Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
692
result(s) for
"Oral history Study and teaching."
Sort by:
Oral history and education : theories, dilemmas, and practices
\"This book considers if and how oral history is 'best practice' for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states' development; and supports historical thinking skills in the classrooms. This book provides the first comprehensive assessment of oral history education - inclusive of oral tradition, digital storytelling, family histories, and testimony - within the context of 21st century schooling. By addressing the significance of oral history for education, this book seeks to expand education's capacity for teaching and learning about the past.\"--Back cover.
Book
Reframing Holocaust Testimony
Institutions that have collected video testimonies from the few remaining Holocaust survivors are grappling with how to continue their mission to educate and commemorate. Noah Shenker calls attention to the ways that audiovisual testimonies of the Holocaust have been mediated by the institutional histories and practices of their respective archives. Shenker argues that testimonies are shaped not only by the encounter between interviewer and interviewee, but also by technical practices and the testimony process. He analyzes the ways in which interview questions, the framing of the camera, and curatorial and programming preferences impact how Holocaust testimony is molded, distributed, and received.
eBook
Oral history, education, and justice : possibilities and limitations for redress and reconciliation
\"This book addresses oral history as a form of education for redress and reconciliation. It provides scholarship that troubles both the possibilities and limitations of oral history in relation to the pedagogical and curricular redress of historical harms. Contributing authors compel the reader to question what oral history calls them to do, as citizens, activists, teachers, or historians, in moving towards just relations. Highlighting the link between justice and public education through oral history, chapters explore how oral histories question pedagogical and curricular harms, and how they shed light on what is excluded or made invisible in public education\"-- Provided by publisher.
Book
A first nations perspective of written vs oral history
Beyond the insufficient inclusion of First Nations historical content in the contemporary Australian classroom, there are also fundamental differences in how history is conceptualised, experienced and applied.6 First Nations history differs significantly given how time is conceived in the Dreaming. To see this in action one only needs to explore the stories relating to significant geological or meteorological events that are still known and recorded in many First Nations communities.9 Activities in the Classroom To have an impact in the classroom and challenge the prevailing view that oral histories are 'less than' textual histories, there are several approaches that can be incorporated. [...]I would begin each class according to the Victorian Department of Education's High Impact Teaching Strategies, with the learning intentions and success criteria on the whiteboard, and would ask the students to recap the previous class.11 This would always involve me asking, 'What did we cover last class?'. Invariably, the students would respond, and in short order-with no books or notes-they would usually provide an accurate summary of what we had learned.
Journal Article
Heart Beats
Many people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class.Heart Beatsis the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigate when and why the once-mandatory exercise declined. Telling the story of a lost pedagogical practice and its wide-ranging effects on two sides of the Atlantic, Catherine Robson explores how recitation altered the ordinary people who committed poems to heart, and changed the worlds in which they lived.
Heart Beatsbegins by investigating recitation's progress within British and American public educational systems over the course of the nineteenth and twentieth centuries, and weighs the factors that influenced which poems were most frequently assigned. Robson then scrutinizes the recitational fortunes of three short works that were once classroom classics: Felicia Hemans's \"Casabianca,\" Thomas Gray's \"Elegy Written in a Country Churchyard,\" and Charles Wolfe's \"Burial of Sir John Moore after Corunna.\" To conclude, the book considers W. E. Henley's \"Invictus\" and Rudyard Kipling's \"If--,\" asking why the idea of the memorized poem arouses such different responses in the United States and Great Britain today.
Focusing on vital connections between poems, individuals, and their communities,Heart Beatsis an important study of the history and power of memorized poetry.
eBook
A Short History of Writing Instruction
This newly revised Thirtieth Anniversary edition provides a robust scholarly introduction to the history of writing instruction in the West from Ancient Greece to the present-day United States.
It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, orthography, the rise of vernaculars, writing as a force for democratization, and the roles of women in rhetoric and writing instruction. Each chapter provides pedagogical tools including a Glossary of Key Terms and a Bibliography for Further Study. In this edition, expanded coverage of twenty-first-century issues includes Writing Across the Curriculum pedagogy, pedagogy for multilingual writers, and social media.
A Short History of Writing Instruction is an ideal text for undergraduate and graduate courses in writing studies, rhetoric and composition, and the history of education.
eBook
A first nations perspective of written vs oral history
Australia has the oldest oral histories in the world, but notions that written documents are more reliable are outdated and diminish opportunities to engage students in History.
Journal Article
Learning historical thinking with oral history interviews
The present study examined the effectiveness of the oral history approach with respect to students historical competence. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions - live, video, text, or a (nontreated) control group - in a pretest, posttest, and follow-up design. Comparing the three intervention groups with the control group, the intervention groups scored better on four of the five achievement tests. Comparing the live group with the video and text groups, students in the live condition were more convinced of their learning progress at both measurement points. However, they scored lower than the video/text group on two achievement measures and higher on one at the posttest. (Orig.).
Journal Article
Salivary Markers and Microbial Flora in Mouth Breathing Late Adolescents
Objective. This is a 6-month observational case-control study that aims to estimate plaque index (PI), salivary flow, buffering capacity of saliva, and specific Streptococcus mutans (S. mutans) and Lactobacillus rates in a mouth breathing late adolescents sample, after a professional oral hygiene procedure and home oral hygiene instructions. Subjects and Methods. A sample of 20 mouth breathing late adolescents/young adults (average: 19.2±2.5; range: 18–23 years) and a matched control group of nose breathing subjects (average: 18.3±3.2; range 18–23 years) were included in the study. All the participants were subjected to a professional oral hygiene procedure and appropriate home oral hygiene instructions (t0). After three months (t1) and six months (t2), the PI, salivary flow, buffering capacity of saliva, and S. mutans and Lactobacilli rates were recorded. Results. The mean buffering capacity of saliva and the salivary flow rate showed no significant difference between the two groups, all over the observational period. For PI, a significantly higher mode (score 1 of PI) was observed in the study group at t1 (score 0 = 35% of subjects; score 1 = 60%; score 2 = 5%) and t2 (score 1 = 65% of subjects, score 2 = 35%), with respect to control group. Furthermore, mouth breathing subjects show a significant 4 times higher risk to develop S. mutans CFU > 105 (CI lower limit: 0.95; CI upper limit: 9.48; chi-square: 4.28; p=0.03), with respect to the control subjects. Conclusions. Mouth breathing late adolescents show a significantly higher risk to develop S. mutans CFU > 105 and an increased level of PI. Interceptive orthodontic treatments in growing subjects, like palatal expansion, are encouraged to improve the nasal air flow. In older subjects, orthodontic treatments should be performed with removable appliances like clear aligners, in order to allow a better oral hygiene level.
Journal Article