History Of Education Research Articles

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.

Effectiveness of History and Cultures Curriculum for Students’ Parents and Preschool Teachers

This research explores the critical need to integrate history and culture into preschool education, an area often overlooked in educational policy discussions. Drawing from the insights of Chinese history and culture curriculum in primary, secondary, and university levels, this study addresses the deficiencies in preschool education reform and policy. The study emphasizes the value of incorporating historical and cultural by Lee, W. O., Hao, N., & Zhou, Q. (2020), highlighting aspects such as cultivating aesthetic taste, showcasing cultural characteristics, and fostering cultural inheritance. The paper delves into the significance of history and culture curriculum in preschool education, focusing on children's development, patriotism, social fairness and justice, cultural inheritance, and unity between heaven and man for a harmonious life. Based on Piaget's child development theory and Confucianism's foundational principles, it elucidates the importance of aligning preschool education with cultural and historical contexts. Given preschool children's limited understanding and cognitive abilities regarding history and culture, the study proposes methods for integrating these themes into pre-education. It advocates for policy reforms in preschool education, emphasizing curriculum guidelines that reflect philosophical, psychological, pedagogical, sociological, and anthropological dimensions. Through a case study at Grace School in Yichun City, Heilongjiang Province, China, employing survey methods and case analysis, the research outlines goals for preschool history and culture curriculum. It incorporates Confucian concepts such as "harmony without diversity" and "endless life" to guide curriculum design and implementation, addressing evaluation criteria and curriculum content (Bahtilla, M., & Xu, H. 2021). In conclusion, the paper stresses the necessity of enhancing theoretical research levels in preschool education history and culture curriculum, advocating for improved training and implementation strategies. It envisions a collaborative effort among families, schools, and communities to foster continuous cultural learning and development among children.

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

The modality of historical thinking in the latest Greek primary school curriculum and the new challenges in history education

AbstractThis paper refers to the concept of ‘historical thinking’ as it appears in the three versions of the recent Greek History Curriculum for primary school. It is a comparative study of the discourse of the three versions of the recent history curriculum for primary school. The methodological approach of this study was founded on Critical Discourse Analysis. The main purpose of this paper is to explore the meaning and context of this term as presented in the three versions of the history curriculum and to compare the findings of the study with corresponding references in the international literature regarding the terms of ‘historical thinking’. This study demonstrated that this term is not the same in all three versions of the curriculum. In the first version of the curriculum the term ‘historical thinking’ is mentioned autonomously and we also separately identify the term ‘critical thinking’, while in the second and third versions a synthesis of the term is observed, which eventually becomes ‘critical historical thinking’. As a result of this observation, the use of the terms is critically and comparatively studied. The main conclusion is that the term ‘critical historical study’ refers much more to the development of general skills and competences with cognitive characteristics and much less to the critical understanding of the historical past. Furthermore, the conclusions of this study suggest a perspective for historical thinking in contemporary curricula with new challenges such as the relationship of historical education with artificial intelligence and children's representations.

Determinants of birth preparedness and complication readiness practice among reproductive-age women in Africa a systematic review and meta-analysis.

Safe motherhood programs must include both readiness for complications and childbirth. Birth preparedness and complication readiness (BPCR) is a comprehensive approach that helps resolve delays in deciding to seek care for obstetric problems. To identify the determinants of BPCR practice among reproductive age group women in Africa. Systematic Review and Meta-Analysis. Preferred Reporting Items for Systematic Reviews and meta-analysis (PRISMA) were followed and databases such as MEDLINE, PubMed, Scopus, Hinari, Google Scholar, and Web of Science were used to find the available studies. Adjusted Odds Ratio (AOR) with 95% Confidence Interval (CI) was used to identify associated factors. I2 statistics, funnel plot, and Egger test were used to assess the studies' heterogeneity and publication bias. In this review, a total of 32 studies with 17,787 sample sizes were included. Knowledge of BPCR (AOR = 2.12, 95% CI: 1.44, 3.13), knowledge of danger signs during pregnancy (AOR = 1.60; 95% CI: 1.37, 1.88), Knowledge of labor and delivery danger signs (AOR = 1.44; 95% CI: 1.28, 1.62), Knowledge of postpartum danger signs (AOR = 1.40; 95% CI: 1.21, 1.63), urban residency (AOR = 1.32; 95% CI: 1.03, 1.70), Antenatal Care follow-up (AOR = AOR = 1.52;95% CI:1.42, 1.63), history of stillbirth (AOR = 1.59; 95% CI: 1.36, 1.86), parity (AOR = 1.76; 95% CI: 1.16, 2.66) and secondary or higher educational status (AOR = 1.51: 95% CI: 1.35, 1.68) were the determinants of BPCR practice. BPCR practice among African women of reproductive age has been greatly affected by antenatal care visits, urban residency, knowledge of danger during pregnancy, labor, and postpartum, history of stillbirth, primiparity, and secondary or higher education. Focused interventions that address the identified factors may enhance BPCR practices and maternal health outcomes in Africa.

