History Of Education Research Articles

A structural and functional differentiation of knowledge for the history curriculum

ABSTRACT Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certain basis of orientation knowledge is needed to achieve the key targets of the history curriculum. Consequently, it is difficult for curriculum developers to select knowledge for history teaching. The aim of this article is to scaffold curriculum developers’ content selection by proposing guiding questions. It aggregates and elaborates theories of knowledge in the field of history education. Young and Muller’s concept of powerful knowledge is applied to the subject of history teaching. Arguments for a structural differentiation of vertical and horizontal discourses are presented. Also, the functional aspect of history teaching is elaborated by relating three purposes of education to knowledge selection.

Exploring Colonial Interactions with Indigenous Knowledge Traditions: A Case Study of Calcutta Sanskrit College

The Calcutta Sanskrit College occupies a central position in the history of Indian education, representing a nuanced synthesis of tradition and modernity. This study examines its profound significance within the socio-cultural and educational context of colonial India. Established in 1824, the institution was founded with the principal aim of revitalizing and safeguarding the Sanskrit language and its extensive literary corpus, thereby contributing to the preservation of indigenous intellectual traditions. Central to its functioning were the learned Pandits, distinguished scholars of Sanskrit who were instrumental in maintaining the continuity of ancient knowledge systems. The paper further explores the internal debates within the College concerning the incorporation of English alongside Sanskrit, a linguistic contention emblematic of the broader dialectic between tradition and modernity. These debates provide critical insights into the complex dynamics of colonial interventions, cultural identity, and the transformation of educational paradigms. The narrative of the Calcutta Sanskrit College thus reflects the broader trajectory of educational reform in colonial India, where languages, ideologies, and traditions intersected to shape the intellectual landscape of the nation. The institution emerges as a symbol of India’s enduring commitment to the preservation and adaptation of knowledge amidst a period of profound change.

Format research. On the epistemic effects of changing forms and formats in education research

ABSTRACT Currently, a narrative of the digital producing a fundamentally new world is taking hold. Against this backdrop, we explore three domains in education research (doing research, research on learning, and publishing) to establish what has genuinely changed and is new. From a history of education and a history of knowledge perspective, we examine how knowledge is produced as stable in each domain. We propose the concept of small forms and formats as heuristics to address these epistemological questions and to challange the narrative of a fundamentally new world in education (research), as we argue that despite changing dynamics in the digital present no fundamental epistemological shift can be observed.

Professional Behaviors as Forced Assimilation: A Critical Reflection on the U.S. History of Education and Beyond

Professional Behaviors as Forced Assimilation: A Critical Reflection on the U.S. History of Education and Beyond

K12 Superintendent Awareness of Critical Race Theory: Perspectives, Perceptions, and Presumptions

Purpose: In this mixed methods study, we delve into the complex realm of perceptions of critical race theory (CRT) in the United States. The public perspective of CRT has implications for K12 education, particularly as it relates to teaching literature and social studies. In our investigation, we focus on school district superintendents’ perception of the impact on schools and education. Research Approach: Using quantitative (a Likert-type survey with open-ended items) and qualitative instruments (a semi-structured interview protocol), the study aims to unravel superintendents’ awareness, views, and understanding of CRT. Findings: Data revealed a range of superintendent perceived familiarity levels, with some leaders possessing an in-depth understanding of CRT while others are less acquainted. Concerns surrounding the potential divisiveness, politicization, and suitability for CRT in K12 settings emerged as significant themes. Implications: The research underscores the need for professional development and reliable information to enhance educational leaders’ comprehension of CRT. It also highlights the importance of approaching CRT cautiously in light of its complex and contested nature. The study advocates for inclusive and accurate history education and recommends effective integration of CRT, leader preparation, and policy implications. The recommendations consider the intricate landscape of CRT in K-12 educational leadership. It emphasizes the significance of promoting inclusive environments to address racial disparities and promote equitable learning.

Pura Mangkunegaran dan Keraton Kasunanan Surakarta sebagai Sarana Wisata Edukasi Sejarah

Mangkunegaran Temple and Surakarta Kasunanan Palace as Historical Education Tourism Facilities This article discusses Pura Mangkunegaran and Keraton Kasunanan Surakarta as historical education tourism destinations in Surakarta City. In this activity, a qualitative descriptive approach was used, with data collected through observation, interviews, documentation, and literature study. The keraton, which serves as the residence of the king and the center of government, holds significant historical value. The results show that both keraton have museums that are highly potential as historical education tourism attractions. Additionally, each keraton has its own unique characteristics that can serve as an attraction for visitors. Overall, the activity concludes that historical education tourism aims to enrich visitors' knowledge and understanding of history. Surakarta City, with Pura Mangkunegaran and Keraton Kasunanan, offers two complementary historical education tourism destinations, with similarities and differences related to their origins, royal titles, and the historical collections housed in the museums..

