Suchergebnisse

History capital is a new interdisciplinary concept proposal in the field of history education, including the fields of history and sociology. In this study, a discussion was conducted on the conceptualization of science capital as a sub-heading of the concept of science capital, which was developed by the French sociologist Pierre Bourdieu's sociology and the British academician Louise Archer's joint work based on Bourdieu's sociology. It is seen that students achieve more success in the field they study, engage in research and reading activities, spend more time on educational activities in this field outside of school, and benefit from more resources. The fact that the student's interest in the course is a determining factor reveals the need to investigate the factors affecting his interest. Bourdieu explained accumulation with the concept of capital and divided it into economic, cultural, social and symbolic capital. He proposed the concept of "habitus" as a concept expressing interest, tendency and predisposition. The concept of field refers to certain locations with their own rules and accumulation criteria. If his capital and habitus are compatible, the person can achieve high success in that field. However, in order to measure a person's interest, tendency and predisposition in a field, his capital and habitus must first be measurable in accordance with the field. It is clear that in order for this problem to be understandable and measurable, it must first be conceptualized. For this reason, we first propose the concept of "history capital" to the literature. The aim of this study is to explain and define the concept of history capital in accordance with the field of history education, determine its scope and discuss the content of this concept. It is thought that this discussion and evaluation process will contribute to the literature by expressing students' tendencies, interests and predispositions with a concept in line with their knowledge. At the end of the study, by using Bourdieu's concepts of capital, habitus and field with the concept of science capital, the following definition in the field of history education was reached with the dialectical method in which deduction and induction are used together: "The accumulation (capital) acquired from (social and cultural) sources that affect and form a person's interest, tendency and predisposition (habitus) in history (field) is called history capital."In addition, eight dimensions used in science capital were taken into account for the dimensions affecting the level of history capital.

Intro -- Series Editors Introduction -- Foreword -- Preface and Acknowledgments -- Contents -- Contributors -- Abbreviations -- Chapter 1: Japan´s International Cooperation in Education: An Overview -- 1.1 Purpose and Scope of the Book -- 1.2 International Education Cooperation in Japan´s ODA -- 1.2.1 Features of Japan´s Educational Cooperation in Comparison to Overall ODA -- 1.2.2 Previous Literature on Japan´s International Cooperation in Education -- 1.3 Chronological Overview of Japan´s International Cooperation in Education: A 65-Year History of Cooperation -- 1.3.1 The Emergence of Educational Cooperation in Japan: Early Focus on TVET and Higher Education (1950s-1970s) -- 1.3.2 Period of Hitozukuri Cooperation Under the Rapid Expansion of ODA (1980s) -- 1.3.3 Shift to Basic Education (1990s) -- 1.3.4 Period of Global Governance of Educational Cooperation (2000s and Thereafter) -- 1.4 The Development of Japan´s International Education Cooperation Through Basic Education, TVET, and Higher Education -- 1.4.1 Basic Education Cooperation -- 1.4.2 Technical and Vocational Education and Training (TVET) Cooperation -- 1.4.3 Higher Education Cooperation -- 1.5 Analytical Perspectives on Japan´s Educational Cooperation -- References -- Part I: International Education Cooperation Policy -- Chapter 2: Japan´s International Education Cooperation Policy Before 1990: Controversy and Hesitancy Toward Interventions for ... -- 2.1 Postwar Reconstruction and the Beginnings of International Cooperation in Education -- 2.1.1 The Beginnings of International Cooperation in Education -- 2.1.2 Starting of the Karachi Plan and Japan´s Involvement -- 2.2 Activities of the Ministry of Education and Review of ODA Policy -- 2.2.1 Efforts of the Ministry of Education on Educational Cooperation Projects.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- Part I: History -- 1 An Argument for Practice-Based Evidence in Reading Education -- 2 The National Writing Project: The Heart and Soul of a Reform that Works -- 3 Fiction or Reality? The Reciprocity of School Film Literacy Representations and Educational Policy, 1955-2017 -- 4 Limiting EL Students to a Monolingual Education: A Movement of Failure -- Part II: Effects -- 5 How Close Is Too Close? The Ethics of Reading and Neoliberal Education Reform -- 6 The Effects of High-Stakes Testing: A Narrowing of Student Writing -- 7 The Impact of Portfolio-Based Performance Assessments on the Development of Preservice Literacy Teacher Reflection -- 8 The "Real World" of Schooling: The Market as Ethic in Education Practice and Policy -- Part III: Advocacy -- 9 "Tell Them I Can Do This Test in Spanish": Re-envisioning Literacy Assessment Practices for Young Bilingual Learners -- 10 Teacher as Advocate for Social Justice: Integrating Advocacy into the Theory and Pedagogy of Literacy Education -- 11 "You Can't Just Wave a Flag in This Place": Using Social Justice Literacies for Reform -- 12 Preservice Teacher Inquiry into Histories of Education Reform and Advocacy in Clinical Sites -- 13 Finding the "Brave Spaces": Reclaiming Teacher Professionalism -- Contributor Biographies -- Index

The article devoted to the disclosure of historical facts in distance learning of musical art. Analyzes the methodological and technological problems that teachers faced at different stages of Internet technologies and their implementation in process of teaching music. Revealed the effectiveness of distance learning future musicians. Described the main limitations of online training and ways to avoid them. A conclusion was about the current trends and prospects for development of distance music education.

