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This article reviews two recent books, "Privilege: The Making of an Adolescent Elite at St. Paul's School" by Shamus Khan and "The Tyranny of Merit: What's Become of the Common Good?" by Michael J. Sandel. Both books explore socioeconomic inequalities and their impact on society. Khan argues that attending elite schools does not create a more equitable society, while Sandel critiques the concept of meritocracy and its role in disempowering ordinary citizens. The article also suggests that business schools may contribute to inequality by prioritizing wealth accumulation and promoting neoliberalism. It calls for a better understanding of privilege and inequality in different contexts and questions the exportation of Western norms by business schools. [Extracted from the article]

Developing disciplinary literacy is an emerging priority for secondary teachers as they prepare students for college, career, and civic life. One way to develop and assess disciplinary literacy in history is through source-based argument writing (SBAW) with multiple sources. SBAW requires students to synthesize information across texts and use disciplinary reasoning to evaluate sources and answer historical questions. Some research in history education has examined how writing and historical reasoning can be developed and measured, but the understanding of how specific tasks differentially elicit key thinking and writing skills is nascent in its development. To address this gap, we analyzed the writing of 30 grade 8 students in history who wrote argument essays in response to two different writing prompts. We scored their writing for multiple discrete components of writing quality and used MANOVA to compare writing across prompts. We found that 1) key disciplinary thinking skills are difficult for students to express in SBAW and 2) writing prompt characteristics significantly influenced students' expression of historical reasoning (i.e., sourcing, corroboration, and counterargumentation). Implications for the design of source-based writing tasks in history, as well as instruction and measurement, are discussed. [ABSTRACT FROM AUTHOR]

Between 1947 and 1949, state-sanctioned texts on town planning and housing were produced for New Zealand schools. In these publications, ideals of social democratic citizenship intersect with modernist precepts of planning and design. Analysis of the school texts in the discursive context reveals an aim to encourage future citizens to take an active role, in accordance with new education pedagogy, in shaping the built environment of post-war society. While the relationship between ideas and architecture has been of interest to historians of education, attention has largely focused on the school. This article extends the conversation to reflect on how readers of school texts were encouraged to consider their relationship to the wider built environment and hailed as active citizens within an imagined community of New Zealand's social democracy tasked with shaping its material form. [ABSTRACT FROM AUTHOR]

In September 1977, all of France's middle schools implemented the so-called "collège unique" reform in the seventh year, i.e. the elimination of tracking (or streaming) and the mixing of all pupils and teachers for the first year of secondary education. This article examines the genesis and implementation of this reform from the point of view of the budgetary issues it raised and which shaped it. Drawing on the political economy of education, the article sheds a new light on the introduction of comprehensive education, of which different variants can be observed in Western countries in the 1960s and 1970s. Indeed, far from being anecdotal, budgetary issues very concretely shaped the practical conditions of implementation of this educational reform, putting political and economic considerations ahead of any concern for pedagogical coherence. [ABSTRACT FROM AUTHOR]

Between the sixteenth and nineteenth centuries, various charitable, endowed or "free" schools were established in Ireland with a view to providing schooling, initially for children of primary and later secondary school age, the latter being the subject of this article. Sometimes these schools were state initiatives, such as the parish and diocesan schools, established by Henry VIII and Elizabeth I respectively, but mostly they were voluntary undertakings, Protestant in ethos, such as the schools of the Erasmus Smith Trust, the Kildare Place Society and the Society for Discountenancing Vice. Catholics tended to eschew such schools as sites of proselytism and, throughout the period under consideration, represented a small minority of enrolments. [ABSTRACT FROM AUTHOR]

Design, manufacture and supply of school furniture in the Australian state of New South Wales following the Second World War occurred in a context of population growth and new ideologies of teaching and learning. This article addresses the particular situation in New South Wales, where administration of schooling remained highly centralised. The influence of little known educator, Herbert Oxford, his support for centralised furniture production and supply and his interest in ergonomics was crucial. In the 1960s, he coordinated planning for a School Furniture Complex that eventually operated in the 1980s. The Complex's demise meant the end of a state service to education. The article contributes to research concerned with materialities of schooling and the argument that objects are both valuable sources and legitimate subjects for the historian. Department of Education documents located at State Archives, Departmental publications and Oxford's writings inform the research. [ABSTRACT FROM AUTHOR]