Visions of the Future of Craft Education

AbstractThis study examines the history of craft education, especially in the context of social and temporal changes, and envisions its future based on narratives collected by student teachers at two Finnish universities. The research material covers essay responses that discussed the future of craft education in the light of forecasted megatrends. The essay responses were analysed using narrative methods, and the results are presented as visions of the priorities and content of future craft education. While craft teaching today emphasises technology, well‐being and communal living, the growth of digitality, sustainable education and materiality is likely to continue in the future. We envision that future craft education will focus on pedagogical content rooted in craft traditions, with a strong emphasis on skills education.

Comparing Science Curriculum for Primary Education in Greece and Serbia

This research systematically compares the science curricula of primary education in Greece and Serbia, aiming to identify key similarities and differences that impact educational outcomes in each context. The study provides a nuanced understanding of these educational landscapes by examining the frameworks for teaching science and revealing how national policies, pedagogical approaches, and cultural contexts influence curriculum development in both nations. The study looks at a number of topics, including curriculum content, instructional strategies, evaluation methods, and general educational goals that are common in every country's educational system. The study emphasizes the historical pedagogy that has shaped these educational systems and each nation's particular difficulties over the years, including sociopolitical elements that have impacted educational reforms, such as wars and regime changes. Additionally, the study supports PISA results, which highlight the value of encouraging students to apply their knowledge to real-world situations and cultivating the critical thinking and social awareness necessary for active citizenship. The study also considers historical events when designing curricula, showing how educational frameworks are connected to particular historical contexts and how these influences impact pedagogical approaches and content. Finally, by highlighting the advantages and disadvantages of each system and promoting the discussion of curriculum innovation in a quickly changing global education environment, this comparative analysis provides insightful information for possible educational reforms that could help both nations.

Lauren Bialystok and Lisa M. F. Andersen, Touchy Subject: The History and Philosophy of Sex Education

Lauren Bialystok and Lisa M. F. Andersen, Touchy Subject: The History and Philosophy of Sex Education

Bibliography of Canadian Educational History

Bibliography of Canadian Educational History

Ministry of Education Supervisors' Role in Enhancing History Teachers' Performance, First Directorate of Jarash Governorate, from History Teachers' Perspective

Ministry of Education Supervisors' Role in Enhancing History Teachers' Performance, First Directorate of Jarash Governorate, from History Teachers' Perspective

Not always a Panacea: History education and identity-building in Taiwan

Not always a Panacea: History education and identity-building in Taiwan

Older US adults' experiences with and views about cognitive screening and blood biomarker testing for Alzheimer's disease.

Dementia is underdiagnosed in the United States. Understanding of older adults' experiences with screening is needed to optimize diagnosis. US adults ages 65 to 80 (N=1298) were surveyed on experiences with cognitive screening and blood biomarker (BBM) testing. Regression models estimated associations between characteristics and screening use. Most older adults were aware of screening (71%); 41% reported ever being screened. Older age, higher education, retirement, poorer health, and family history of dementia were associated with higher odds of screening; Hispanic and non-Hispanic Asian race/ethnicity were associated with lower odds (p<.05). Most older adults were unaware of BBM (81%); few wanted testing immediately (9%). Although older adults held positive views about screening and BBM, half reported concerns about distress or stigma if tests indicated risk. Cognitive screening rates remain low. Older adults view screening and BBM as useful to inform health decisions but have concerns about potential harms. Only one in five older US adults report having cognitive screening in the past year.Sociodemographic and health factors may influence whether older adults receive cognitive screening.Most older adults have positive views about cognitive screening and BBM testing.Many older adults would be concerned about distress or stigma if test result indicated dementia risk.

Utilizing educational robotics in elementary school to foster problem-solving skills and enhance the teaching of history

The present pilot study outlines findings from a study that evaluated the efficacy of educational robots in enhancing children’s cognitive skills and historical knowledge. Applying LEGO® Wedo 2.0, the study focused on typically developing nine-year-old students in a K-12 public school setting. The hypothesis posited that students using robotics would demonstrate better performance in history lessons compared to those taught using conventional methods. Results indicated that students exhibited improved performance in history lessons when engaged with educational robotics, alongside a greater enjoyment of the subject compared to standard teaching methods. This study aligns with existing research suggesting that robotics can significantly impact education, serving as a tool to enhance students’ cognitive skills.

