المؤلفون: Sagon-Taeza Jennifer Ann, Akojie Patricia, Steele-Moses Susan, Underdahl Louise

المصدر: Acta Educationis Generalis, Vol 14, Iss 3, Pp 1-17 (2024)

مصطلحات موضوعية: history curriculum, teaching strategies, qualitative study, case study, active learning, authentic learning, history educators, Education

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2585-7444

URL الوصول: https://doaj.org/article/3171e10ec15c4ce9b4ed426737b0bb1d

المؤلفون: Gellman, Mneesha

مصطلحات موضوعية: Secondary Schooling, Childhood Education, History Curriculum, US History, K-12 Textbooks, Mexican American representation, Native American representation, Textbook representation, Textbook analysis, Misrepresentation, thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development, thema EDItEUR::J Society and Social Sciences::JN Education, thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy, thema EDItEUR::N History and Archaeology::NH History::NHK History of the Americas, thema EDItEUR::J Society and Social Sciences::JP Politics and government

وصف الملف: application/pdf

Relation: Palgrave Studies in Educational Media

URL الوصول: https://library.oapen.org/handle/20.500.12657/87628

المؤلفون: Bedford, Alison

المصدر: History of Education Review, 2023, Vol. 52, Issue 2/3, pp. 99-114.

URL الوصول: http://www.emeraldinsight.com/doi/10.1108/HER-06-2022-0024

المؤلفون: Kamuran Özdemir

المصدر: Turkish History Education Journal, Vol 12, Iss 2, Pp 198-211 (2023)

مصطلحات موضوعية: tarih eğitimi, tarih ders programı, tarih ders kitapları, bilimsel ve teknolojik gelişmeler, history education, history curriculum, history textbook, scientific and technolojical development, Special aspects of education, LC8-6691, History (General), D1-2009

وصف الملف: electronic resource

Relation: https://dergipark.org.tr/tr/download/article-file/3366518; https://doaj.org/toc/2147-4516

URL الوصول: https://doaj.org/article/046d66c838a54aff92b7afa20d0c202c

المؤلفون: Hlengiwe, Ncube, Moyo, Nathan

المصدر: Nova Revista Amazônica; v. 12, n. 1 (2024): SABERES E RESISTÊNCIA; 78--92 ; 2318-1346

مصطلحات موضوعية: History Education, Colonial Historiography, Secondary School History Curriculum, Zimbabwe

وصف الملف: application/vnd.openxmlformats-officedocument.wordprocessingml.document; application/pdf

