bluuebunny/crossref_metadata_2025 huggingface dataset:
Rethinking the Architecture of Shushtar-Nou: A Forgotten Episode of Architectural Regionalism in 1970s Iran
Authors: Sedighi Mohamad
Published: January 2020

Oil revenues in the late 1960s enabled the Iranian government to fund several international architecture congresses. Throughout the 1970s, a group of young Iranian architects organized a series of architectural events, among them the second Iran International Congress of Architects (IICA), held in Persepolis-Shiraz in 1974. This Congress resulted in the 'Habitat Bill of Rights', a CIAM-like charter submitted by the Iranian government to the first UN-conference on 'Human Settlements' in 1976. This article reveals the 1974 IICA's instrumental role in shaping the discourse on architectural regionalism in the design for dwelling and human habitats, approaches to the relationship between tradition and modernity, and importantly how the architecture of Kamran Diba aimed to bridge the gap between local culture and internationalism, by forming a novel synthesis of these two approaches. To illustrate the latter, this article examines the design and development of Shushtar-Nou, a new community model designed by Diba in southwest Iran. Implicit within its design is Diba's view on the Congress debates and his goal in developing a malleable environment that accommodated growth and change over time, while preserving its core attributes.
The Preservation of Ottoman Monuments in Hungary: Historical Overview and Present Endeavours
Authors: Kovács Gergő Máté , Rabb Péter
Published: January 2020

In the sixteenth and seventeenth centuries, the central territory of Hungary was occupied by the Ottoman Empire. This long occupation resulted in the creation of what are the northernmost examples of Ottoman architecture in a cultural environment framed by non-Muslim structures. Since 1699, when the Ottoman Empire lost its influence over its Hungarian territories, Islamic religious buildings became private property or came under the maintenance of the Church or monastic orders. In 2013, an extraordinary process began: with the official cooperation and the financial support of the Republics of Turkey and Hungary, experts from both countries initiated projects to preserve and restore the Ottoman monuments in Hungary. Although a similar approach had been adopted in many countries in the Balkan Peninsula – for example in Macedonia, Albania, Serbia, and Kosovo, this was one of the first attempts at an institutionalised, global dialogue on the preservation and restoration works of Islamic sacral heritage within both Hungary and the European Union. This article presents the history of the preservation and restoration works of Ottoman heritage in Hungary. In addition, some of the unique structural features are outlined as these will be taken into consideration during present and future restoration efforts.
Pattern and pedagogy in print: Art and Craft Education in the mid twentieth-century classroom
Authors: McCannon Desdemona
Published: January 2020

In this article I compare a set of early and mid-twentieth-century print publications supportive of the 'new' art teaching in schools. The educator Marion Richardson's reflections on her use of pattern in the classroom in is considered alongside publications by artist-teachers such as Robin Tanner's and . The monthly publication was a magazine for teachers of art which showcased the work being done in schools around Britain that were involved in the 'new' art instruction. Pattern-making in schools in these publications is positioned as a modular and constructivist form of learning encouraging multisensory and exploratory ways of looking at and making sense of the world. outlining theories of constructivist models for learning stresses the need for children to be 'builders of their own cognitive tools', and I argue that the exploration of pattern offers multiple strategies for the children to explore their phenomenological experience of the world. Pattern-making is also presented as a democratic form of creativity and a means of introducing the concept of art into everyday life, inculcating an appreciation of well-made things in daily life. I argue that through the lens of this pedagogic print culture with this emphasis on the benefits of teaching pattern-making in schools a nostalgic and pastoral English arts and crafts sensibility can be seen meeting a modernist cultural agenda via psychological theories of child development, creating a distinctively egalitarian, child-centred and craft-led model for learning. Revisiting this moment in childrens' education in Britain offers a timely insight into alternatives to the current educational landscape, with its emphasis on measuring pupil's achievement and downgrading of creative subjects in the school curriculum.
Illustrative Poundbury: Reading illustration in the built environment
Authors: Larkin Vincent
Published: January 2020