When hurricane Katrina (or, more accurately, the failure of the levees) washed away the New Orleans Public Schools (NOPS) at the end of August 2005, there was relief in many quarters. Within days of the storm, the acting public school superintendent, Ora Watson, declared that the "fiscal crisis of the New Orleans Public Schools" was now over. In hastily assembled meetings, members of the State Board of Elementary and Secondary Education (BESE), state and local politicians, and leaders of the state's education bureaucracy convened to examine the situation. Representatives of the charter school movement, as well as providers of ancillary education services and materials, also convened. The chance to recreate public education in New Orleans from the ground up was an irresistible consequence of Katrina, as well as a dream come true. Before the first waves of refugees began returning to the drowned city, these newly energized social engineers had decided that no public school would reopen (though public schools did open relatively quickly in the neighboring parishes of Jefferson and St. Bernard); that all 7,500 employees of the system (the majority of them teachers) would be terminated; and that whatever schools did open would be charter schools, operating under the aegis of either BESE or NOPS, depending on the type or timing of the charter application.

Historians of education are well placed to engage in applied historical approaches providing authoritative evidence of the past to inform policy and practice. This article is based on the presidential keynote delivered at the History of Education Society (UK) annual conference in 2019. As such it reflects on possible future directions for the history of education and considers the role of informal educational activity that takes place outside the classroom, including that of children's reading for pleasure. Stories in the interwar British, Canadian and Australian Girl's and Boy's annuals provide an example of how appropriate gender roles were presented to their young readers at a time of intense social and political change for Britain. With Brexit heralding a similar significant moment of change and the pandemic lockdowns resulting in children spending more time at home, it is concluded that the significance of 'informal' education, both historically and today, requires our attention.

This study examines the year-to-year development of militaristic discourse
in Indonesian secondary education history textbooks since 1975. Historical
descriptions written since the fall of Soeharto's military regime and its replacement
by a civilian government in 1998 tend to emphasize Indonesia's military history and
pay little attention to its civilian leadership. To what degree did political change
influence the production of historical discourse in recent textbooks in Indonesia?
This article attempts to answer this question by applying Critical Discourse Analysis
(CDA) to textual sources, in order to expose their historical and socio-cultural dimensions.
The results show that in the post-Soeharto era, militaristic perspectives
continue to dominate discourse production in history textbooks, denying the role
of civilian leadership. This glorification of the military demonstrates that the Indonesian
army continues to influence the country's history textbook production in
the modern era.

Este estudo busca realizar um estudo epistemológico da Educação/ Educação Física, enfatizando a formação e o processo de pesquisa educacional. Tendo em vista que, acredita-se na importância de se saber sobre a trajetória da Educação/Educação Física junto à construção da humanidade. Concebendo esta nova sociedade com as influências da globalização, é preciso que a Educação/ Educação Física supra as novas necessidades que se fazem presente na escola no desenvolvimento dos educandos. Entretanto, percebe-se que pelas escolhas que a sociedade vem fazendo, não estamos tão perto de atingir esse objetivo. Ainda que, muitos educadores venham desempenhando um excelente trabalho para alcançar essas metas, uma grande parte de profissionais ainda não se conscientizaram de tal necessidade. Dessa forma, o profissional da área de Educação precisa cumprir tem com as exigências que tem sobre si na construção e socialização de conhecimentos, habilidades e competências no cenário complexo do mundo contemporâneo com a tarefa de participar como docente, pesquisador e gestor do processo de formação de crianças, jovens e adultos.

Springer texts in education series aim to provide researchers and scholars with professional and comprehensive pedagogical materials – on educational research, and for the scholarship of education. Accordingly, the fourteenth title of this series 'understanding education: History, politics and practice' aims to provide a comprehensive understanding of the different assets and various perspectives of education; it reviews the history of education, the dual purpose of education, and the position of the educational practice, the book also discusses the political aspects of education; outlines the theory of education; and concludes some certain challenges to be an educator as well. The book comprises four chapters; Chapter I establishes a framework for understanding education and its dual purpose; Chapter II shows the relation between theory and practice, and the history of schooling and practice; Chapter III addresses the politics of education and sets out for the grounded theory of understanding education, and eventually Chapter IV concludes a theory of education and addresses the theory of practice. ; N/A