Relation: https://periodicos.ufpa.br/index.php/nra/article/view/14935/xml; https://periodicos.ufpa.br/index.php/nra/article/view/14935/pdf; REFERENCES Adeoye, A. O. Understanding the crisis in Modern Nigerian Historiography. History in Africa. 1992; 19: 1-11. Advanced Level History Syllabus Forms 5-6. Curriculum Development Unit. Mount Pleasant :Harare; 2015-2022 . Amad, A. R., Awang, M. M., Seman, A. A., Abdullah R. The Skills of Using History Textbooks in Secondary school. Asian Social Science. 2013; 9(12):229-236. Barnes, T. ‘History has to play it’s role’: Constructions of Race and Reconciliation in Secondary school Historiography in Zimbabwe, 1980-2002. Journal of Southern African Studies. 2007; 33(3): 633-651 Beach, D. N. Journal of African History. 1974: 633-651. Bhila, H., & Shillington, K. A. Junior Certificate. History for Zimbabwe, Book 1. Longman Zimbabwe: Harare; 1986. Bowen, G. A. Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 2007; 9(2): 27-40. Braun, V. & Clarke, V. Thematic Analysis. APA Handbook of Research methods in Psychology. 2012; 2: 57-71. British South Africa Company Reports on the Native Disturbances in Rhodesia 1896-97. London; 1898. Chanaiwa, D. The Army and Politics in Pre-Industrial Africa: The Ndebele Nation, 1822-1883. African Studies Review.1976; 19(2): 49-67. Chennells, A. J. Settler Myths and the Southern Rhodesian Novel. DPhil, Dissertation. University of Zimbabwe: Harare; 1982. Chitate, H. Post-Independence Zimbabwe’s New ‘O’ Level History Syllabus 2166: A crisis of Expectations. Zimbabwe Journal of Educational Research. 2005; 17(3). Cobbing, J. Ndebele under the Khumalo: 1820-1896. PhD dissertation. Lancaster University; 1976. Coleman, F. L. The Pattern of History. 1-11 (1st Edition): Harare; 1983. Curriculum Framework. Ministry of Primary and Secondary Education. Harare; 2015-2022. Dussel, E. Europe, Modernity and Euro centrism. Nepantla: View from South, 1(3): 465-478. Duke Press University; 2000. Dzwti, M., Muchiriniza, P. & Muchachata, A. GRAMSOL: Harare; 2000. Garlake, P. Pre-history and Ideology in Zimbabwe. Journal of the International African Institute. 1982; 52(3): 1-19. Garlake, P., & Proctor, A. People Making History. Book 2. ZPH Publishers: Harare; 1987. Gusha, I. S. Paul’s Ethics of Reconciliation in Dialogue with Ndebele and Shona Ethnic Cohesion. Bible in Africa Studies: University of Bamberg Press; 2022. Gwezhira, J., Mafara, D., Muponga, J., Sadziwa. Focus on History. Form 3.College Press: Harare; 2018. Hammer, R. Post-colonialism. Encyclopedia of social theory. http://www.sage-ereference.com/socialtheory/Article _n219. Html; 2004. History Syllabus Forms 1-4. Curriculum Development and Technical Services. Mount Pleasant: Harare; 2015-2022. Ilieva, E., Odiemo-Munara, L. Post-colonial Theory. Encyclopedia of Activism and Social Justice; 2007. Kaarsholm, The past as a battlefield in Rhodesia and Zimbabwe: The struggle of competing nationalisms over history from colonization to independence.1992; 42(33):156-170. Kennedy, D. Imperial History and Post-colonial. The Journal of Imperial and Commonwealth History.1996; 24(3): 345-363. Koziel, P. Oral Literature and Indigenous Knowledge: The Case of the San People from Southern Africa. Polska Akademia Nauk. 2018; 2:105-117.DOI 10.24425/ro.2019.127208. London, N. A. Curriculum and Pedagogy in the Development of Colonial Imagination: A Subversive Agenda, Canadian and International Education. 2000; 30(1). Macedo, D. Decolonizing indigenous knowledge. In what is indigenous knowledge? Voices from the Academy, eds. L. M. Semali and J. L. Kincheloe. New York: Falmer Press; 1999. Mavhunga, P. J. Africanising the school curriculum: A case for Zimbabwe. The Zimbabwe Journal of Educational Research. 