History Of Education Research Articles

Relation Between Fast Food and Preservative Consumption with Rheumatoid Arthritis Pain in A Gymnastics Group in Bandung City

Background: Rheumatoid arthritis is an autoimmune disease in the form of joint inflammation in adults. Based on the 2018 WHO report, it shows that there are 335 million people in the world who have rheumatism, of which 5-10% are aged 5-20 years and 20% are aged 55 years. Factors that can cause pain in rheumatoid arthritis are dietary factors, one of which is frequent consumption of fast food and preserved foods. The aim of this study was to determine the relationship of consumption of fast food and preserved foods to rheumatoid arthritis complaints in two gymnastics groups in Bandung City.Methods: This study used a cross-sectional design with a sample of 30 gymnastic ladies taken by purposive sampling. Data were analyzed using the Chi-Square test with IBM SPSS Statistic 21 software.Results: Based on the results of the analysis that has been done, there is no relationship between age, educational history, consumption of fast food and preserved food with rheumatoid arthritis complaints in the group of gymnastics ladies in Bandung City (p0,05).Conclusions: The absence of an association among age, educational history, consumption of fast food and preserved foods with rheumatoid arthritis complaints can be due to other factors outside of these factors such as genetics, gender, obesity, infectious diseases, and lack of knowledge about rheumatoid arthritis. What's more, rheumatoid arthritis is also a multifactorial disease, so we need to wisely maintain and regulate his, her, their, etc lifestyle and food intake so that rheumatoid arthritis complaints can be minimized and do not have recurrences.

Unearthing Heritage: Empowering High School History Teachers to Illuminate Local Narratives

Purpose of the study: This research aims to discuss the role of history teachers in local history learning at State 3 Palu high school, the development of local history learning at State 3 Palu high school, and the role of history teachers in local history learning. Methodology:This research is descriptive qualitative research. The sample in this research was high school history teachers with a sampling technique using purposive sampling. Data collection techniques use interviews, observation and documentation. The analysis was carried out using interactive model data analysis. Main Findings: The research results show that in the history learning process, history teachers have carried out their role well. History teachers try to build students' historical awareness by teaching local history of Central Sulawesi and visiting historical sites in the environment around students. Local history is integrated into history subjects so that in implementing learning, history teachers adjust learning plans to the basic competencies specified in curriculum. Adding historical material with local history, especially by utilizing historical sources that are close to the students' environment. History teachers are one of the important elements who must play an active role in developing local history learning. Novelty/Originality of this study: This research provides valuable insight into the role of history teachers in the context of local history learning, with a focus on integration, local resources, and the development of students' historical awareness.

COMBINING INNOVATIVE HISTORY LEARNING TECHNOLOGY

This study aims to examine the impact of using information and communication technology (ICT) in history education on students' motivation, understanding, and engagement. A mixed methods approach, combining quantitative and qualitative data collection, was employed to gather comprehensive insights. Based on the survey results from 100 history education students, 78% reported increased motivation, and 65% indicated enhanced understanding of historical materials after using e-learning platforms. Interviews with 10 history teachers revealed that e-learning facilitates the delivery of complex content and boosts student participation in class discussions. Additionally, e-learning provides high flexibility for students to learn anytime and anywhere, addressing the limitations of traditional classroom settings. The findings suggest that integrating ICT into history education enriches the learning experience, improves academic outcomes, and makes history education more engaging and relevant in the digital era.

History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland

ABSTRACT In England and Scotland, the History National Curriculum avoids the prescription of specific content; expecting schools instead to devise a curriculum appropriate to their pupils within broad guidance. This means in both countries, teachers apparently have responsibility for constructing a curriculum: selecting content, sequencing learning and identifying resources, but only in Scotland is it explicitly stated in policy that teachers act as curriculum-makers. Based on the 2021 UK Historical Association survey, this paper explores the extent to which history teachers in England and Scotland use their curricular autonomy to respond to calls for diversified curricula. Drawing on responses from 8% of England’s secondary schools and 20% of Scotland’s, the data suggest that, although teachers in Scotland are more explicitly framed as curriculum-makers in policy, it is history teachers in English secondary schools who are more likely to have diversified their curricula. The paper explores possible explanations for these findings and suggests that demographic diversity, inspection cultures, and knowledge exchange networks exercise greater influence over teachers’ willingness to diversify their curricula than the positioning of teachers in policy.