Historians often present their interpretation of the past in written accounts. In order to gain deeper knowledge of the discipline of history, students must learn how to read and write historical accounts. In this experimental pretest–posttest study, we investigated the impact of a domain-specific reading instruction followed by domain-specific writing-strategy instruction as well as a repeated domain-specific reading instruction on the quality of written texts and on procedural knowledge regarding reading, reasoning, and writing of 142 10th grade students. Results indicated that both instructions had a positive impact on the quality of written texts and on the amount of procedural knowledge (reading, reasoning, and writing). However, students who received a domain-specific writing instruction after the reading instruction wrote better texts compared to students who only received a domain-specific reading-to-write instruction. In addition, we found positive correlations between procedural knowledge and the quality of written texts in both conditions. [ABSTRACT FROM AUTHOR]

With his numerous articles and books, Amir Boktor was the most prolific Arab pedagogue of his time. Boktor established and edited the longest-running pedagogic journal of his era, The Journal of Modern Education, which was read across the region. He was a staunch secularist and progressive educator, consistently advocating for a curricular revolution in Egypt. Boktor’s curriculum centered around the child, focusing on its needs and abilities, and was tailored according to societal and environmental relevance. Despite his significant contributions, Boktor’s intellectual legacy has been largely forgotten in both Egypt and the region’s historiography of education and history of ideas. This article explores the reasons behind this erasure or marginalization, arguing that despite his contributions and influence, Boktor remained a pedagogic outsider. He held senior positions at the American University in Cairo and refused to integrate the cultural discourse of his time into his pedagogy. As a dean at a foreign institution during the rise of state education and a progressive educator in an era of nationalist education and the search for collective identity, Boktor’s work stood apart. This study contextualizes Boktor’s authorship, highlights its exceptionalism within his professional community, and explains how he came to be the (forgotten) quintessential humanist Arab educator. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

A trend in history education has been a transition from a more banking approach where students are expected to memorize discrete dates, names, and places, towards a focus on historical thinking skills. In this quantitative research, the self-reported historical thinking skills of education students measured through a validated tool (Meral, et al., 2022) across seven specializations at Bohol Island State University are described and compared along with demographic profile. Results indicate that students exhibit proficient levels of historical thinking, with overall mean scores of 3.69 across the components. Significant differences were found in self-reported historical thinking skills based on the Senior High School (SHS) strand (p=0.039) and specialization (p=0.006), while no significant differences were observed based on age (p=0.723) or religious affiliation (p=0.663). The limited explanatory power of demographic factors (1.2%) highlights the need for future research to explore other potential influences, such as instructional strategies and cognitive differences. The study's limitations include its reliance on self-reported data and the specificity to students, calling for broader and more comprehensive future studies. [ABSTRACT FROM AUTHOR]

This article focuses on the history of Finnish academic women and examines the discussions about women's academic education and women scholars that took place in two Finnish magazines of the women's movement between 1890 and 1939. The article examines how the two magazines addressed the topics and represented academic women and women scholars. The results indicate that at first, access to higher education and the complex status of female students at the university were the centre of attention in the discussions. The discussions were supplemented by new tones, strengthening the support for educational equality in relation to human rights with utilitarian perspectives. The emphasis of the topics shifted during the first decade of the twentieth century, when the magazines raised public awareness of the career paths for women scholars. The representations of academic women and women scholars also highlighted the efforts of the women's movement to promote the scholarly work of women pioneering in academic circles. [ABSTRACT FROM AUTHOR]

One of the primary goals of Franco's education policy was to train the working class in the doctrinal principles of the regime. Labour Universities were one of the education institutions created for this purpose; there were three for women (Zaragoza, Cáceres and Huesca). This article focuses on analysing the purposes sought by these macro-institutions when training working-class women, using diverse primary sources: documentary, audiovisual, archive and legal. Findings indicate that Women's Labour Universities aimed to provide specialised vocational training and also to impose the doctrine of the ideological principles advocated by the regime in relation to the model of women. However, these goals were somewhat incompatible as providing women with vocational training promoted their emancipation, contrary to the female ideal mainly advocated. [ABSTRACT FROM AUTHOR]