Flipped classroom and creative learning resources for teaching history

The study aims to analyse the perceptions and pedagogical skills of university students in the implementation of the flipped classroom in the degree of primary education. The sample consists of 209 students following the bilingual English programme at the University of Córdoba, Spain. The study is described as a non-experimental quantitative research, which means that it focuses on the collection and analysis of data without intervention or manipulation of variables. A fifteen-item Likert-type questionnaire was used to collect the data. The questionnaire appears to be on a scale of 1 to 5, where participants rate their answers according to the options given. The findings suggest that new electronic learning strategies need to be incorporated into teaching methodology. There is an emphasis on the importance of providing practical approaches to digital teaching and didactic resources. Students have shown a positive attitude towards their training needs, particularly in consolidating historical thinking and integrating active learning methods with good teaching practice.

Between Policies and Practices: a Quantitative Analysis of Teacher Training in Private Higher Education in São Paulo

Objective: The objective of this study is to investigate, analyze and discuss the aspects, paths and perspectives that permeate teacher training in Higher Education at a private university in São Paulo. Theoretical Framework: This research is based on theories and discussions in the areas of the history and philosophy of education, teaching and learning, teacher training, curriculum theories, active methodologies, reflective and researching teachers, and French discourse analysis. Method: This research will have a mixed approach, i.e. it will be quantitative and qualitative at the same time. It will make use of quantitative processes that require logistical and numerical proof, when we tabulate the answers to the questionnaires answered by the teachers. It will also use qualitative processes when analyzing the responses from the focus group conducted as data collection in this study. Results and Discussion: This study will investigate teacher training by collecting information from the teachers themselves who work in private higher education. Therefore, the main objective of this work is to understand how the training of these educators has been carried out in order to propose new paths and strategies to enrich teaching work. Research implications: One of the possible outcomes of this research will be a proposal for teacher training based on learning communities, in which there is space for discussion, creation and reflection on teaching and learning environments in higher education. Spaces for teachers to exchange and share information. U1, the university that is part of this study, already creates moments of reflection for the institution's teachers, as we will see in the course of this article. Originality/Value: The discussion about the training of higher education teachers at private universities in Brazil does not have many studies investigating the pedagogical work of these professionals, so this study seeks to understand the pedagogical work and training of these specific educators.

The Role of Educators in the Formation of Students' Leadership Character in the Leadership Material of Khulafaur Rasyidin

This study aims to find out the role of educators in implementing leadership characters in the subject of Islamic Cultural History in grade VII MTsN 7 Agam in the material of Khulafaur Rasyidin Leadership. This type of research is qualitative research with the subject of this research being Islamic Cultural History educators and students of grade VII MTsN 7 Agam. The data collection techniques used are observation, interviews and documentation. Then this study uses data analysis through data reduction, data display, and conclusion drawn. The results of this study show that the role of educators is as partners, resource persons, and companions. Educators play the role of partners, namely cooperation between educators and other educators, parents or other parties who are tasked with paying attention to the development of students. Educators act as resource persons tasked with providing information to students about many things related to learning and so on. Meanwhile, educators as companions are in charge of providing direction and advice related to the field or discussion being pursued.

Tradicals, Pillars and Directions For Educational Curriculum Development In Indonesia: A Literature Study

This paper aims to identify curriculum traditions, including curriculum changes from time to time in the history of Indonesian education, the five pillars of curriculum development as considerations in curriculum development, and to see the direction of curriculum development. The author used 17 references from scientific journals and books in this study. Tracking reference sources using Google Scholar. The study results show that the educational curriculum change is greatly influenced by political factors such as the change of government and the minister in charge of education, as well as by the shift in education policy. There are five pillars of curriculum development: curriculum objectives, content or materials, learning strategies, curriculum organization and evaluation. The current curriculum development direction focuses on technology integration through the Independent Curriculum platform. As for universities, they implement Independent Learning Independent Campus, which is expected to answer global challenges and prepare the generation to face an increasingly complex world.

