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Article
Publication date: 12 June 2020

Jared P. Collette and Suzanne H. Jones

This empirical quantitative research study aimed to test whether historical texts could activate empathic concern and perspective taking in a US History classroom with…

Abstract

Purpose

This empirical quantitative research study aimed to test whether historical texts could activate empathic concern and perspective taking in a US History classroom with adolescent students.

Design/methodology/approach

Eighth-grade participants (n = 227) were randomly assigned to read either a historical narrative text or a collection of primary documents, then participants self-reported a range of emotions and wrote a paragraph that was assessed for historical perspective taking.

Findings

Results indicated that for students randomly assigned to read the narrative text, empathic concern or compassion, was associated with higher historical perspective taking, even after controlling for literacy ability.

Research limitations/implications

All participants attended a single predominantly. White upper middle class middle school, and read either one narrative text or one collection of primary documents. Findings cannot be generalized to all students or all texts. The study design did not assess for a causal relationship of empathic concern and historical perspective taking.

Practical implications

This study demonstrates that empathic concern, when activated through a certain narrative text, can be associated with greater achievement on cognitive academic tasks such as writing a paragraph assessed for historical perspective taking. Furthermore, this study provides evidence that empathic concern should be a target emotion for students rather than a similar emotional experience as the person they are empathizing with.

Originality/value

Adolescents today appear to have lower levels of empathy than in the past. Empathy may be crucial for moral behavior. Research indicates that historical texts could potentially provide effective empathic interventions for adolescents. However, there are no published empirical quantitative research studies related to activating empathy for adolescents through literacy in a history classroom.

Details

Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 29 April 2014

Garry D. Carnegie

The purpose of this paper is to examine the historiographic writings for accounting concerned with the craft of researching and writing history, published in the…

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1311

Abstract

Purpose

The purpose of this paper is to examine the historiographic writings for accounting concerned with the craft of researching and writing history, published in the English-language, across a period of 30 years from 1983 to 2012. The study's aim is three-fold: first, to review the literature pertaining to the writing of accounting history and to identify key developments and trends; second, to identify the contributors to this literature and their publication outlets and third, to analyze citations to identify individuals or groups who have gained traction in accounting historiography.

Design/methodology/approach

An essay focusing on developments in the accounting historiography literature as well as a review of some key thoughts or issues in present-day accounting historiography.

Findings

The study shows that a key development in the accounting historiography literature during this period has been the advent of new accounting history, which has contributed much theoretical and topical diversity in historical accounting research and an acceptance of the role of oral history as a means of expanding the archive.

Research limitations/implications

The present study, with its focus on contributions on the craft of researching and writing history, does not itself examine actual research studies which have been undertaken on accounting's past across the same period of time.

Originality/value

The study may assist in making the contributions examined more generally assessable and comprehensible to researchers to both explore and re-explore and may even contribute to the development of further contributions on accounting historiography to guide the approaches to, and direction of, historical accounting research in future.

Details

Accounting, Auditing & Accountability Journal, vol. 27 no. 4
Type: Research Article
ISSN: 0951-3574

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Article
Publication date: 10 February 2012

Garry D. Carnegie and Christopher J. Napier

The purpose of this paper is to revisit the special issue of Accounting, Auditing & Accountability Journal published in 1996 on the theme “Accounting history into the…

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11847

Abstract

Purpose

The purpose of this paper is to revisit the special issue of Accounting, Auditing & Accountability Journal published in 1996 on the theme “Accounting history into the twenty‐first century”, in order to identify and assess the impact of the special issue in shaping developments in the accounting history literature, and to consider issues for future historical research in accounting.

Design/methodology/approach

A retrospective and prospective essay focusing on developments in the historical accounting literature.

Findings

The special issue's advocacy of critical and interpretive histories of accounting's past has influenced subsequent research, particularly within the various research themes identified in the issue. The most significant aspect of this influence has been the engagement of increasing numbers of accounting historians with theoretical perspectives and analytical frameworks.