The project "Representation of Childhood at the Museums of Latvia, Integrated in the E-Learning Environment of Higher Education" was a response to the need for sources in the history of education that would accommodate the interests of students in educational sciences. The article aims at sharing the project experience in (1) mapping the history of childhood in museums, (2) building the digitised museum objects database, (3) integrating the database in learning environment, and (4) reflecting on the lessons learned through the project. The mapping was done in 30 museums, digitising 1190 artefacts and creating a "draft" database, which in 2021 was used by 74 master's students in educational sciences at the University of Latvia. We concluded that object-based childhood interpretation entails subjectivism in both the creation of museum collections and the choice of objects for the database. The objects selected by students revealed that educational science students are interested in less attractive sources for exhibitions as educational documentation and statistics. The project findings draw attention to the gaps in childhood history, for example, children with special needs are still "invisible", the material culture created by children themselves is poorly exhibited and the question about the 1990s as the "end" of childhood history in Latvia is open. The students' work with the database revealed challenges in history didactics; for example, how to prepare students for the "translation" of modern educational concepts into the language of history. Further development of the education history database depends on technical solutions, as well as on engaging students in systematic feeding of the database. [ABSTRACT FROM AUTHOR]

Thomas Hun (1808–1896)—along with his sons Edward (1842–1880) and Henry (1854–1924)—were prime movers in establishing the clinical practice and academic discipline of neurology in the Hudson River Valley of New York in the ninteenth and early-twentieth centuries. This article outlines the life of the family's semi-aristocratic patriarch, beginning with Thomas's unusual educational background and his six-year post-graduate hiatus in Paris of the 1830s, where he came under the influence of P. C. A. Louis (1787–1872). It lays out his subsequent career as professor of the Institutes of Medicine and ultimately as dean of an American medical school that was not situated in a major metropolis. It also will demonstrate how Thomas Hun's career as a medical practitioner, academician, neurophilosopher, and "proto-neurologist" recapitulates the evolution of clinical and academic neurology in nineteenth-century America. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required.Drawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos.In a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video.Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education. [ABSTRACT FROM AUTHOR]

In 1950, percussionist and pedagogue Paul Price established an accredited collegiate percussion ensemble course at the University of Illinois Urbana-Champaign, the first of its kind in the country. In this article, I argue that Price's accreditation of the genre, coupled with his many other entrepreneurial initiatives, was made possible by the higher education's renewed desire for democracy and intellectual achievement that emerged after World War II and ultimately led to percussion's own 'Golden Age' that endured until the late 1970s. I achieve this objective by highlighting Price's role as an institutional entrepreneur, as demonstrated through his relationships and compositional collaborations with two American composers of midcentury percussion works, Michael Colgrass and Vivian Fine. By advocating for new standards of learning, musicianship, and composition, Price negotiated institutionalized norms to help turn percussion into an art form worthy of professional performance standards, accredited courses, a thriving repertory, and institutional recognition in the United States. An investigation of the correlations between midcentury collegiate percussion practices and the patterns of change and growth evident in higher education at the time help illuminate the powerful influence of educational institutions on music discourse in the postwar era. [ABSTRACT FROM AUTHOR]

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher's beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problemsolving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Amidst the growing concerns of Islamophobia, this study seeks to shed light on the Andalusian legacy within initial teacher training. It aims to foster historical thinking by exploring the narratives embedded in cultural artefacts, while also creating alternative narratives to address the gaps in historical recognition. One significant aspect is establishing connections with the al-Andalus legacy, which often remains overlooked. In this context, we introduce an action-research study involving 49 students enrolled in Malaga University's Primary Education program, situated in Spain. The study's emphasis on the relationship between formal and informal education underscores essential fusion required to foster a citizen education that is characterized by critical thinking, creativity, empathy, and social responsibility. From the analysis of the narratives crafted by prospective teachers, a significant conclusion emerges: the imperative of regarding history as a foundational cornerstone for nurturing citizens with critical acumen. This approach serves to catalyse democratic engagement and facilitate societal evolution, underscoring its pivotal role in fostering participatory transformation. [ABSTRACT FROM AUTHOR]