Teaching nineteenth-century American history with music: leveraging the possibilities through technology and Universal Design for Learning

ABSTRACT This article explains the value of music for applying the UDL framework to university-level history instruction and highlights practical ways to integrate music in history teaching. It uses content analysis of convenience samples of degree program learning outcome statements and syllabi from American history courses addressing the nineteenth century to assess the suitability of musical materials. It explains how instructors can incorporate musical materials to provide learners with multiple means of representation and expression when working with course concepts. Relevant technologies discussed include repositories of digitized music and apps facilitating instructor and learner engagement with musical materials in history courses.

The inequity of education, health and care plan provision for children and young people with intellectual and developmental disabilities.

Children and young people (CYP) with intellectual and developmental disabilities (IDDs) have significant additional educational needs compared with the general population. In England, the government has established a system of education, health and care plans (EHCPs) to support children with special educational needs and disabilities, but disparities exist between the degree of need and the availability of support. We conducted a prospective UK national cohort study (IMAGINE) of children with rare pathogenic genomic variants, all of which are associated with IDD, to investigate associated neuropsychiatric risk. Subsequently, we obtained information from the UK's National Pupil Database on their educational progress through the state school system. We aimed to identify whether they had received EHCP provision and whether that support was associated with their family's socioeconomic status, region of domicile, ethnicity, sex, primary special educational needs (SEN) type, academic performance and mental health well-being. We recruited 2738 CYP from England into the IMAGINE study between 2014 and 2019. The educational histories of the participants (6-28years old, mean±standard deviation= 14±4years, 56% male) were obtained from the Department for Education's National Pupil Database in 2021. Educational data included attainment scores from the Early Year Foundation Stage (<5years) to key stage 4 (15-16years). Each family was assigned an index of multiple deprivation (IMD) score based on their home address postcode. Parents or carers rated their child's emotional and behavioural adjustment on the Strengths and Difficulties Questionnaire (SDQ). The association between receiving an EHCP and the child's IMD score, eligibility for free school meals, English region of domicile, ethnicity, sex, primary SEN type, academic attainment and SDQ score was investigated. In this cohort, 78% of participants had received an EHCP. CYP living in the most deprived IMD deciles were substantially less likely to receive EHCP support than those in the least deprived decile, irrespective of their degree of intellectual developmental disability, academic performance or associated mental health problems. There were no sex differences. Children of Asian heritage were more likely to have been granted an EHCP than White children from equivalent IMD deciles. There were striking regional disparities. Participants living in London were significantly more likely to have been awarded an EHCP than participants living anywhere else in England, regardless of their IMD decile; those in the least deprived decile had almost 100% EHCP provision. This study found evidence for nationwide regional inconsistencies in the awarding of EHCP to CYP with significant intellectual impairments of known genetic aetiology. Disparities in funds available to education authorities could be a contributory factor. EHCP support was potentially influenced by how strongly a parent advocates for their child.

Overseas Chinese Education in Nanyang in the First Half of the 20th Century from " the Educational Review "

Overseas Chinese education in Nanyang is an important part of overseas Chinese education in modern China. the Educational Review is the longest-running, most complete, and most influential periodical on education in modern China. It is one of the most important primary sources for studying the history of education in modern China. This article takes the relevant articles about the education of overseas Chinese in Nanyang published in the Educational Review as the research object, and explores the status of overseas Chinese education in Nanyang in the first half of the 20th century. It analyzes the problems existing in overseas Chinese education in Nanyang at that time in terms of language structure, teacher professionalism, textbook application, student mobility, and division of powers within the school. It further introduces the countermeasures proposed by those who were enthusiastic about overseas Chinese education in Nanyang at that time, such as unifying the Chinese language, selecting teachers, localizing textbooks, flexible learning cycles and limitations on the powers of school boards. Through the exploration of overseas Chinese education in Nanyang in the first half of the 20th century, hope it will be helpful to the development of Chinese education in Southeast Asia today.

“Only memories:” place-based holocaust education in contemporary Poland

PurposeThe purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.Design/methodology/approachI participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.FindingsThe findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.Originality/valueThis study is not under review with another journal.

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

AbstractThis study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.

IMPLEMENTATION OF CHARACTER EDUCATION IN HISTORY LEARNING IN HIGH SCHOOL

Character education in schools, both formal and non-formal, especially inMadrasas, is considered important. However, its implementation has not been fullyrealized in the field. The aim of this research is to determine the application ofcharacter education in history learning. This research uses a qualitative methodwith a descriptive approach, the data collection techniques used by researchers inthis research are observation, and documentation. Data analysis techniques usingdomain data analysis. The research results show that character education has beenimplemented by history teachers. The implementation of character education inhistory learning at school aims to shape student character. Among the character values listed include love for Allah SWT, discipline, mutualcooperation.

