Curriculum changes: transformation–transition–change in Central and Eastern Europe’s complicated history of curricular reform

In his book, The Age of the Academies, Theodore R. Sizer argued that academies represented a significant break from the relatively narrow schooling that had been previously available to students in the early Latin grammar schools. In his view, the proliferation of academies heralded a new age in education, one more reflective of the Enlightenment values promoted by such Republican leaders as Benjamin Franklin, Thomas Jefferson, or Benjamin Rush. After thirty-five years of additional scholarship on academies, does Sizer's thesis still stand? This essay investigates the range of educational institutions that provided some form of advanced schooling to Americans just preceding and concurrent with the founding of the earliest academies. It examines the differences and similarities among a number of northern and southern early nineteenth-century schools in order to address the following question: to what extent did schools calling themselves academies represent a distinctly new turn in the history of American education? By clarifying the relations between the various types of institutions during the post-colonial period, I conclude that the historical significance of the early academy movement is broader than the intellectual or curricular reform discussed by Sizer.

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25 years of impact – how EFPT shapes the future of psychiatry

European Psychiatry ◽

10.1017/s092493380028454x ◽

2017 ◽

Vol 41 (S1) ◽

pp. 913-913

Author(s):

Sönmez E.

Keyword(s):

Positive Impact ◽

Child And Adolescent Psychiatry ◽

The Other ◽

European Federation ◽

Psychiatry Training ◽

Curriculum Changes ◽

Raising Awareness ◽

History Of ◽

Guidance Documents ◽

Competing Interest

IntroductionEstablished in 1993, the European Federation of Psychiatric Trainees (EFPT) has aimed to represent psychiatric trainees’ views in different platforms and to advocate for better training. Representation of more than twenty thousand psychiatry and child and adolescent psychiatry (CAP) trainees has been realized through the cooperation of currently 34 national trainee associations (NTAs).ObjectivesTo discuss the function of NTAs with regard to empowerment of psychiatry trainees and to share the relevant experience of EFPT.MethodsThe formation process of NTAs and the outcomes of NTA network of EFPT will be explored.ResultsThe history of EFPT demonstrates that NTAs played an important role, first of all, in the formation of following NTAs. Today, most of them either independent or have a semi-independent position within the national psychiatry associations. The NTA network within EFPT has enabled the conduction of international research studies, which has contributed to the development of an insight on how specific aspects of psychiatry are perceived by trainees. The input of EFPT in several guidance documents and the dissemination of them through NTAs helped raising awareness about the rights and competencies, for both individual trainees and the organizations they formed. NTAs, with the good examples, support and encourage from the other NTAs, have become more involved in discussions about curriculum changes, even to a degree where trainees facilitated the launch of different rotations.ConclusionsThe experience EFPT proves that the organized efforts of NTAs can have a positive impact on psychiatry training in general, as well as the professional development of individual psychiatry trainees.Disclosure of interestThe author has not supplied his declaration of competing interest.

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Perkembangan Pembelajaran Sejarah Pasca Kemerdekaan-Reformasi

Jurnal Pendidikan Sejarah ◽

10.21009/jps.081.02 ◽

2019 ◽

Vol 8 (1) ◽

pp. 14-34

Author(s):

Ulfah Nury Batubara ◽

Aman Aman

Keyword(s):