The objective is the scientific and theoretical basis of the pedagogical conditions of the ethnic component in the contents of a higher education institution and the identification of the effectiveness of its implementation. The article conducts a theoretical and methodological analysis of the theory under study, reveals the essence of the concept of "ethnic component in the contents of a higher education institution", defines approaches, pedagogical conditions for the formation of an ethnic component in the contents of an institution of higher education, and presents a set of principles for its structuring. An experiment was carried out regarding the pedagogical conditions of the ethnic component in the contents of higher education. The results depicted the stages of formation and development of the ethnic component, the history of Kazakh education and the leading trends in current global practice are characterised. [ABSTRACT FROM AUTHOR]

AbstractThe 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. [ABSTRACT FROM AUTHOR]

How might historians of education bring joy to their work and make our scholarship of use to the world? This article suggests returning to Welland Hendrick’s 1909 A Joysome History of Education. This minor but well-circulated text uses humour and irony to poke fun at some of the more obtuse, sacrosanct, and self-righteous aspects of education as seen from the turn-of-the-twentieth-century vantage point of a mid-level and little-known American educator. With apologies to Jonathan Swift, this article advances the modest proposal of taking lessons from Hendrick’s project and considering how satire could be a productive form of critical fabulation for historians of education today. [ABSTRACT FROM AUTHOR]

In Australia, several rounds of policy and training reforms, and investments by governments, industry and other stakeholders, have fallen short of meeting the learning and employment needs of women. Their level of engagement in education, through Vocational Education and Training (VET), for example, remains below expectation. In this paper, we use a practice theory lens to examine literature on the history of VET for women in Australia and analyse the kinds of arrangements that have enabled and constrained women’s participation in vocational fields, completion of certification, and subsequent employment outcomes. Historicising practices is critical for understanding the extent to which the conditions of the ‘past’ can be traced to the conditions of ‘present’ to identify the intrinsically ‘ecologically’ relatedness between remnants of practices as they are encountered and change over time, to advance practices and practice architectures themselves. [ABSTRACT FROM AUTHOR]

AbstractProminent sociologists and criminologists have not accorded the respect that criminology and criminal justice (CCJ) deserves. They have questioned CCJ’s standing as an autonomous discipline; they have criticized CCJ for its lack of a “common conceptual language,” a “core theoretical tradition,” and a “methodological commitment.” Consequently, criminologists and criminal justice scholars have been warned not to stray too far from their sociological roots. This condition leads to the following question: are there new ideas about crime and justice that are contained in the annual addresses of ACJS presidents? This article examines the addresses delivered by the presidents of ACJS. The findings indicate that three key domains of reflections can be discerned in the ACJS presidential addresses: (1) legitimacy through accreditation; (2) policy irrelevance as a prelude to public criminology; and (3) visions of justice. The three findings are compared and contrasted with the core themes found in a prior study of ASC presidential addresses. [ABSTRACT FROM AUTHOR]

In 1928 the Yugoslav journal Radna Škola put forward the perplexing claim that James Liberty Tadd (1853–1917) was one of the most significant and influential American educators. Why was this otherwise unknown art educator put into transnational circulation as responsible for the perceived success of education in the United States? Following the 1898 publication of his magnum opus, New Methods in Education, Tadd enjoyed a modest international reputation, but he is little known today. Adopting an “entanglement” approach to global histories of education, this article focuses on the messy tangling together of different actors, devices, discourses, and practices involved in this transnational transit. The article argues that the most salient aspect of Tadd’s introduction to a Yugoslav educational public in the late 1920s is an educational approach that purported to be transformational in how it unlocked human potential. This is to view “potential” as an object that circulates in the world and to suggest that histories of education should include study of the ways that the uppermost possibility spaces of human experience have been understood in relation to education in different times and spaces. [ABSTRACT FROM AUTHOR]