SWOT-аналіз професійної підготовки майбутніх учителів історії в університетах України

SWOT-аналіз професійної підготовки майбутніх учителів історії в університетах України

코리안 디아스포라, 고려인 주제의 실천적 다문화 역사학습의 실제

Objectives This study has an autobiographical character as it is a study that looks back and reflects on ‘my’ class based on my experience at K Elementary School. In the process of research and practice, I continuously tried to reflect the contextual characteristics of the school and region. I recognized the characteristics of the village's mul-ticultural situation, the current status of K Elementary School, the situation faced by Koryoin students, the diffi-culties in communication between Korean and Koryoin students, and the difficulties that fellow teachers face in teaching Koryoin students. Based on this awareness, we designed and implemented a practical multicultural his-tory class for solidarity and togetherness beyond discrimination. Methods First, the topic of forced migration of Koryo people, a minority history, was reviewed from the per-spective of memory and forgetting, and the direction of practical multicultural history education was set through analysis of multicultural education theory and curriculum. Next, I designed and implemented a practical multi-cultural history class on the topic of forced migration of Koryo people and analyzed the process and results. Results The analysis and implications are that, first, the memory of the forced migration of Goryeo people, a for-gotten minority history, was discovered and recalled. Second, it is the acquisition of multicultural com-petency(cultivation of multicultural cultural literacy) based on empathy and interculturalism beyond the assim-ilationist perspective. Third, they had participation and practical experience for solidarity and companionship. Fourth, I looked back on what kind of multicultural teacher I am as a teacher who practices multicultural education. Conclusions The implications of the study are that, in terms of research methods, history classes were autobio-graphically reflected and analyzed based on personal memory data and accumulated cultural artifacts (research notes, student output, photos, videos, etc.). Through this, teachers in the field will be able to understand the de-sign and execution aspects of history classes in detail and use it as a reference for their own class practice research. Next, in terms of research content, history education was practiced with the theme of multiculturalism. Because I recognized the limitations of traditional history education and designed and implemented practical mul-ticultural classes by reflecting the contextual uniqueness of local communities and school, it can be a meaningful reference for schools in multicultural situations. Lastly, the focus on the history of minorities, the Koryo people and forced migration of Koryo people, can be a good example of migration history education.

Designing historical empathy learning experiences: a pedagogical tool for history teachers

This article explores the pedagogies that history teachers use to foster historical empathy, drawing from interviews with secondary school history teachers in Canada. The findings highlight that historical empathy is nurtured by teachers over time using a variety of different teaching approaches and activities, tasks and projects. The article begins by examining the pedagogical choices that teachers make when designing and implementing historical empathy lessons, categorised as implicit, thematic, student-centred, scaffolded and comparative approaches. Next, consideration is given to the types of learning experiences that teachers use to develop historical empathy, and some of the opportunities and challenges involved. These learning experiences include role plays and simulations, first- and third-person writing tasks, experiential learning and virtual reality, and collaborative and project-based learning. The perspectives shared by the teachers in this study contributed towards the development of a research-informed pedagogical tool to guide the future design of learning experiences that foster historical empathy, which may be applied by teachers across educational jurisdictions, and adapted for various grade levels.

Teachers’ Conceptions on the Value of History Education in Eswatini

History as a subject is expected to instil a sense of unity, patriotism and veneration for the nation sublime heritage. Supposedly history education’s sustainability has to emanate from the teachers’ confidence and reflective practices in a history classroom. The History syllabus demands the use of socio-constructivism strategy which postulates that meaningful learning occurs through conversations and interaction, among learners and with teachers and that the realities are determined by their experiences (EGCSE History Teaching Syllabus 2022-2025). However, most educators tend to teach History mostly using the lecture method which then relegates the subject to being monotonous as largely considered by the learners. The credit percentage of History learners in EGCSE completing class is showing a mediocre performance. A five year range study indicates that the highest credit percentage stood at 30.74% in 2020, hence the lowest was 26.76% in 2018 (ECESWA 2023). The range mentioned depicts that History Education credit percentage is not appealing to learners.

