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Learning to Remember Slavery

School Field Trips and the Representation of Difficult Histories in English Museums

Nikki Spalding

Drawing on the fields of education, memory, and cultural studies, this article argues that as important cultural memory products, government-sponsored museum education initiatives require the same attention that history textbooks receive. It investigates the performance of recent shifts in historical consciousness in the context of museum field trip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. Analysis of fieldwork data is presented in order to illustrate some of the complexities inherent in the way difficult histories are represented and taught to young people in the twenty-first century, particularly in relation to citizenship education.

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Monica Reichenberg

Reading the Textbook Assessment and Usage Scale,” Teaching of Psychology 38, no. 1 (2011): 22–28; Eric Landrum, Regan Gurung, and Nathan Spann, “Assessments of Textbook Usage and the Relationship to Student Course Performance,” College Teaching , 60

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

substantive knowledge shapes the performance of doing history. To do so, I will discuss three examples related to the heuristics for developing historical thinking according to Wineburg: sourcing, corroborating, and contextualizing. Sourcing Sourcing, “the act

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Jingyi Li

textbook design. As an editor explained, a positive picture of life is portrayed in textbooks, where only well-behaved children with good academic performance are presented. However, the unconscious inclusion of the cultural value of diligence gives a vivid

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Working with the Cold War

Types of Knowledge in Swedish and Australian History Textbook Activities

Niklas Ammert and Heather Sharp

—resulted in deteriorating educational outcomes. Swedish pupils were performing at lower levels, which became apparent not only in their scores on international examinations, 8 but also in their overall performance once they reached higher educational

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Ander Delgado

deepen our knowledge of the process of textbook development and the influence of outside factors on that process, as illustrated, for example, by the case of the influence of political context on the choice of content and performance. This idea is not new

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Kira Mahamud Angulo and Yovana Hernández Laina

economic performance.’” 16 We may confirm that the textbooks analyzed generated “perceptions of their nation’s economic attributes” and “normative beliefs regarding the qualities necessary for economic success,” 17 creating a new national imaginary (in