Research limitations/implications

The present study examines the content and impact of a single journal issue. It explores future research possibilities, which inevitably involves speculation.

Originality/value

In addressing recent developments in the literature through the lens of the special issue, the paper emphasises the unifying power of history and offers ideas, insights and reflections that may assist in stimulating originality in future studies of accounting's past.

Details

Accounting, Auditing & Accountability Journal, vol. 25 no. 2
Type: Research Article
ISSN: 0951-3574

Keywords

Abstract

Details

The Perspective of Historical Sociology
Type: Book
ISBN: 978-1-78743-363-2

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Article
Publication date: 21 May 2018

Sarah Drake Brown and Richard L. Hughes

The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.

Abstract

Purpose

The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.

Design/methodology/approach

The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis.

Findings

The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge.

Originality/value

Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.

Details

Social Studies Research and Practice, vol. 13 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

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Book part
Publication date: 1 January 2014

Edward Kasabov and Usha Sundaram

This chapter uses a historical lens to analyse the role of governance institutions in shaping enterprising places using the context of the English city of Coventry in the…

Abstract

Purpose

This chapter uses a historical lens to analyse the role of governance institutions in shaping enterprising places using the context of the English city of Coventry in the early to late Middle Ages. Using historical documentation as an empirical method, this chapter examines the formation, evolution, growth, maturation, decline of institutional structures, related governance mechanisms and their interactions with other institutional influences that shaped the entrepreneurial nature of the city and its economy. The chapter discusses aspects of success, failures and discontinuities that beset the entrepreneurial landscape of the city and draws parallels to some contemporary developments in UK’s entrepreneurial governance.

Methodology/approach

The chapter is underpinned by a research methodological approach that is historical and processual in nature and relies on historical documentation including archival sources of empirical material and other published data which have not previously been studied in the context of entrepreneurship and public governance. The research method and approach addresses a methodological and conceptual void in extant entrepreneurship literature.

Findings

The empirical findings from archival sources of data and their analysis sheds a new interpretive light on the nature of enterprising places as a combination of continual historical synergies in the specific context of Coventry. The chapter specifically focuses on the role of merchant and craft guilds as a unique presence in the entrepreneurial landscape of Coventry in the early to late Middle Ages and their contribution as powerful institutional and governance forces in shaping the city’s economic history. The guilds and associated governance institutions exercised and enacted multiple economic, legislative, regulatory, civic, municipal, socio-cultural and religious roles and left a strong imprint on the city’s economic destiny that endured for several centuries. Through the interpenetrative influences of these guilds with other political, royal and religious institutional structures of their day, the economic history of the city and its enterprise was woven together in a fabric of cooperation, discord and power struggles. The historical analysis provides a powerful narrative in charting this story and draws parallels to ongoing struggles in contemporary developments in Coventry’s entrepreneurial governance and leadership.

Research and practical implications

The chapter contributes a historic and contextually enriched sensibility in understanding the entrepreneurial and economic history of Coventry as viewed through the lens of institutional interactions and provides a valuable study that draws parallels between the past and the present. It provides a historically informed approach in understanding the current context of the nation’s local and regional economic policies and attempts to understand how enterprise and enterprising places thrive and sometimes struggle to survive within such a landscape.

Originality/value of chapter

The chapter is a unique take on the analysis of entrepreneurship and institutional governance of a city’s local economy in that it takes a historical perspective of issues that animate current public discourse. A historical approach to studying entrepreneurship provides a longitudinal and macro perspective to studying ideological debates that shade contemporary economic, political and socio-cultural governance. The analysis draws interesting parallels to the power discourses and dynamics and ideological conflicts that shaped institutional influences across centuries that impacted upon the city’s economy and use that as a backdrop to comment upon contemporary developments in the policy landscape viewed as an articulation of a political-ideological agenda. The analysis provides and calls for a greater application of historical sensibilities in governance and entrepreneurship scholarship in order to glean valuable lessons.