This article studies the group of photographs by José Gómez de la Carrera, active in Cuba between 1885 and 1909, which entered the University of Navarra Museum Collection in 2018. With a multidisciplinary approach (heritage studies, art history, visual studies, and history of education), the article addresses the photographs as a visual testimony of important technical, political and cultural changes. After presenting the biography of the photographer – a pioneer of photojournalism and an outstanding war journalist  – we study the material, technical and visual characteristics of the subgroup of photographs taken when he accompanied Carlos de la Torre on his scientific expeditions in Cuba. The essay describes the historical and cultural role of these images, which became part of the visual repertoire of the time through educational projects. Taken in a context of struggle for independence, and visually reliant on parameters forged in Romanticism, eventually these photos were featured widely in the first geography textbook of the island for use in primary schools, which, through multiple editions, contributed to the formation of the territorial image of the new Republic. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For a generation, Tamkang University has been a standard-bearer for academic Futures Studies in Asia, having educated more than 120,000 university students in Futures Studies, as well as given rise to important loci for the evolution of the field, hosting visiting scholars and contributing to the foundation of the Asia Pacific Futures Network conference, now in its tenth year. However, the field is comparatively young, centers of Futures Studies are globally far-flung, and reliable information is not widespread about the history or current status of Futures Studies as an academic field, nor about the individual institutions that offer degrees in Futures Studies. TKU became a regional nexus for Futures Studies because of the commitment of its longtime president, Clement C.P. Chang, and yet, as a field, the transdisciplinary nature of Futures Studies means that it has sometimes struggled to sustain robust support in institutions after its initial champions are gone. This article is a study of how futures and foresight has evolved and grown at TKU in the years after Clement Chang stepped down and his daughter, Flora C.I. Chang, assumed the presidency. It also examines demographic, societal and geopolitical trends that are affecting TKU, and looks at current challenges, opportunities, and directions. [ABSTRACT FROM AUTHOR]

Patient history assists clinicians in determining the most appropriate tests to identify the symptoms' source and select appropriate interventions. Therefore, a subjective history is an essential component of patient management. When physical therapist practitioners transition into academia, they must understand how the history of the education system may affect learners. Health disparities are related to the lack of workforce diversity and skills in cultural responsiveness, and the education system is critical in addressing the impact of future providers on health disparities. Developing a doctor of physical therapy program to address health disparities requires an analysis of the historical context of the US educational and health care systems, along with traditional components of physical therapist education. This country's education system was built upon a 2-tiered system, where minoritized individuals struggled to overcome barriers imposed by legislation and societal beliefs. Jim Crow laws continued this unequal access to education, and the recent Supreme Court ruling to deny race-based affirmative action continues these inequities. This historical context informed the construction of the College of Saint Mary Doctor of Physical Therapy Program. The program's mission led to using less traditional educational approaches; thus, the pillars of practice took form. The 5 pillars evolved to include social determinants, inclusive faculty and student recruitment and retention practices, equitable grading, culturally responsive pedagogy, and community development. The purpose of this paper is to present a historical overview of the US education system and its influence on physical therapist education. Furthermore, it will illustrate how this historical context inspired the 5 Pillars of Community Practice from College of Saint Mary and discuss the challenges and interventions related to these pillars. There are tremendous disparities in educational outcomes and patient services in the United States. Disparities are most significant in those with historically marginalized identities. If those disparities are to improve, a change is required in the people providing care to patients. The best way to accomplish this is by transforming how future providers are educated. [ABSTRACT FROM AUTHOR]

Thinkers and educators of the period had important influences on the shaping of educational policies in Turkey. One of these thinkers and educators is Hüseyin Hüsnü Cırıtlı, who worked at Gazi Education Institute and Ministry of National Education for many years. The aim of this study is to reveal Cırıtlı's views on teacher training process and teaching profession in Turkey. The research was conducted by document analysis method and content analysis technique was used to analyze the data. As a result of the research, it was concluded that education should be national, the Ministry of National Education should have a say in the teacher training process, there should be cooperation in teacher training across the country and standards should be set, teachers should have special qualifications, in-service training should become important and the importance of the teacher factor in students' learning. [ABSTRACT FROM AUTHOR]