Забутий геноцид: як шведські шкільні підручники історії розповідають про Голодомор

This article explores how Swedish school history textbooks address the famine-genocide of 1932–1933 in Ukraine. By analyzing how this historical event is represented in educational materials, the article aims to determine the extent to which the Holodomor is acknowledged, contextualized, and explained within the broader narrative of Soviet interwar history presented to Swedish students. The source material consists of textbooks used in Swedish schools, ranging from lower secondary to upper secondary education. 20 textbooks were reviewed, and interviews were conducted with six teachers and one author. It underscores the practical importance of accurately representing the Holodomor within history education, particularly in terms of the consequences of insufficient education about past genocides and crimes against humanity. The article highlights challenges within the Swedish education system, including curricular limitations, limited resources, and the prioritization of events like the Holocaust and the Gulag over the Holodomor, shedding light on how these factors could influence students’ understanding of historical events and the broader context of past atrocities. The article reveals that, while the Holodomor is mentioned in some literature, it is only briefly addressed, with the Gulag instead becoming symbolic of communism’s crimes against humanity. As one teacher suggested, there may be a geographical perspective at play, prompting more focus on events closer to home. A noticeable trend over time also emerges in school literature, with more recent publications being more likely to address the Holodomor using accurate terminology, while older works tend to avoid it. Additionally, there is a tendency to explain the Holodomor, when mentioned, as a result of poor economic planning (i.e., communism) rather than as a deliberate act driven by ethnic hatred toward Ukrainians within the framework of Russian imperialism. In fact, no Swedish schoolbooks clearly present the Holodomor as a genocide. Consequently, this report identifies three possible outcomes: 1) the Holodomor is not mentioned at all, 2) mass starvation is referenced but not as the Holodomor, or 3) the Holodomor is acknowledged but explained primarily as a result of forced collectivization in Soviet agriculture rather than an outcome of Russian imperialism or ethnic hatred aimed at eliminating Ukrainians as a people. Thus, a portrayal of the Holodomor as both an event in its own right and as genocide could not be demonstrated, nor was any such literature found. Keywords: History, Holodomor, Genocide Education, History Didactics, Soviet History, Ukraine, Sweden

FORMAÇÃO CONTINUADA DE PROFESSORES NO MUNICÍPIO DE VENDA NOVA DO IMIGRANTE: UMA CARACTERIZAÇÃO

This work is an excerpt from the master's dissertation entitled Collaborative continuing education: an experience with physical education teachers in Venda Nova do Imigrante. This text does not intend to exhaust the information about education in the municipality, but only to briefly characterize the history of education in the municipality. The study points out the development process of the region since the arrival of the first immigrants, through the establishment of its first school, and continuing to education in the present day, pointing out the training model adopted by the municipality in recent years according to official documents.

Reimagining the accidentally local in English RE

ABSTRACT This paper will critically analyse the assertion that ‘The local argument for the Locally Agreed Syllabus has been lost’ (57). It will begin by briefly sketching the historical background to the unique way that Religious Education is structured in England, with each local area having its own syllabus. It will then outline some of the main points of the local/national debate, which has been an issue for over 50 years. It will then critically analyse what is meant by local, drawing on debates in History education, before turning to consider what content means in Religious Education syllabi, drawing on the work of the Religious Education Council’s Religion and Worldviews Project. It will conclude by suggesting that the initial assertion is accurate and that the concept of local content should be reimagined as a hermeneutic encounter between the pupil and the subject matter, recognising that each encounter will be unique because of the perspectives of the individuals involved in that encounter. Practically, schools should be free to determine their own curricula for RE in line with national benchmarks, as with any other subject.