Taking the notion of a possible vernacular ornamental quality perceivable within the built environment as a catalyst, this article will attempt to position the sometimes-eccentric housing development of Poundbury in Dorset as a framework for Illustration practice. The particular auspices of the new town are utilised as a discursive springboard into the possibilities of imagining illustration as part of a communicative artefact in a wider physical and social context. To this end, this article explores the Poundbury development itself as a set of possible images presented within the larger communication of the town. This is done with reference to architecture's interactions with ornament as well as specific overlaps between design, image and architecture in consideration of the social ramifications of such material as it forms the content of communication to a wider audience. The priority of this investigation is the wilful exploration of potential disparate subject matter under shifting definitions of illustration practice in order to open up and explore such practice.
Fibs and fripperies: References to the real in digital illustration
Authors: Black Stephanie
Published: January 2020

This article considers the phenomenon of illustrators digitally mimicking traces of the handmade as ornament. It will explore whether these decorative tendencies are Adolf Loos' backward or degenerative tendency, or a generous contribution to our visual environment. It will ask why illustrators falsify the smudges, spills, textures and shadows of paper-based work within the digital workspace, what is gained and lost by doing so, and for whom? These questions will be explored in relation to interviews with two contemporary editorial illustrators and their work, to unpick the professional benefits of the phenomenon, coupled with a foray into theoretical perspectives on ornament. In this regard, the article will consider the benefit of treating ornament as labour, and also whether illustration is suffering from Herbert Read's horror vacui, in order to understand what happens when these terrifying empty spaces within images are filled with introduced artefacts. The discussion will also take skeuomorphism into account to explore the phenomenon, which then raises questions concerning illustration's 'usability'. The article draws upon wildly different perspectives and practices from other fields as it seeks to consider the pleasures and pitfalls of a richly-ornamented composition, and ultimately argues that making 'noise' can be seen as a generous, temporal and critical act.
Serial killers? Investigating some modernist myths about decoration, pattern and ornament through workplace interventions
Authors: Horton Sarah
Published: January 2020

What is it about ornament that made it so contentious for influential modernist thinkers and practitioners such as Adolf Loos and le Corbusier? According to Loos it was a sign of degeneracy and for le Corbusier best suited to 'simple races, peasants and savages'. By championing the use of ornament as a vital tool for 'resistance' in the sense that Michel de Certeau used the word the practice-led research featured in this article seeks to interrogate some of these myths. Rather than being a passive adornment to an environment the visual artworks presented here tested the potential of decoration and ornament to offer a resistive, critical interruption to everyday spaces. The particular space addressed was that of the workplace, with bespoke artworks being made for three different work-related locations.
Knowing/showing/doing
Authors: Gallagher A. Mattson
Published: January 2020

In this visual essay, I present a body of work surrounding and investigating the letterpress workshop as a site of knowledge production. Print practice generates a sort of performative, embodied knowledge about and expressed by the objects and materials of printing. Ornament, alongside the alphabet, participates in the printing process, and may be extended from a form of 'enhancement' into an active site of communication. The printed matter presented here uses ornament to illustrate and record aspects of print practice that cannot adequately be communicated through or represented in text. In the article, I use theories of technology and documentation from Flusser and Gitelman to provide context and critical reflection on the printed matter. Together, writing and printing engage in a 'feedback loop' that records on and extends a developing printing practice.
Architecture and the graphic novel
Authors: North Laurence
Published: January 2020

and are discussed as examples of graphic novels that demonstrate a synergistic relationship with architecture. The synergistic relationship is examined through its use of decorative forms and the use of architectural reference as a narrative device and a signifier of space and time. The article goes on to explore the potential for architectural structures to function as graphic novels. The late medieval frescos attributed to the architect and painter Giotto, that decorate the chapels at Assisi and Padua, are used as examples of illustrations that rely on their architectural context. Giotto's work is explored as a model to inform the development of the graphic novel into an architectural form. and analyses of Giotto's works at Padua and Assisi provide us with an understanding of Giotto's work and the importance of decorative features in relation to the audience's perception of real and pictorial space, experienced time and narrative time. Jacobus' and Rebold Benton's analysis is then applied to two of London's Art on the Underground projects by Wallinger and Trabizian and also The Factory, Hong Kong. At these contemporary architectural sites, images have been installed to rehabilitate mundane structures and enrich the users experience. The installed imagery allows users to become immersed in narratives by eroding barriers between real and pictorial space, experienced time and narrative time. These contemporary examples describe the graphic novel's potential to be authored and read as an architectural form.
Prevalence of gastrointestinal parasites in communal goats from different agro-ecological zones of South Africa
Authors: Mpofu Takalani J. , Nephawe Khathutshelo A. , Mtileni Bohani
Published: January 2020

Aim: A longitudinal study was conducted to assess the epidemiology of common gastrointestinal parasite (GIP) infections affecting goats in South Africa as influenced by agro-ecological zone (AEZ), sampling season, and the age and sex of animals.