In this article examining the history of social emotional learning (SEL) in the United States, Kelsey A. Dalrymple and Joel M. Phillips use an intellectual history approach to demonstrate that the development of contemporary SEL was significantly influenced by different sociocultural, political, and economic factors. They highlight how metaphorical wars waged by presidential administrations from the 1960s to the 1990s shaped public policy and societal attitudes toward minoritized and marginalized groups and describe how education became a key strategy to battle many of the perceived ills and behaviors associated with those groups. Outlining ongoing debates on SEL, they argue that acknowledging the racialized and socioeconomic roots of SEL can help inform contemporary policy and practice and also educate advocates and critics alike on the ways SEL may serve to address and/or perpetuate long-standing social injustices. [ABSTRACT FROM AUTHOR]

This article considers the relationship between research and pedagogy in Isis from the perspective of undergraduate teaching. Isis does not think of itself primarily as an organ for supporting education in the history of science, yet contributions to Isis are found across undergraduate syllabi, classrooms, and curricula. This essay makes a start at documenting and exploring some of the ways in which Isis is already being used in undergraduate educational contexts and suggests several ways in which Isis might further support the goal of welcoming new learners in our field. Drawing on the authors' experience co-teaching an introductory history of science lecture course and on the results of an informal survey of instructors of similar courses at other US institutions, we aim to engage conversations about the past, present, and future of the journal as it relates to the educational mission of our field. [ABSTRACT FROM AUTHOR]

English anatomical terminology has evolved over the long history of anatomical practice, with major influences from ancient Greek, classical Latin, Arabic, and post-classical Latin. Beginning in the nineteenth century, there have been various attempts to standardise and rationalise anatomical language, beginning in 1887, and culminating in the publication in 2019 of the second edition of the Terminologia Anatomica. This paper presents a brief historical overview of the development of anatomical terminology and usage in English, followed by a summary of the results of an anonymised survey of current practices that was sent out by email to anatomy educators at 45 medical schools in the United Kingdom. This is followed by personal reflections by six senior academics and/or clinicians, reviewing their extensive experience of teaching, researching, and communicating the language of anatomy within United Kingdom medical and clinical institutions. [ABSTRACT FROM AUTHOR]

The paper explores the historical significance of Hindu College Calcutta, a key institution in colonial India's intellectual discourse. Established in the early 19th century, the college faced numerous challenges, including opposition from conservative factions and financial constraints, as it evolved into a hub for education and independent thought. The study highlights the socio-political context and the necessity of an institution providing contemporary education while preserving traditional Indian values. It focuses on the contributions of intellectuals associated with the college, particularly Henry Louis Vivian Derozio, examining his dynamic influence and his pivotal role in founding the Academic Association. Derozio's teachings and leadership inspired a cohort of students, fostering a culture of free thought and intellectual exploration. [ABSTRACT FROM AUTHOR]

This article examines the ways in which the University of Birmingham assisted refugee academics and students from Nazi Germany and other Nazi occupied countries across Europe between 1933 and 1945. It draws on the university's rich but underused archives to explore institutional policy and to assess the influence of individual staff members in driving it. As a case study it examines and evaluates the role played by a British provincial university in supporting displaced academics before the Second World War and refugee students during the war. Analysis of the primary source material reveals the importance of personal connections and the agency of individual university staff in helping refugees. This study aids our understanding of the roles played by British universities in helping displaced scholars and identifies areas for further research. [ABSTRACT FROM AUTHOR]

