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History education reform in post-com...

Parker, Christine Susan.

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History education reform in post-communist Poland, 1989--1999: Historical and contemporary effects on educational transition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	History education reform in post-communist Poland, 1989--1999: Historical and contemporary effects on educational transition./
作者:	Parker, Christine Susan.
面頁冊數:	272 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2007.
Contained By:	Dissertation Abstracts International64-06A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093686

History education reform in post-communist Poland, 1989--1999: Historical and contemporary effects on educational transition.
Parker, Christine Susan.

History education reform in post-communist Poland, 1989--1999: Historical and contemporary effects on educational transition. - 272 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2007.

Thesis (Ph.D.)--The Ohio State University, 2003.

This dissertation will describe and analyze how state officials, educators, publishers, and historians in Poland have addressed the task of reforming its national curriculum standards and supporting textbooks in the period of transition from the end of Communist rule in 1989 to the introduction of a new system of education in 1999. The goals of this study are to determine (1) the sources of transitional curriculum policy in history education and the role of reform actors in Poland since 1989; (2) why the history education curriculum reforms changed as they did between the creation of proposals and the eventual codification of the reform into law; (3) the influences on the reform of history textbooks during the transitional period; (4) the differences between anticipated goals and actual outcomes of the curricular and textbook reforms, and (5) how to account for those changes in light of the greater scope of the historical development of democratic education in Poland.Subjects--Topical Terms:

599244
Education, History of.

History education reform in post-communist Poland, 1989--1999: Historical and contemporary effects on educational transition.
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100 1 $a Parker, Christine Susan. $3 1942732
245 1 0 $a History education reform in post-communist Poland, 1989--1999: Historical and contemporary effects on educational transition.
300 $a 272 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2007.
500 $a Adviser: Antoinette Errante.
502 $a Thesis (Ph.D.)--The Ohio State University, 2003.
520 $a This dissertation will describe and analyze how state officials, educators, publishers, and historians in Poland have addressed the task of reforming its national curriculum standards and supporting textbooks in the period of transition from the end of Communist rule in 1989 to the introduction of a new system of education in 1999. The goals of this study are to determine (1) the sources of transitional curriculum policy in history education and the role of reform actors in Poland since 1989; (2) why the history education curriculum reforms changed as they did between the creation of proposals and the eventual codification of the reform into law; (3) the influences on the reform of history textbooks during the transitional period; (4) the differences between anticipated goals and actual outcomes of the curricular and textbook reforms, and (5) how to account for those changes in light of the greater scope of the historical development of democratic education in Poland.
520 $a This grounded study is based on multiple data sources, including documentary evidence, professional journals, and personal interviews with individuals participating in the reform of the history curriculum. The reader is presented with a historical summary of educational development of Poland since the 16<super>th</super> century, as well as with descriptions of history textbook reform and the process involved in rewriting the national standards for history. Textbook reform was influenced mainly by economic factors, which affected both the speed and direction of the reform. Curriculum reform was heavily influenced by both the historical inheritance of Communism and of pre-Communist educational development, as well as by the contradictory context of transition itself. The study concludes that the reform of history education in Poland during the transitional period 1989–1999 is best understood through the application of institutional frameworks which offer the most explanatory power for the events that transpired.
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