New Order ◽

Government Programs ◽

Reform Era ◽

Learning History ◽

Curriculum Changes ◽

Political Interests ◽

The Reformation ◽

Strategic Role ◽

History Of ◽

Time Changes

Abstract: This article aims to examine the development of historical learning from post-independence Indonesia to the Reformation period. During that period, Indonesia has made 9 (nine) curriculum changes. Learning history at the beginning of independence was characterized by a spirit of nationalism, considering that this time, Indonesia still had to struggle to maintain its independence. Entering the Suharto government, historical learning directions and policies also changed along with political interests, namely strengthening the legitimacy of Suharto's power. Furthermore, the Reformation period marked by the end of Suharto's rule, the direction and purpose of historical learning also changed, namely preparing the younger generation to have human resources that are equal to other countries. Learning of the history of the reform era made many changes and reviewed various past events that did not exist in the history books of the New Order. The research method used is descriptive method, which describes the problem to obtain answers. The results of the study show that learning from time to time changes color following the color of government politics. This is because history learning has a very strategic role in supporting government programs. Artikel ini bertujuan untuk mengkaji perkembangan pembelajaran sejarah mulai dari pasca kemerdekaan Indonesia hingga masa Reformasi. Selama periode itu, Indonesia sudah melakukan perubahan kurikulum sebanyak 9 (sembilan) kali. Pembelajaran sejarah di awal kemerdekaan diwarnai dengan semangat nasionalisme, mengingat masa ini, Indonesia masih harus berjuang mempertahankan kemerdekaannya. Memasuki pemerintahan Soeharto, arah dan kebijakan pembelajaran sejarah juga berubah seiring dengan kepentingan politik, yakni memperkuat legitimasi kekuasaan Soeharto. Selanjutnya masa Reformasi yang ditandai dengan berakhirnya kekuasaan Soeharto, arah dan tujuan pembelajaran sejarah ikut berubah, yakni menyiapkan generasi muda untuk memiliki SDM yang sejajar dengan negara lain. Pembelajaran sejarah era reformasi banyak melakukan perubahan dan mengkaji berbagai peristiwa masa lalu yang tidak ada pada buku-buku sejarah masa Orde Baru. Metode penelitian yang digunakan adalah metode deskriptif, yaitu menggambarkan masalah untuk memperoleh jawaban. Hasil penelitian menunjukkan bahwa pembelajaran dari masa ke masa berubah warna mengikuti warna politik pemerintah. Hal ini disebabkan karena pembelajaran sejarah memiliki peran yang sangat strategis dalam mendukung program pemerintah.

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Concepções sobre a Relação Ensino-Pesquisa no/do Currículo da Licenciatura em História da UFPE em Contexto de Reforma Curricular

Interritórios ◽

10.33052/inter.v6i11.247747 ◽

2020 ◽

Vol 6 (11) ◽

pp. 36

Author(s):

Danielle CAMELO ◽

José BATISTA NETO

Keyword(s):

Content Analysis ◽

Structured Interview ◽

Reform Process ◽

Curricular Reform ◽

Administrative Staff ◽

Sulla Base ◽

Research Relationship ◽

Sono Stati ◽

Methodological Tool ◽

History Of

O presente artigo tem como objetivo analisar concepções construídas por docentes e funcionário do corpo técnico-administrativo do curso de licenciatura em História da Universidade Federal de Pernambuco sobre a relação ensino-pesquisa proposta pelo curso a partir de sua reforma curricular, implantada em 2012.2. Para construímos a pesquisa, utilizamos a entrevista semiestruturada como instrumento metodológico. Foram entrevistados/as docentes do curso e funcionário do corpo técnico administrativo. A análise dos dados foi realizada a partir da produção teórica de Soares e Cunha (2017); Cunha (2011); Monteiro e Penna (2011); Tardif (2002); Freire (1997), e categorizada a partir da técnica da Análise de Conteúdo de Bardin. As entrevistas mostraram divergências entre as concepções dos sujeitos sobre o currículo do curso, o processo de reforma e, dentro disto, acerca da concepção teoria-prática, concebida como indissociável por um grupo de sujeitos e como dicotômica por outro grupo. Ensino-Pesquisa. Formação de Professores/as. Licenciatura.ABSTRACTThe objective of this article is to analyze conceptions built by professors and employees of the technical-administrative staff of the degree course in History of the Federal University of Pernambuco about the teaching-research relationship proposed by the course from its curricular reform, implemented in 2012.2 To build the research, we use the semi-structured interview as a methodological tool. The course teachers and administrative staff were interviewed. The data analysis was performed from the theoretical production of Soares e Cunha (2017); Cunha (2011); Monteiro and Penna (2011); Tardif (2002); Freire (1997), and categorized from the technique of Content Analysis of Bardin. The interviews showed divergences between the subjects' conceptions about the course curriculum, the reform process and, within this, about the theory-practical conception, conceived as inseparable by one group of subjects and as dichotomous by another group.Teaching-Research. Teacher Training. Bachelor's Degree.RESUMENEl propósito de este artículo es analizar las concepciones construidas por profesores y funcionarios del personal técnico-administrativo del curso de Historia en la Universidad Federal de Pernambuco sobre la relación de enseñanza-investigación propuesta por el curso a partir de su reforma curricular, implementada en 2012.2. Para construir la investigación, utilizamos la entrevista semiestructurada como herramienta metodológica. Los profesores y el personal técnico administrativo fueron entrevistados. El análisis de datos se realizó con base en la producción teórica de Soares y Cunha (2017); Cunha (2011); Monteiro y Penna (2011); Tardif (2002); Freire (1997), y categorizado según la técnica de análisis de contenido de Bardin. Las entrevistas mostraron divergencias entre las concepciones de los sujetos sobre el currículo del curso, el proceso de reforma y, dentro de esto, sobre el concepto de teoría-práctica, concebido como inseparable por un grupo de sujetos y como dicotómico por otro grupo.Enseñanza-Investigación. Formación del profesorado. Licenciatura.RIASSUNTOQuesto articolo ha lo scopo di analizzare le concezioni costruite da professori e dipendenti del personale tecnico-amministrativo del corso di Storia dell'Università Federale del Pernambuco sul rapporto insegnamento-ricerca proposto dal corso dalla sua riforma curriculare, attuato nel 2012.2. Per costruire la ricerca, abbiamo usato l'intervista semi-strutturata come strumento metodologico. Sono stati intervistati insegnanti e personale amministrativo del corso. L'analisi dei dati è stata eseguita sulla base della produzione teorica di Soares e Cunha (2017); Cunha (2011); Monteiro e Penna (2011); Tardif (2002); Freire (1997), e classificato usando la tecnica di Content Analysis di Bardin. Le interviste hanno mostrato divergenze tra le concezioni dei soggetti sul curriculum del corso, il processo di riforma e, all'interno di questo, sulla concezione teoria-pratica, concepita come inseparabile da un gruppo di soggetti e come dicotomica da un altro gruppo.Insegnamento-Ricerca. Formazione degli insegnanti. La laurea.