2006; 18(3): 440-456. Mavuru, S., Nyanhanda-Ratsauka, K. Step Ahead. “O” Level History, Book 3. Longman Zimbabwe: Harare; 2008. Mlambo, A. S. This is our land: The racialization of Land in the Context of the Current Zimbabwe Crisis. Journal of Developing Studies. 2010; 26(1): 36-69. Mlambo, A. S. Becoming Zimbabwe or Becoming: Identity, Nationalism and State-building. Africa Spectrum. 2013; 48(1): 49-70. Moyo, N. Nationalist Historiography, Nation-state making and Secondary School History: Curriculum Policy in Zimbabwe 1980-2010. Journal of Humanities and Social Science Education. 2014; 2: 1-21. Muchatuta, A., Sabeta, E. History, Form 2. GRAMSOL: Harare; 2020. Mukanya, S. Dynamics of History. Book 3.College Press Publishers: Harare; 1994. Mutuwira, K., Nyawera, A., Rusere, K. Step Ahead. History Form 2. Longman Zimbabwe: Harare; 2010. Muzondidya, J., Ndlovu-Gatsheni, S. ‘Echoing Silences’: Ethnicity in post-colonial Zimbabwe. African Journal on Conflict Resolution. 2008; 7(2): 275-297. Ndlovu- Gatsheni, S. J. The Ndebele Nation: Hegemony, Memory and Historiography. Rozernberg Publishers; 2009. Ndlovu, M. History Curriculum, nation building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa, Yesterday and Today. 2009; 4: 67-76. Nziramasanga, N., C. President of the Presidential Commission of Inquiry into Education and Training. Harare; 1999. Palmer, R. Red soils in Rhodesia. African Social Research.1970; 10: 747-58. Pikirayi, I. Great Zimbabwe in Historical Archaeology: Reconceptualising Decline, Abandonment, and Reoccupation of an Ancient Polity, A. D. 1450-1900.Historical Archaeology. 2013; 47(1): 26-37. Prew, M., Pape, J., Mutwira, R., Barnes, T. People Making History. Book 4. Zimbabwe Publishing House: Harare; (1993). Punch, K. F. Introduction to Social Research: Quantitative and Qualitative Approaches. SAGE Publications; 2013. Ranger, T The politics of memorization in Zimbabwe. In S. Carvalho and F. Germenne (Ed’s). Nations and their Histories: Constructions and Representations. New York: Palgrave MacMillan. 2009; 62-76. Ranger, T. O. The Invention of Tribalism in Zimbabwe. Mambo Press: Gweru; 1985. Sabeta, E. History. Form 1, GRAMSOL: Harare; 2019. Shank, G. Qualitative Research. A Personal Skills Approach. Merrill Prentice Hall: New Jersey; 2002. Sibanda, L. Blignaut, S. Implementing a new History curriculum: The Zimbabwean. Curriculum Perspectives. 2020; 40(2):147-157. Sibanda, M., Moyana, H., Gumbo, S. D. The African Heritage. Book 1. ZPH Publishers: Harare; 1982. Sibanda, N. Seeking an alternative approach to teaching scenographic theory and practice: The University of Zimbabwe Theatre Legacy, African Performance Review. 2013 ;7(2): 35-53. Smith, D., G. The farthest west is but the farthest east. The long way of oriental/occidental engagement. In C. Eppert, & H. Wangs (Eds), Cross cultural Studies in curriculum: Eastern thought, educational insights. New York: Routledge; 2007 Smith, T. Decolonising methodologies. Research and Indigenous People. Zed Books :London; 2007. Thomas, T. M. MIA Delineation Reports, Que Que and Gatooma; 1963. Tokatli, A. M. Kesli, Y. Syllabus: how much does it contribute to the effective communication with the students? Procedia Social and Behavioral Sciences. 2009; 1: 1491-1494. https://doi.org/10.1016/j.sbspro.2009.01.263. Tredgold, R. On the unveiling of the memorial at the Mangwe pass, July 18th, 1954. Rhodesiana.1956; 1:1-6. Trevor-Roper, H. The past and the present: History and Sociology in, Past and Present. 1969; 42: 3-17. Uya, O. E. Trends and Perspectives in African History in O. E. Uya and E. Erim. Eds. Perspectives and Methods of Studying African History: Enugu. 1984; 1-9. Westhuizen, G. Post-colonial perspectives on education policy research. Africa Education Review. 2013; 10 (4): 689-708. Zeleza, P. T. Manufacturing African Studies and Crises. Dakar: CODESRIA Book Series; 1997; https://periodicos.ufpa.br/index.php/nra/article/view/14935