Drawing from the Sheldon and Manktelow collections at SUNY Oswego's Penfield Library, along with sociological criteria for a profession – graduate-level training, autonomy, peer evaluation and responsibility to the public – this article reassesses Oswego State Normal School's impact on nineteenth-century teacher education. Descriptions of Oswego identify the school as an active site of object teaching and Pestalozzianism in the US. Yet, as this analysis reveals, Edward Austin Sheldon and Oswego's faculty oversaw the development of practices and innovations that were designed to enhance teacher autonomy and to involve teachers in their own learning and evaluation. With Oswego's reputation for innovation spreading, Sheldon took responsibility to describe and defend the teacher preparation work conducted at Oswego. This article argues that Oswego should be remembered not just for the promotion of object teaching and Pestalozzian principles, but also for its efforts to leverage such practices and principles to cultivate a stronger teaching profession. [ABSTRACT FROM AUTHOR]

In the early 1960s, the Ford Foundation funded numerous projects in Turkey, primarily concerning science education and science policy. Related to the post-Sputnik debates on "scientific manpower needs," and modernisation theory's emphasis on "industrialising elites" in the developing world, these projects were the products of an intellectual bandwagon comprising scientists and experts commonly working with transnational organisations like the OECD and UNESCO. Characterising the need in terms influenced by this trend, the Ford Foundation's representative in Turkey proposed establishing a special high school for students gifted in the sciences. Analysing the process of the establishment of this school, this article explores how Turkish scientists connected to the same networks participated in the Foundation's initiatives to advance their status, and examines the broad political and economic factors that the Foundation's "non-ideological" interest in education for scientific manpower overlooked, leading to the mixed results of the project. [ABSTRACT FROM AUTHOR]

By the time political independence was achieved in the 1920s in Ireland, its national education system over the previous century had been underpinned by imperial ideology and values. In the early 1920s, curriculum planning was influenced by the post-revolutionary and post-war context and, unsurprisingly, placed an emphasis on building nationhood and a distinct Irish identity for the Irish Free State. Central to this curriculum planning was Rev. Professor Timothy Corcoran who acted as an external advisor to the 1922 and 1926 conferences that developed primary curriculum policy. This article explores and assesses the influence, impact and legacy of Corcoran through an analysis of his prolific writings as they related to the primary school curriculum. The analysis reveals that Corcoran's thinking, more than that of any other stakeholder in the era, was uniquely influential in determining the philosophy, content and pedagogies prevalent in primary schools in Ireland until the 1970s. [ABSTRACT FROM AUTHOR]

Research in the field of History of Education has experienced a remarkable increase in recent decades. Resulting publications are referenced in generalist databases that do not catalogue academic works according to the specific characteristics of History of Education. Seeking to give response to this bibliographic gap, we are developing a database catered for historians of education that aims to map out present, past, and future research. Conceived within the framework of Digital Humanities/Digital History, Hecumen is being designed, with the aid of Artificial Intelligence, as an open access finding aid that permits (1) conducting specific and multilevel complex engine searches, (2) having a panoramic view of publications; (3) mapping out relevant/missing areas of research, and, ultimately, (4) keeping up to date with the research produced by historians of education. This paper presents, contextualises, and problematises Hecumen – a digital tool that will facilitate and boost History of Education research. [ABSTRACT FROM AUTHOR]

Deaf education officially began in Portugal in 1823, with Pedro Aron Borg, at the invitation of D. João VI and his daughter, D. Isabel. In Brazil, it began in 1857, when Édouard Adolfo Huet Merlo founded the first institution, with the consent of D. Pedro II. The Royal Institute for the Deaf-Mute and the Blind in Lisbon and the Imperial Institute for Deaf-Mutes in Rio de Janeiro shared the objective to promote the intellectual and professional development of deaf students. This study intends to identify similarities and differences in pedagogical proposals of the first deaf education institutions in the two countries during the nineteenth century. The study presents a documentary investigation that follows a qualitative approach. The research findings concluded that there were significant differences in how deaf education originated in Portugal and Brazil, and in their approaches to language acquisition. Nevertheless, there were many common aspects, including the administrative organisation of the institutes, the pedagogical proposal design, and the appointment of former students as specialised tutors of younger deaf students. In both countries, the main purpose of the schools was to prepare deaf students for adulthood through professional training. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article provides a comparison of junior history education in Japan and New South Wales, Australia. It acknowledges the history wars and controversies surrounding history textbooks in both countries but emphasizes that the everyday teaching of history differs from media portrayals. Japan has a centralized education system with strict control over curriculum and textbooks, while Australia's system is more decentralized. Both countries require students to study history in junior secondary years, but there are differences in the content and emphasis on national history. Japan has more rounds of examinations compared to Australia. The article also discusses the differences in teaching approaches, with Japan focusing more on textbooks and examinations, while New South Wales emphasizes disciplinary and historical thinking. However, recent curriculum guidelines in Japan aim to promote skills acquisition and critical thinking. [Extracted from the article]