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The supply of marine biological specimens (principally animals) for teaching and research in Great Britain from the nineteenth century until today

Archives of Natural History ◽

10.3366/anh.2012.0095 ◽

2012 ◽

Vol 39 (2) ◽

pp. 281-301 ◽

Cited By ~ 3

Author(s):

P. G. Moore

Keyword(s):

Nineteenth Century ◽

International Trade ◽

Great Britain ◽

Health And Safety ◽

Supplementary Information ◽

Biological Conservation ◽

Curriculum Changes ◽

History Of ◽

Marine Station ◽

Practical Experiences

The nineteenth-century growth of biology, particularly as developed in Germany, was focused initially on morphology and anatomy. In Britain, the growth of biology followed T. H. Huxley's principle of teaching the characters of certain plants and animals selected as types of vegetable and animal organization, which brought demands for marine specimens for dissection. The history of the provision of such material in Britain is investigated, particularly apropos of the Marine Station at Millport. Supplementary information is presented on the equally long-standing specimen trade at Plymouth and on two small commercial concerns that supplied marine specimens (from the Isle of Luing and Shoreham-by-Sea). The demise of the specimen-supply trade in Britain in recent decades has resulted from curriculum changes in schools and universities no longer requiring students to do dissections (relating also to Health and Safety concerns about formalin-preserved material); and biology departments that can often no longer, as a result of financial stringency, afford the “luxury” of supplying students with the range of practical experiences that previous generations once valued so highly. The concern among some students about the ethics, or religious strictures, surrounding dissection is acknowledged. The need for biological conservation is stressed, as too, the need for awareness of the risks posed by alien species introduced into foreign ecosystems via international trade in live marine organisms.

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Curricular Reform and a Culture of Listening: Lessons from the Rosedale Freedom Project

Journal of the Society for American Music ◽

10.1017/s1752196321000328 ◽

2021 ◽

Vol 15 (4) ◽

pp. 452-456

Author(s):

Monica A. Hershberger

Keyword(s):

High School Students ◽

Critical Pedagogy ◽

Poverty Line ◽

Curricular Reform ◽

Delta Region ◽

School Students ◽

Music And Politics ◽

History Of ◽

First Time ◽

The Devil

I was formally introduced to antiracist pedagogy in the spring of 2016, several months before I traveled for the first time to the Rosedale Freedom Project (RFP) in Rosedale, Mississippi, to teach a course on music and politics to high school students. Oft romanticized as the place where blues guitarist Robert Johnson sold his soul to the devil at the crossroads, Rosedale is a small town in the Delta region. The majority of its population is Black, and consistently, more than half of this population has lived below the poverty line. The RFP seeks to help send its students, the majority of whom are Black and profoundly underserved by the state of Mississippi, to and through college. In preparation for the summer (and at the request of the director of the RFP), I read a number of foundational texts on antiracism and critical pedagogy including Paulo Freire's Pedagogy of the Oppressed (1968), bell hooks's Teaching to Transgress: Education as the Practice of Freedom (1994), and Beverly Daniel Tatum's “Why Are All the Black Kids Sitting Together in the Cafeteria?”: And Other Conversations About Race (1997). As a white woman with no prior experience in Mississippi, I also read Nan Elizabeth Woodruff's history of the Delta region, American Congo: The African American Struggle in the Delta (2003) and Jesmyn Ward's novel Where the Line Bleeds (2008), among other texts, and reflected on how to design a course that would further the RFP's mission of “supporting the Mississippi Delta's young leaders in the development of critical consciousness and the practice of justice.”

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