الاتاحة: https://periodicos.ufpa.br/index.php/nra/article/view/14935
https://doi.org/10.18542/nra.v12i1.14935

المؤلفون: Utami, Indah Wahyu Puji, Sapto, Ari, Leksana, Grace Tjandra, Ayundasari, Lutfiah

المساهمون: OGKG - Cultuurgeschiedenis, LS Cultuurgeschiedenis

مصطلحات موضوعية: Decolonization of education, History curriculum, History of education, History, History and Philosophy of Science

وصف الملف: application/pdf

Relation: https://dspace.library.uu.nl/handle/1874/452513

الاتاحة: https://dspace.library.uu.nl/handle/1874/452513

المؤلفون: Bedford, Alison, Kerby, Martin

مصطلحات موضوعية: History pedagogy, History curriculum, Democracy, Education, Australian curriculum

وصف الملف: application/pdf

Relation: https://research.usq.edu.au/download/59bfc6d88439d1fb55644451dbd656c40a2283447eb38c843c2f2b915a06eadb/972464/s41297-024-00248-9.pdf; https://doi.org/10.1007/s41297-024-00248-9; Bedford, Alison and Kerby, Martin. 2024. "Australia’s national(ist) history curriculum: history education as a site of attempted de-democratisation." Curriculum Perspectives. https://doi.org/10.1007/s41297-024-00248-9

الاتاحة: https://research.usq.edu.au/item/z6411/australia-s-national-ist-history-curriculum-history-education-as-a-site-of-attempted-de-democratisation
https://research.usq.edu.au/download/59bfc6d88439d1fb55644451dbd656c40a2283447eb38c843c2f2b915a06eadb/972464/s41297-024-00248-9.pdf
https://doi.org/10.1007/s41297-024-00248-9

المؤلفون: Smets, W.

المصدر: History Education Research Journal , 21 (1) , Article 4. (2024)

مصطلحات موضوعية: substantive historical concepts, cognitive development, instructional methods, history curriculum

وصف الملف: text

Relation: https://discovery.ucl.ac.uk/id/eprint/10192251/1/herj-3164-smets.pdf; https://discovery.ucl.ac.uk/id/eprint/10192251/

الاتاحة: https://discovery.ucl.ac.uk/id/eprint/10192251/1/herj-3164-smets.pdf
https://discovery.ucl.ac.uk/id/eprint/10192251/

المؤلفون: 이미미

المساهمون: 이미미

مصطلحات موضوعية: 세계사 프로젝트, 빅히스토리, 교과 간 연계, 역사적 사고, 역사 교육과정, World History Project, Big History, Interdisciplinary Approach, Historical Thinking, History Curriculum

Relation: 역사교육논집 No.85, pp.3-48; https://hdl.handle.net/10371/204807; 218612; ART003054917

الاتاحة: https://hdl.handle.net/10371/204807

المؤلفون: Lagarto, M.

المصدر: History Education Research Journal , 21 (1) , Article 15. (2024)

مصطلحات موضوعية: history education, historical consciousness, competencies in history, teacher training, history curriculum

وصف الملف: text

Relation: https://discovery.ucl.ac.uk/id/eprint/10203496/

الاتاحة: https://discovery.ucl.ac.uk/id/eprint/10203496/1/herj-3354-lagarto.pdf
https://discovery.ucl.ac.uk/id/eprint/10203496/

المؤلفون: Miriam Ogah

المصدر: Cogent Education, Vol 10, Iss 1 (2023)

مصطلحات موضوعية: History curriculum, implementation, teaching and learning, teaching methods, curriculum review, history education, Education (General), L7-991

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2331-186X

URL الوصول: https://doaj.org/article/4816af58a01e4e78be78d08848fbbf58

المؤلفون: Hodgson, Natasha, Gower, Catherine

مصطلحات موضوعية: Education, Education Policy, History education, School History, History Curriculum, Curriculum Reform

Relation: https://doi.org/10.5281/zenodo.14193269; https://doi.org/10.5281/zenodo.14193270; oai:zenodo.org:14193270

الاتاحة: https://doi.org/10.5281/zenodo.14193270

المؤلفون: Warnasuriya, Mihiri Saritha

المساهمون: Fennell, Shailaja

مصطلحات موضوعية: 373.5493, history education, nation building, identity politics, Sri Lankan education, secondary education, Sri Lankan history curriculum, Sri Lankan history textbooks, reconciliation through education

URL الوصول: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767887

المؤلفون: Chernoff, Karen Fran

المصدر: Social Studies Research and Practice, 2021, Vol. 17, Issue 1, pp. 126-138.

