School History Research Articles

LAIKO JUOSTOS UŽDUOČIŲ TAIKYMAS MOKANT SUPRASTI ISTORINĮ LAIKĄ PRADINĖS MOKYKLOS TREČIOJE KLASĖJE

School history content in recent years has been shifting away from the "grand" story of history towards historical literacy, based on critical thinking and historical research skills. This encourages the explora-tion of the possibilities of developing these skills from primary school onwards, using a variety of ac-tive learning methods in social education classes. The aim of the study was to determine whether the targeted use of timeline tasks in the educational process can improve the historical time comprehension skills of third grade pupils in Lithuanian primary schools. The focus of the study was the use of timeline tasks in the understanding of historical time. The aim of the study was to explore the changes in the historical time comprehension skills of 3rd grade pupils in a primary school when timeline tasks are purposefully applied in the educational process. An action re-search study was carried out, 16 educational activities were organized in two primary school third grade classes. In one classroom, 8 activities involved the purposeful use of timeline tasks. Students' historical time comprehension skills in the category of timeline application were assessed through quantitative and qualitative content analysis of the questionnaires completed by students. It was found that before the educational activities, some of the pupils in grade 3 had not reached the level of devel-oping understanding of historical time at level A in the category of application of the timeline. A com-parative analysis of the data after the educational activities showed that the pupils in Class X who worked on the timeline tasks during the educational activities achieved higher results than their peers in Class Y who did not work on the timeline tasks during the educational activities. The results of the study suggest that the use of timeline activities in history learning enables students to better orient themselves in historical time and to achieve higher learning outcomes. Keywords: understanding historical time, timeline application, primary education, action research

A szlovákiai magyarság történetének reprezentációja a szlovákiai alapiskolai történelemtankönyvekben

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

Wybory czerwcowe 1989 roku we współczesnych podręcznikach do nauczania historii w szkole podstawowej

The aim of the article is to analyses how the first partially free parliamentary elections held in the People’s Republic of Poland on 4 June 1989 are presented in primary school history textbooks today. The June elections were the first ones in Central and Eastern Europe won by the anti-communist opposition. This took place before the fall of the Berlin Wall. Influenced by the ongoing discussions about whether 4 June should be recognized as a national holiday, we decided to investigate how young people learn about these events. Textbooks are a major research material because they are still the most widely used medium in the educational process and often the only source of students’ knowledge of history. We analyzed all textbooks currently approved by the Ministry of National Education for use in schools for grade 8 of primary school.

The Role of Archives and Archival Sources in History Teaching in Croatia, Exemplified by the Teaching of Contemporary Croatian History

Focusing on Croatia's primary and grammar school curricula and the content of history textbooks about contemporary Croatian history, this paper examines the integration of archival sources into history education, as well as the role of archives as heritage institutions in history teaching. The use of historical sources, one of the six main technical concepts in the teaching of history, is prescribed according to the curriculum for History for Primary Schools and Grammar Schools in the Republic of Croatia. Historical sources are analyzed both quantitatively and qualitatively, including visual and written sources. Primary or archival historical sources are singled out and described.

Truth-telling about (Teacher) education as settler-colonial project: ‘The past is always with us’

ABSTRACT One of the Editors’ 2022 Challenges to the Field was: What is the story this government wants us to tell our children? What is education for? Continuing this conversation leads to a related question: What can be learnt from reviewing the history of schooling in Australia in this light? I argue here that the nation’s founding discourse of White Australia produced a purposeful project of schooling and teacher education designed to ‘keep rural Australia white’. This also led to the disassociation of rural education and Aboriginal education that remains problematic for rural schools today. As a form of truth-telling from a non-Indigenous perspective, I offer a basis for reflection on the extent to which 21st Century educational practices continue to (re)produce this discourse. Understanding the past – about how the newly federated Australian states century set out to educate their future citizens – is crucial for teacher education aiming for social and environmental justice and change. An anti-colonialist reading of this history of colonial settler schooling might help us understand why the discourse of White Australia (and the systematic regimes of ‘truth’ about our country, its original inhabitants, and its waves of new settler-citizens) has remained so powerful over time.

Factors Influencing Girls' Education in Nepal: History and Perceptions of Participants

This study aims to explore the various ways in which gender discrimination reveals itself within the realm of education for girls, both within the school environment and at home. Additionally, the study seeks to identify the various factors that influence gender-related disparities in girls' education and examine the history of schooling for girls. In our society, socio-cultural norms and values that are biased towards gender are deeply ingrained, and this has prompted the Nepal government to initiate several measures aimed at fostering a gender-friendly environment within schools. Despite these interventions, the study finds that achieving gender parity in education remains elusive. As such, the study has prioritized examining how gender-based societal influences impede girls' education. The study is based on field data collected through direct interaction with participants to obtain insights grounded in real-world experiences.