A. A. Krasev – an organizer of public education and a scientist-teacher

Introduction. In the second half of the XIX – first quarter of the XX centuries, a significant theoretical and practical contribution to pedagogical science and educational practice was made by a prominent regional figure of education, Russian teacher Alexander Alekseevich Krasev (1844-1921). The purpose of the article is to assess his scientific and practical heritage and contribution to the development of education in the Russian province, using the example of the Simbirsk and Vyatka provinces. Materials and methods. The purpose of the study is achieved through the use of the comparative method and the method of retrospective analysis, regional and axiological methodological approaches, which made it possible to identify the value content in the practical and theoretical work of A. A. Krasev. Results. A. A. Krasev led the preparations in Vyatka province for the World Exhibition in Paris (1900). It ended with the triumph of Vyatka education and the awarding of gold medals to both A. A. Krasev himself and the educational institutions subordinate to him. His scientific and journalistic works became a notable event in Russian pedagogical science at the time. He invariably took democratic positions, adhered to the ideas and views of K. D. Ushinsky and other progressive Russian teachers of the XIX century. During the period of A. A. Krasev's tenure as director of public schools in 1888-1902, the number of students and the number of public schools in the Vyatka province increased significantly. Discussion. In the works of A. A. Krasev, the most important problems of public education are raised and, to a certain extent, resolved. They are revealed by the author in books published in a number of cities (St. Petersburg, Moscow, Vyatka, Simbirsk), and this, in turn, indicates the relevance and significance of their content. Conclusion. A. A. Krasev entered Russian history as a talented theoretical teacher, publicist and prominent organizer of education. His legacy is deep and diverse, and undoubtedly deserves further study by modern historians of education and pedagogy.

The Importance of Liberal Arts Education and Market Failure

Despite the numerous uncertainties, Korean universities are prioritizing early specialization in education rather than focusing on the aim of the college education. The purpose of the study is to demonstrate that the return to education rises in an unstable environment, and that this education premium is closely related to the liberal arts education. Additionally, it provides a brief overview of the history of liberal arts education in Korea and assesses the current status and challenges. Finally, it proposes measures for improvement.&lt;/br&gt;Although the aim of liberal education extends beyond merely improving labor market outcomes, the liberal education indeed contributes to better performance in the labor market. The return to college education is high worldwide and it tends to increase as environments, including technology, change rapidly. This is because individuals with more schooling are better equipped to quickly capture the economic rents that arise from the disequilibria. This ability is cultivated more effectively through the liberal education than through the specialized training. The rise of the United States as a global superpower by focusing on the general education and numerous other empirical studies supports this perspective.&lt;/br&gt;The “5.31 Education Reform” in Korea, however, led to a contraction of basic academic disciplines, a decline in the academic quality of liberal arts education, and the erosion of the curriculum's universality. These issues stem primarily from the inherent characteristics of the education market, which has the characteristics of public good as well as the externality. In addition, misperception on the value of liberal arts education have exacerbated the situation. To address the market failure, it is crucial to rectify the perception of liberal arts education among educators. Moreover, high academic quality of liberal education must be preserved, and the universality of the liberal education curriculum should be maintained.

EVALUATING THE VALIDITY AND QUALITY OF SELF-REPORTED IMPORTANT LIFE ACCOMPLISHMENTS BY ADULTS OVER AGE 50

Abstract Bluck (2003) proposed that autobiographical memories function to maintain a sense of fulfillment and well-being. In support of this, studies find that older adults prioritize reporting positive early-life content in life narratives. Questions remain however, about the validity of life narratives and whether content prioritization is observed in non-narrative contexts. We utilized data obtained in the Health and Retirement Study (HRS) Life History Mail Survey (LHMS: N = 10496, M age = 69.5) to ask if the content of participants’ narrative reports about personal life accomplishments was associated with the quality (item of missing rates; IMR) of responses to non-narrative retrospective questions about residential, education, job, marriage, caregiving, and health histories. Content analyses of the life accomplishment narratives revealed 16 topics relevant to autobiographical life history content (interrater reliability=0.921). Compared to HRS participants who did not provide narrative life accomplishments, those who did had higher cognitive status and more years of education (cognitive status OR=1.04, p&amp;lt; 0.001; education OR=1.02, p&amp;lt; 0.001). Multinomial regressions indicated gender-related narrative content differences: whereas men reported career-related accomplishments, women prioritized accomplishments such as children, marriage, and pride in self (OR=6.17 p&amp;lt; 0.001). Linear regressions revealed that when participants mentioned corresponding accomplishments (i.e., about education, career, care for others, health, and marriage), their IMRs significantly decreased in that section, even after controlling for demographic, socioeconomic, and health variables (p &amp;lt; 0.01). This suggests that the validity and quality of life history data is influenced by participants’ attitudes and beliefs about life in addition to their sociodemographic characteristics.

Brief Summary of the History of Education in Spain. General Regime Educational System

Brief Summary of the History of Education in Spain. General Regime Educational System

Fostering Historical Thinking and Reasoning through Hybrid Dialogue: Integrating Javanese Philosophy into History Education

Fostering Historical Thinking and Reasoning through Hybrid Dialogue: Integrating Javanese Philosophy into History Education

A Study on the Significance of Educational history on the Research of Lee Sang-geum, a pioneer of early childhood education in Korea

A Study on the Significance of Educational history on the Research of Lee Sang-geum, a pioneer of early childhood education in Korea