URL الوصول: http://www.emeraldinsight.com/doi/10.1108/SSRP-05-2021-0011

المؤلفون: Groot-Reuvekamp,de, Marjan, Docent, Boxtel,van, Carla, Ros, Anje, Associate lector, Harnett, Penelope

المساهمون: Fontys Kind en Educatie, Fontys

المصدر: Journal of Curriculum Studies. 46(4):487-514

مصطلحات موضوعية: English history curriculum, Dutch history curriculum, chronology, primary education, history objectives

URL الوصول: https://surfsharekit.nl/public/c19c1af0-7b46-43e4-afd2-2c57ab7e086f

الاتاحة: http://www.hbo-kennisbank.nl/en/page/hborecord.view/?uploadId=sharekit_fontys:oai:surfsharekit.nl:c19c1af0-7b46-43e4-afd2-2c57ab7e086f

المؤلفون: Bedford, Alison, Kerby, Martin, Baguley, Margaret, Maddock, Daniel

مصطلحات موضوعية: Frontier Wars, Australian Curriculum, History Curriculum, National Identity

وصف الملف: application/pdf

Relation: https://research.usq.edu.au/download/19f3368b5d599e3a49e7d15c4123fe2493f712c1f171a46f5a21acc915895aa8/302895/f067ea_86cc0c00b5434ade923ff89c910a3921.pdf; https://doi.org/10.52289/hej10.203; Bedford, Alison, Kerby, Martin, Baguley, Margaret and Maddock, Daniel. 2023. "The very marrow of the national idea: Frontier wars and the Australian curriculum." Historical Encounters. 10 (2), pp. 22-37. https://doi.org/10.52289/hej10.203

الاتاحة: https://research.usq.edu.au/item/z3q42/the-very-marrow-of-the-national-idea-frontier-wars-and-the-australian-curriculum
https://research.usq.edu.au/download/19f3368b5d599e3a49e7d15c4123fe2493f712c1f171a46f5a21acc915895aa8/302895/f067ea_86cc0c00b5434ade923ff89c910a3921.pdf
https://doi.org/10.52289/hej10.203

المؤلفون: Lidher, Sundeep, Bibi, R., Alexander, C.

المصدر: Lidher , S , Bibi , R & Alexander , C 2023 , ' Reframing British History : teacher education after Black Lives Matter ' , Ethnic and racial studies . https://doi.org/10.1080/01419870.2023.2271067

مصطلحات موضوعية: Initial teacher education, history curriculum, teacher training, racial inequality, British history, ‘diverse’ histories

Relation: https://research.manchester.ac.uk/en/publications/11c585cc-747e-49cf-8896-a08d1e6e0f68

الاتاحة: https://research.manchester.ac.uk/en/publications/11c585cc-747e-49cf-8896-a08d1e6e0f68
https://doi.org/10.1080/01419870.2023.2271067

المؤلفون: 김태웅

المساهمون: 김태웅

مصطلحات موضوعية: 2009 Revised National History Curriculum, Ministry of Education, Science and Technology, Structure of Decision Making, Systems and the Procedures of Developing History National Curriculum, Dispute over Democracy

Relation: 역사교육 No.124, pp.59-91; https://hdl.handle.net/10371/207733; 186650; ART001734635

الاتاحة: https://hdl.handle.net/10371/207733

المؤلفون: Eskelund Knudsen, Heidi

المصدر: Acta Didactica Norden; Vol 17 Nr. 3 (2023); 22 sider ; Acta Didactica Norden; Vol. 17 No. 3 (2023); 22 sider ; 2535-8219

مصطلحات موضوعية: Historisk bevidsthed, dannelse vs. kompetence, færdighed og viden, analytisk bred vs. genetisk snæver historiebevidsthed, Fælles Mål, Historical consciousness, Bildung vs. competence, skills and knowledge, broad analytical vs. narrow genetic historical consciousness, Danish history curriculum

وصف الملف: application/pdf

Relation: https://journals.uio.no/adnorden/article/view/9442/8844; https://journals.uio.no/adnorden/article/view/9442

الاتاحة: https://journals.uio.no/adnorden/article/view/9442
https://doi.org/10.5617/adno.9442

المؤلفون: Carol Neill, Michael Belgrave, Genaro Oliveira

المصدر: Public History Review, Vol 29 (2022)

مصطلحات موضوعية: Aotearoa New Zealand histories, history curriculum, national history, curriculum politics, History (General), D1-2009

وصف الملف: electronic resource

Relation: https://epress.lib.uts.edu.au/journals/index.php/phrj/article/view/8216; https://doaj.org/toc/1833-4989

URL الوصول: https://doaj.org/article/06cac7c0b7f64bf9802fc81070128d65