The making of Holocaust education in Britain, 1945–1991

ABSTRACT Despite the prevalence of research in Holocaust memory and Holocaust education, the historical development of British Holocaust education remains understudied. This paper reconstructs this history, presenting Anglo-Jewish efforts to teach about the Holocaust in the 1970s for the first time and using the concept of ‘cosmopolitan memory’ to explain its proliferation in the early 1980s. This article argues that the origins of contemporary Holocaust education should not be found in the increase of its teaching with the National Curriculum of 1991 but in the changing culture of memory and history teaching in the late 1970s and early 1980s.

Exploring the significant problems confronting secondary schools history education: a baseline study

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities.

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

A Perception-Based Assessment of Buffer Zone Programs’ Contribution to Integrated Conservation and Development: Evidence from Protected Areas in Nepal

Protected areas (PA) often adopt buffer zone program to share PA benefit with local people and improve community support for conservation. However, the effectiveness of such policies is still unknown. By utilizing household survey data from six PAs (n = 2,121), we assessed contribution of Nepal’s Buffer Zone Program in conservation and sustainable development. While the residents showed limited knowledge about the program’s specific details and perceived that the funds were too minimal to have a substantial development impact, those who were aware valued the program. Perceived effect was greater on increasing conservation awareness and improving park-people relationships than reducing human-wildlife conflict or funding development projects. Trust, satisfaction, and perception of the program’s contribution varied significantly relative to proximity to PA, history of wildlife damage, PA income, minority status, gender and education. Effectiveness of such programs may be enhanced by investing the fund in mitigating wildlife damage than funding development projects.

Ukrainian Pupils in Czech Schools and History Lessons – Teaching Materials, Knowledge, Testing and Assessment

The study presents the results of a questionnaire survey on the involvement of Ukrainian students (who arrived as a result of the war conflict) in the teaching of history at Czech elementary schools. It is part of a broader research, and this study focuses on the results related to the availability of teaching materials, the knowledge of Ukrainian students, their testing, and evaluation. The results indicate that in the spring of 2023, teachers did not agree on the state of availability of history teaching materials for Ukrainian students. If anything was lacking, it was most commonly worksheets and textbooks. They also often lack assistants for Ukrainian students. An interesting aspect is the effort of Czech teachers to incorporate Ukrainian history into Czech history education. Most respondents cannot assess the historical knowledge of Czech and Ukrainian students. Those who compare them mostly state that the knowledge of Ukrainian students is inferior, citing the different thematic placement of history classes in Ukraine as the main cause. It is positive that Czech teachers generally observe improvements in the history skills of Ukrainian students. They attribute this improvement primarily to the enhancement of their language skills. In the case of testing Ukrainian students in history, teachers most often choose a combination of written and oral exams, usually in the Czech language. Ukrainian students can frequently use an online translator, especially during written tests. Only a minority of Ukrainian students have an assistant available. During the research period (spring 2023), they were mostly tested on a reduced curriculum. Evaluation is usually done using grades, but a common approach is a combined form where the evaluation is supplemented with verbal feedback. Ukrainian students are generally assessed less strictly than Czech students. The results are compared and contextualized with the findings of other research.

Ethical Empowerment: Integrating Malay Local Wisdom with VCT to Fortify Students' Moral Character in History Learning

As juvenile delinquency rates rise in Indonesia, addressing the underlying moral degradation among adolescents becomes crucial. This study investigates the integration of Tanjak Melayu's local wisdom with Value Clarification Technique (VCT) in history education as a strategy for moral character enhancement in students. Using a qualitative ethnographic approach, data was collected through observation, interviews, document reviews, and validity tests, with data analysis performed via triangulation. The study identifies key values of Tanjak Melayu—dignity, politeness, and attractiveness—that can be effectively incorporated into history lessons using VCT. This integration shows a positive impact on student's moral character, providing not only knowledge but also facilitating practical learning tasks. The incorporation of Tanjak Melayu values into educational settings via VCT not only preserves cultural heritage but also actively promotes moral virtues among students. The findings suggest that VCT can be a dynamic tool in moral education, enhancing student engagement and ethical development. This study underscores the potential of culturally integrated education technologies in addressing adolescent behavioral issues. By embedding local cultural values into the curriculum, educational institutions can play a pivotal role in shaping the moral landscape of the next generation. This approach offers a scalable model for similar interventions across diverse educational contexts, aiming to curb juvenile delinquency through enhanced character education. The successful integration of Tanjak Melayu values into history education via VCT demonstrates a viable path towards improving the moral character of students, suggesting that similar cultural and technological adaptations in educational curricula could be beneficial on a broader scale.