Extraordinary Title on Vietnam’s Medieval History

The review examines the book by the Russian medievalist Alexey Borisovich Polyakov (1949–2020), dedicated to the history of Vietnam from the 10th to the beginning of the 15th century. The monograph is the result of research that its author conducted throughout his life: it describes in detail the process of founding the Vietnamese state after the era of inclusion in Chinese empires and states, the period of disunity, the rule of independent dynasties, and wars with the Mongols. This book outlines a milestone in the development of the Russian Vietnamese historical school associated with the name of Polyakov's mentor and research advisor Dega V. Deopik.

Unraveling Demographic Profile and Individual Dynamics of Juvenile Delinquents - A Mixed Method Approach

The previous studies have implied that socio-economic, personality and societal factors play a key role in the development as well as deterrence from delinquency. The present article is based on two studies from a bigger research project that investigated psychological, social and demographic characteristics associated with juvenile delinquency in Pakistan. The first study analyzed the archival data with the purpose of obtaining some basic demographics of reported delinquent cases in Punjab and compare first time offenders with repeat offenders. Archival data indicated that low income, single parenthood, crime accomplices, crime history and lack of formal schooling were common features of majority of reported cases. The t-test analyses showed significant difference in education and age and no difference in income between repeat offenders and first time offenders. The second study was based on in-depth interviews with 6 individuals, revealed an outplay of similar demographics. Content analysis showed that the juvenile delinquents lived in single parent families, with inadequate supervision, demonstrated defiant behavior, desire for lavish life style, association with deviant peers, poverty, and school dropout. Absence of ethical friends and poor religious education also featured as one of the sub-themes from interviews. Based on these two studies, a model is suggested for further investigation. The findings are discussed in light of previous research as well as theoretical perspectives. Implications of these findings are outlined for policy makers, social agencies, educators and parents.

Questioning Devotions, Reorienting Commitments

This paper is a methodological reflection on my time as a graduate student studying Indian Residential Schools through archival sources. I broadly survey relevant secondary studies to access the current state of the field and to chart prospective avenues for future scholarly engagement. I suggest that, for religionists, the frameworks of church history and mission history can be selectively utilized to examine the history of residential schooling. I argue that the ‘Indian Residential School’ (or IRS) terminology creates a narrowed understanding of colonialism and assimilative education by disregarding other modes of schooling deployed in Indigenous communities: the day schools and mission schools, but also hospitals, convents, and other church-operated institutions. Largely dating to the pre-Confederation period, mission schools especially fade from view when studies focus on the national model of the IRS launched in 1879 and expanded in 1884. In many regional contexts, mission schools of the colonial era laid the literal and conceptual groundwork for the later launching of the IRS system. By studying the works and the records of specific church bodies, religionists might elucidate with greater clarity the evolving differences, synchronicities, or collaborations of ideologies, policies, and practices among members of church and state over several centuries. Attending to pre-Confederation, colonial history also lends a transnational scope to a topic that is often framed in the context of national history, i.e., ‘Canada’s residential school system’. A global perspective on colonial education could assist historians of religion to assess the legacies of church, empire, and imperialism on Canada’s national model of residential schooling.

Exploring History Teachers’ Understanding of the Goals of History Teaching and Historical Thinking Skills in Secondary Schools

The purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history.

Knowledge of Life and Death! A Classroom Study of Gender Negotiations among Pupils and Teachers in Primary School History Education

In this article, we analyse how gendered subject positions during the Middle Ages are talked about in the history education classroom in primary school. Discourses about gender norms in the past were followed by discourses about how to interpret these differences and injustices, where we see that: i) the interpretations are constructed as being linked to biology, ii) teacher and pupils construct a present ‘us’ who understand better than a past ‘they’, an us who have greater freedom of action to choose for ourselves how to live our lives, and where iii) this is explained by the view that mediaeval people did not understand very well. It is between these discourses that the negotiation of how to interpret gender norms and gendered positions takes place. Negotiations result in a discourse that stresses today’s society as one of equality and equity. These discourses also enable various counter-discourses in which pupils challenged the constructions of women in the past offered by the teacher and textbook in the classroom.

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Countering Colonial Narratives Through The Secondary School History Curriculum: A Case of the Zimbabwean Post-colonial School History Education From 1980 to 2022

Extent of Use of Virtual Field Trips in Instruction of History and Government Among Secondary Schools in Murang’a County, Kenya

The use of field trips for instruction has been limited by the cost of trips, logistical planning, time taken in traveling, and learners’ safety concerns. This has led to the adoption of Virtual Field Trips (VFTs) that offer opportunities for learners to virtually visit historical sites for learning. However, the utilization of VFTs in teaching and learning History and Government in secondary schools has not been sufficiently researched and documented in Kenya thus the essence of the study. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) and adopted a Quasi-Experimental Design targeting thirty-five public sub-county secondary schools. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents took part in the study. Learners’ questionnaires, interview schedules for teachers, and classroom observation schedules were used to collect data. The study found that majority of teachers and learners were not aware of the use of VFTs for teaching and learning. Further, even after training, teachers were not able to effectively use VFTs in instruction. Against these findings, this study recommended that the Ministry of Education and Teachers Service Commission should team up and organize training for teachers to equip them with ICT skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with ICT skills to exploit VFTs in their specific teaching-learning areas.