Details

Enterprising Places: Leadership and Governance Networks
Type: Book
ISBN: 978-1-78350-641-5

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Article
Publication date: 5 October 2020

Gideon Boadu

Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history…

Abstract

Purpose

Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.

Design/methodology/approach

This paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.

Findings

The paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.

Originality/value

This paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

Details

Social Studies Research and Practice, vol. 15 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

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Article
Publication date: 14 March 2020

Heidi J. Torres

The purpose of this paper is to report the findings from a study that explored the use of art and visual production as a means through which 20 third-graders developed and…

Abstract

Purpose

The purpose of this paper is to report the findings from a study that explored the use of art and visual production as a means through which 20 third-graders developed and represented their social studies understandings. The author describes the ways the process of visual production and the finished products illustrate the nature of the students' social studies learning.

Design/methodology/approach

The project was grounded in an inductive qualitative approach privileging student voice. This paper reports analysis and interpretation of multiple data sources, including photographs of students' projects, digital recordings of the visual productions and student interviews, as well as field notes and informal teacher conversations.

Findings

Results suggest that in the process of visual production and in their final pieces, students moved in fluid ways between making sense of new knowledge, developing important social studies skills, and representing their knowledge. More specifically, students used historical evidence to present humanized versions of history through personalized narratives. These outcomes suggest that the integration of art and visual production can be a valuable and effective way for students to develop and apply social studies skills as well as represent their understanding.

Originality/value

This study provides insight into how young children can use art and visual production to develop social studies skills, make sense of new knowledge, and represent their learning, contributing knowledge on an understudied topic and population in social studies education.

Details

Social Studies Research and Practice, vol. 15 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

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Article
Publication date: 9 November 2012

Zandra Balbinot and Rafael Borim‐De‐Souza

The purpose of this paper is to propose styles of reasoning for the characterization of sustainable development and sustainability as quasi‐objects of study for management.

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1243

Abstract

Purpose

The purpose of this paper is to propose styles of reasoning for the characterization of sustainable development and sustainability as quasi‐objects of study for management.

Design/methodology/approach

This proposition occurs in three primary dimensions: the first deals with ontological postures, the second with epistemological perspectives, and the third with supplementary conceptualizations (dominant paradigms, the meanings of sustainable development and sustainability, and the approaches to classifying sustainability).

Findings

After the theoretical‐analytical discussion the authors present a framework that classifies different possibilities for framing sustainable development and sustainability as interesting research themes for management studies.

Research limitations/implications

The paper considers that discussions about sustainable development and sustainability as concerns management studies need a deeper conceptual and theoretical scrutiny. This deficiency is expressed in the difficulty in identifying ontological postures, epistemological perspectives, dominant paradigms, and conceptual approaches that might allow these themes to have a greater coherence so that they may be researched within the scope of management studies.

Originality/value

Sustainable development and sustainability are discussed using various analytical perspectives, a consequence of the fact that these phenomena are understood and discussed by various social collectives, which contributes to an interpretive and conceptual oscillation of these themes for management. The relationship between sustainable development, sustainability, and social factions justifies their characterization as quasi‐objects of study for management. Via this characterization the authors intend to create a space for discussion aimed at presenting statements that are candidates for truth, but not as absolute or unquestionable truths.

Details

Management Research: Journal of the Iberoamerican Academy of Management, vol. 10 no. 3
Type: Research Article
ISSN: 1536-5433

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Article
Publication date: 1 February 1974

LAADAN FLETCHER

Although historically based studies were once the only studies directly concerned with educational administration, enquiry is nowadays based primarily on modern theories…

Abstract

Although historically based studies were once the only studies directly concerned with educational administration, enquiry is nowadays based primarily on modern theories of organization. An attempt is here made to demonstrate the continuing importance of historical perspective for educational decision.

Details

Journal of Educational Administration, vol. 12 no. 2
Type: Research Article
ISSN: 0957-8234

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