The history of human rights education in Africa and its implications for social work education in Africa

ABSTRACT This article provides a critical overview of the history of the development of human rights education in Africa and the influence it has on social work education and human rights. The research is based on an in-depth integrative literature review and provides a context for an understanding of human rights education in social work in Africa. This history is part of the history and development of human rights on the continent. The discussion will indicate that Africa was at a disadvantage regarding human rights education from the beginning, as most African countries had adopted the Universal Declaration of Human Rights (1948) only by 2019. In Africa, human rights education has focused on curriculum initiatives, particularly ones incorporating human rights concepts into local schools; by contrast, human rights education for professional groups has been infrequent. As social workers interact with marginalized groups and populations, the profession is very well positioned to advance human rights in Africa, provided that social work education incorporates human rights in the curricula. This article will indicate how the history of human rights education in Africa creates the backdrop of understanding the need for advancing human rights education in social work in Africa.

From museum to school and back again: tracing the biographies of natural history objects, 1866–2024

ABSTRACT The article traces and examines the history of some of the specimens used in teaching in Swedish secondary grammar schools from the mid-nineteenth century up until today. Previous research has focused on empirical analyses of teaching materials and school collections, while this paper adds new knowledge to the history of education using an object-biographic approach. Whilst focusing on the history of two distinct specimens, a bird and a small collection of butterflies, and how these were circulated and recontextualised, the paper raises wider questions about how different actors are involved as meanings and knowledge content change. Through the object-biographic approach, we show that the use of natural history objects was multifaceted and had several purposes at the same time, ranging from research to education to providing status or being a hobby. The use of natural history specimens changed with reforms of the Swedish educational system. New teaching materials and new educational ideals were developed, and from 1960 onwards the importance of these objects decreased. We show how the specimens have taken on new meanings today as selected and displayed museum objects.

Cultivating the Concept of the Chinese Ethnic Group Community from the Perspective of Cultural Identity

In the context of cultural diversity, cultivating a sense of shared identity among the Chinese ethnic group is not only crucial for national unity and ethnic solidarity but also promotes social harmony and development. Within the concept of the national community, cultural identity serves as a core element, playing an irreplaceable role in enhancing ethnic cohesion and centripetal force. Currently, China is in a crucial period of realizing the great rejuvenation of the Chinese ethnic group, facing various complex situations and challenges. To cultivate the concept of the Chinese ethnic group community and enhance the cultural identity and sense of belonging of all ethnic groups, efforts can be made to strengthen historical education, deepen understanding of Chinese ethnic group history and culture, and thereby enhance cultural identity among different ethnic groups. To promote cultural exchange and integration, cultural exchange platforms can be established to foster mutual respect and understanding of different ethnic cultures, promote the core socialist values, and advance the inheritance and innovation of Chinese excellent traditional culture, providing strong support for cultivating the concept of the Chinese ethnic group community.

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.

Gender Perspectives in History Teaching: Challenges and Opportunities

Gender Perspectives in History Teaching: Challenges and Opportunities

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.

I. I. von Felbiger and the creation of the European school education system

Introduction. One of the most important conditions for the success of any type of activity is its systematic nature. This statement fully applies to such an important area of the spiritual life of society as education. The creation of the educational system in Europe is associated with the name of the outstanding teacher-reformer Johann Ignaz von Felbiger (1724-1788), who vividly proved himself as a scientist, founder of educational institutions, author of important documents and textbooks that for many decades determined the content and nature of schooling in European countries and in Russia. Materials and methods. The author uses the following research methods: analysis of historical and pedagogical literature, biographical and historical methods, an axiological scientific approach to the study of the value content in the activities of I. I. von Felbiger. The work uses publications by foreign and Russian authors. Results. The period of I. I. von Felbiger's life and his organizational activities coincided with the age of Enlightenment, which led to an increase in interest among a significant part of the population of many European countries in science and its practical use in the interests of society, as well as to the problems of educational development. I. I. von Felbiger acted as the organizer of educational institutions designed for various groups the population and the levels of training of students. He substantiated the idea of the first public school system in history and partially implemented it into practice. Over time, this system, which in some countries was called Sagan, became generally accepted in Europe. His ideas were developed in the process of creating a school education system in the Russian Empire. Discussion. Von Felbiger's activities in the field of education were multifaceted. He carried out the practical management of the educational institution, was a teacher, the general commissioner for education of the whole country, and finally, he created valuable legislative acts that received approval from the monarchs and ordinary teachers. He also authored methodological and educational manuals for teachers that corresponded to the current needs of society. Conclusion. The famous educational reformer von Felbiger left a vivid mark on the history of European science and culture. He went down in the history of pedagogy as the creator of the Sagan school system. The history of his life and work, as well as the genesis of the first education system he created in Europe, deserve further comprehensive study.

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.