Ukhta College of Railway Transport: 80 years in motion

In 2024, the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University turns 80 years old. An informational article about the 80-year history of the technical school and modern achievements is presented. In the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University there is a museum of the history of the creation, formation and development of the technical school; the branch preserves and develops the traditions of generational continuity. Over the years of its activity, the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University has become a “forge” of mid-level personnel for JSC Russian Railways and the Komi Republic, graduating more than 14 thousand specialists. Currently, 600 students are studying full-time and part-time at the technical school, and consistently high ratesof employment of graduates have been achieved.

НАУЧНАЯ ШКОЛА «ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ОСУЖДЕННЫХ, ОТБЫВАЮЩИХ УГОЛОВНЫЕ НАКАЗАНИЯ»

The article reveals the history, main directions and achievements of the scientific school of psychological and pedagogical support for the correction of convicts of the Faculty of Psychology and Probation of the Academy of the Federal Penitentiary Service of Russia. The significant contribution of doctors of sciences, professors V. G. Deev, V. M. Litvishkov, D. M. Sochivko, A. N. Sukhov, N. A. Tyugaeva, A. I. Ushatikov to the development of the considered scientific school is emphasized. It is noted that representatives of the scientific school in question continue to actively cooperate with foreign partners through the publication of scientific articles, scientific and practical conferences, scientific research, exchange of positive experience in correcting persons serving sentences, etc. The scientific school of psychological and pedagogical support of convicts continues to actively develop on the basis of accumulated experience, taking into account the response to modern challenges of the time.

“I ask different questions to my students now”: An inquiry into the role of textbooks for the teaching of historical thinking in Basque secondary schools

Starting from an analysis of the Basque competence-based secondary school history textbook EKI and the perceptions of teachers using it, these pages aim at investigating how history teachers relate to the textbooks they use in the classroom and the role these teaching materials play in the promotion of deeper historical understanding of their students. The Baque case offers a good opportunity to see how competence-based teaching materials are used to teach historical competences and how they may have affected the teaching of history in Basque secondary schools. Two main research questions are addressed: how this competence-based textbook integrates historical thinking skills and how it affects teachers´ understanding of history and teaching practice. The results suggest that theoretical reflections on historical thinking and epistemic questions have not permeated school teaching practices yet; however, the textbook does introduce students into historical thinking concepts and has produced changes in teachers’ practices. Besides, this research has detected the interest of further investigating how we deal with historical thinking in the everyday practice of increasingly diverse classrooms.

POSSIBILITIES AND ROLE OF HISTORICAL LITERATURE IN INCREASE COGNITIVE ACTIVITY OF STUDENTS DURING TEACHING HISTORY OF AZERBAIJAN

First of all, the article talks about the role and possibilities of modern literature on the history of Azerbaijan in the development of students' cognitive activity in the teaching of Azerbaijani history in higher schools. Scientific studies and experience show that increasing cognitive activity is of great importance in the teaching of Azerbaijani history lessons. During the research, it is known that there is no specific literature prepared for the analysis of the problem of increasing cognitive activity in the teaching of Azerbaijani history in Higher Schools. However, even if it is not specific, this issue is brought to the fore and highlighted in all the literatures, teaching aids and textbooks that we have analyzed.

Resisting racial police warfare through radical history

This piece foregrounds the critical role of historical knowledge in animating and determining contemporary strategies to resist institutional racism and militarised policing. Modern (neo)liberal myths about the post-racial and non-martial character of policing in Britain rely heavily on historical erasure. This is evidenced by recent policy‐based drives to enforce ‘impartiality’ and ‘inclusion’ when teaching history in schools. A resulting politics of forgetting renders invisible the routinised and normalised status of racially determined forms of militarised policing, thus enabling contemporary expression of racial police warfare to be downplayed as exceptional, marginal and aberrational. Southall Resists 40 (SR40), a community-led project in Southall, West London, challenged such forgetting by publicly narrating Southall’s history of racism and resistance in a way that showed how it speaks to the now. The historical work of SR40 unsettles hegemonic myths about the police as an ‘impartial service’.

Assessing historical thinking skills in high school history education: a Padlet-based approach

Assessing historical thinking skills in high school history education: a Padlet-based approach

A Study of the Image of China in American High School History Textbooks: A Case Study of McGraw-Hill’s World History and Geography

A Study of the Image of China in American High School History Textbooks: A Case Study of McGraw-Hill’s World History and Geography