguments for the use of games in history education, and they give reasons why they find a particular game useful for this purpose. They describe how these games have a potential to add value to history education. To some extent, they also discuss how this can be implemented. In conclusion, the authors argue that so-called technology tree games are particularly relevant to learning history from a structural perspective, while RPG:s can strengthen interpretive approaches through a subjective historical experience.

Limes (the Roman Frontier): Developing a Video Game for History Learning

The use of gaming technologies in education holds great promise to provide engaging learning experiences. Whereas video games have been successfully used to foster learning in several school subjects, the current understanding of the potential of video games for history learning is still limited. This paper details the development of Limes, a 2D top-down educational game created in Unity and rendered in pixel art. The game targets 5th/6th grade secondary school students and is set in the third century AD in southern Germany, a period characterized by political and social instabilities. Limes digs into the complex relations between the Roman Empire and the Alemanni tribe, one of the most powerful Germanic tribes of this period. The player can experience this pixelated world through the eyes of an Alemanni child, who forms a friendship with a Roman centurion. The unfolding narrative places the young protagonist in the precarious balance of peace and conflict, and the player needs to navigate the diplomatic tensions of the era. The gameplay consists of five levels, including primary missions and optional secondary missions which unlock special features (e.g., puzzles, quizzes). Limes incorporates a variety of game mechanics, ranging from running and interacting with characters to stealth missions, throwing rocks, and horse racing. These dynamics are integrated into the historical narrative of the game, enriching the player's experience. The game development process combined insights and methods from multiple disciplines, including game-based learning, educational, social, and cultural psychology, education sciences and pedagogy, and history education. Moreover, the game capitalizes on Unity’s wide array of development tools, which provide extensive customization possibilities, and employs pixel art, facilitating an engaging environment while maintaining a cost-conscious development process. Initial tests and expert feedback highlight the promise of Limes as a game that leverages historical accuracy and innovative educational tools to foster a deeper understanding of Roman history. Next steps include empirical studies with students to test the game's effectiveness (e.g., in improving interest in and knowledge of Roman history).

ART HISTORY PERSONOLOGY: THE HISTORY OF THE FIRST STAGES OF THE DEPARTMENT OF DRAWING AND SKETCHING OF THE FACULTY OF ART AND GRAPHICS IN LENINGRAD

The history of higher artistic and pedagogical education begins in Leningrad in the late 1950s. The Faculty of Art and Graphics was founded at the Leningrad Herzen Pedagogical Institute. The faculty combined the previous e orts of teachers in the eld of history, theory, and methods of training of visual arts teachers. The biographies of the people who stood at the origins of the Faculty of Art and Graphics are almost forgotten today. However, they are important for modern art studies. On the basis of archival materials, portraits of the rst heads of the faculty, who determined its development in the early 1960s, have been recreated in this paper.

A HOUSE WITH EXPOSED BEAMS: INQUIRY‐BASED LEARNING AND HISTORIANS’ ETHICAL RESPONSIBILITIES AS SCHOLAR‐TEACHERS

ABSTRACTThis is an article about the relationship between historical scholarship and pedagogy. The teaching of history can itself be seen as a meaningful form of historical scholarship and poses some of the same methodological, theoretical, and ethical questions as historical research, albeit usually generating quite different answers to the queries. I delve into three sets of questions that are of significance to historians in our roles as researchers and as teachers. In scholarship and in teaching, it pays to consider the relationship between authority and humility. In the library and the classroom, there is a balance to be struck between narrative and analysis. In both settings, one must at times choose between historicist particularity and human universalism. I discuss each set of tensions with reference to such thinkers as Paulo Freire, bell hooks, and Friedrich Nietzsche. In each case, I also draw on my own experience in the classroom, particularly my time teaching tenth‐grade world history. Throughout, I suggest that intellectually and ethically flourishing history classrooms are often “houses with exposed beams,” in which teachers initiate students as junior members in communities of historical inquiry, often, though not always, through collaborative analyses of revealing primary documents.

Risk factors of type II diabetes among bankers of Kathmandu Metropolitan city: A cross-sectional study

Introduction: Identifying the risk factors of type 2 diabetes (T2DM) among the most vulnerable people is crucial as it helps to prevent complications and improve health outcomes. The job of bank employees is both sedentary and accompanies high levels of mental stress, making them more susceptible to non-communicable disease like diabetes. This study aims to identify the prevalence of risk factors of T2DM among bank employees. Methods: A cross-sectional study was conducted among 348 bank employees from selected banks of Kathmandu Metropolitan City, the largest and capital city of Nepal from October to December 2020. Pre-tested, self-administered structured questionnaire based on the WHO STEP Instrument and Perceived Stress Scale was used for the data collection. Data was analyzed using SPSS version 22.0 software. Results: The mean age of respondents was 34.8±8.9 years. At least, one risk factor was present among all the respondents, whereas 22.4% having had over four risk factors. The most common risk factor was improper dietary habits (99.4%). Similarly, 84.2% of the respondents had moderate to high levels of perceived stress. Factors like age, gender, level of education, marital status, socio-economic status, and family history were associated with the risk factors of T2DM. Conclusion: The findings of this study revealed that bankers were at high risk of T2DM. This study showed an urgent need to bring the attention of the concerned authorities to promote a healthy lifestyle, create a stress-free work environment, and awareness about the risk of T2DM among bankers, coming up with public health strategies for its prevention.

The Educational Policy of Julian the Apostate

Julian the Apostate, the last pagan ruler of the Roman Empire has left a rich correspondence, the content of which is extremely varied. The epistles, most of which are authentic, form a separate volume in the editions and can be divided into four groups. The first group consists of the so-called Gallic letters, the second group includes the letters of Illyria and Constantinople, the letters from Asia Minor form the third group. Finally, the letters written from Antioch complete the list. In the following, we will discuss the School Edict and more particularly the letter that accompanies it (Ep. 61 Bidez – second group of letters). The decree of the Codex Theodosianus, dated 17 June 362, was rather short-lived, being in force only from July 362 to 11 January 364, but it is nevertheless an outstanding document of ancient educational history since no other emperor had previously issued similar regulations on the operation of teachers. Alongside this decree we may place the edict associated with Justinian (Cod. Just. I,5,18,4; I,11,10,2), which, conversely, forbids the pagan rhetors from education, but in the sixth century no one attempted to criticise it.