The History Teachers' Association of New South Wales (HTANSW) is celebrating its 70-year anniversary. Founded in 1954 by Renée Erdos, the association aims to address the neglect of history education compared to other subjects. The article explores the changes in history teaching over the years, including the impact of technology and the importance of critical thinking. HTANSW is currently undergoing a strategic shift to meet the needs of its members and is focused on embracing technology and interdisciplinary approaches to enhance students' learning experiences. The association also advocates for history educators and addresses challenges in curriculum changes and teaching critical thinking in a world of misinformation. [Extracted from the article]

The History Teachers' Association of New South Wales (HTANSW) was founded in 1954 by Renée Erdos, an influential educator who played a crucial role in the establishment and success of the association. HTANSW aimed to provide a platform for history teachers to discuss teaching methods and issues. The association quickly became involved in various activities, including syllabus revision and advocating for the importance of history education. Renée Erdos also made significant contributions to correspondence education, both in Australia and internationally, and received numerous honors and awards for her work. The text provides references to historical sources related to the International Council for Open and Distance Education (ICDE) and Renée Fauvette Erdos. [Extracted from the article]

This article explores the shifts in history education theory, policy, and practice in England, focusing on the debate between prioritizing substantive content or disciplinary concepts in historical learning. It discusses the changes in the National Curriculum and the opposition they faced from different perspectives. The article argues for the importance of both substantive knowledge and conceptual understanding in history education, emphasizing the need to move beyond a binary approach. It also discusses the influence of cognitive science on education and suggests that students should develop mental frameworks, or schemata, for interpreting and engaging with historical information. The text concludes by advocating for a broader use of cognitive science in history education, incorporating not only knowledge and disciplinary understanding but also dispositions. [Extracted from the article]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Among domestic historians of Pedagogy and education, there has traditionally been a high interest in various aspects of the history of the development of teaching of various disciplines at Moscow University, which is in fact the first classical university in our country. Among the academic subjects that began to be taught at this university almost immediately after its opening was experimental (experimental) Physics.The relevance of the research topic is determined by the fact that Moscow University has been one of the largest centers of domestic higher physics education for more than 250 years, and the state of teaching Physics at this university had a significant impact on the organization of Physics education in our country throughout this period. The beginning of the formation of forms and methods of teaching Physics at Moscow University, as well as the formation of the content of this educational course, dates back to the first decades of the university’s existence, however, this particular period in the history of Physics education at Moscow University is currently the least studied. This makes it difficult to build a holistic picture of the development of Physics teaching in a given higher education institution.Statement of the research problem: to study the process of development of teaching experimental Physics at the Imperial Moscow University in the second half of the 18th century.The goal of the research is to identify the features of the initial stage of the formation of forms and methods of teaching the course of experimental Physics at the Imperial Moscow University in 1755–1791, to study the structure and main elements of the content of this course in the period under review.The research method used is the analysis of literary sources (scientific, reference, memoir-biographical) and educational literature (university Physics textbooks of the second half of the 18th century).The results and key conclusions. The initial stage of development of teaching experimental Physics at the Imperial Moscow University took the first 35 years of its existence. During this period, the Department of Physics was organized, which was replaced by a full-time professor (from among foreigners), as well as the consolidation of the lecture form of teaching and the corresponding verbal and visual teaching methods. The lectures were accompanied by the use of a demonstration experiment. Physics was taught in Latin using modern textbooks at that time, written in foreign languages. By the end of the period under review, as part of the experimental Physics course at Moscow University, students studied exclusively Mechanics and some of its practical applications.