Materials and Methods: A total of 288 goats (101 male and 187 female) were randomly sampled during winter and summer in areas representing four AEZs (arid: 80; semi-arid: 76; humid: 62; and dry sub-humid: 70) of South Africa. Fecal samples from each animal were collected from the rectum, and the presence of GIP eggs was determined using a modified McMaster technique. A sample was considered positive when a minimum of one GIP egg was detected under the microscope. Fecal cultures were prepared, and infective larvae were collected and identified. The data were analyzed by MiniTab17 (2017) using the FREQ procedure, and the association between the independent factors and the prevalence of various GIPs were evaluated using the Pearson Chi-square test (p<0.05).

Results: The overall prevalence of GIP in the present study was 37.1%, with a mean prevalence of 30.0, 26.4, 31.1, 36.6, and 59.6% for Eimeria spp., Trichuris, Strongyloides papillosus, Moniezia spp., and strongyles, respectively. There was a significant (p<0.05) association between the prevalence of strongyles, Trichuris, Moniezia spp., and AEZs, whereas an insignificant (p>0.05) association was observed for the prevalence of Eimeria spp. and S. papillosus. A significant (p<0.05) association between goat age and prevalence of all GIPs was observed, where the prevalence was higher in young goats, followed by adults, and then by suckling goats. The prevalence of various GIPs was similar between male and female goats. The percentage of infection with Eimeria spp., Trichuris, S. papillosus, and strongyle parasitic infections was marginally higher in males than in females, whereas that of the Moniezia spp. was higher in females. A significant (p<0.05) association between the prevalence of Eimeria spp. and sampling season was observed, and there was an insignificant (p>0.05) association between the other GIPs and sampling season. The prevalence of Eimeria spp. infection was higher in winter (34.0%) than in summer (26.0%).

Conclusion: AEZs and goat age are the most important risk factors influencing GIP infections in South African communal goats. These epidemiological parameters are important for outlining effective parasite control management systems against these GIPs in goats.
Isolation and molecular identification of wild Newcastle disease virus isolated from broiler farms of Diyala Province, Iraq
Authors: Alazawy Amer Khazaal , Al Ajeeli Karim Sadun
Published: January 2020

Background and Aim: Newcastle disease virus (NDV) remains a major viral disease of poultry. The morbidity and mortality rates of chickens vaccinated with NDV in broiler farms in Diyala Province were 100% and 80%, respectively, rates due to suspected infection with the highly virulent NDV. The present study aimed to isolate and identify the NDV virus and evaluate its pathogenicity in infected broiler chickens at poultry farms.

Materials and Methods: Broiler chickens at two commercial poultry farms were suspected of being infected with virulent NDV due to high mortality rates. Virus isolated from samples of intestinal tissues, lungs, trachea, spleen, kidneys, and air sacs was adapted in the allantoic cavity of embryonated specific-pathogen-free (SPF) chicken eggs. The NDV pathotype was determined based on the mean death time (MDT) in eggs as well as the intracerebral pathogenicity index (ICPI) and intravenous pathogenicity index pathogenicity indexes of the isolated samples. Broilers were experimentally infected by inoculation with fluids collected from the allantoic cavities of 60 broilers aged 35 days. Serological and molecular tests were followed by enzyme-linked immunosorbent assay to determine levels of anti-NDV immunoglobulin G, and isolates were identified using a hyperimmune (HI) test and real-time polymerase chain reaction (RT-PCR).

Results: Suspected and isolated NDV field samples propagated in the allantoic cavity of 10-day-old fertile SPF chickens were NDV positive in the rapid hemagglutination test within a few seconds. Pathogenicity indices and MDT showed that the isolated NDV was viscerotropic and velogenic. The virus was identified as NDV by the HI test using specific anti-LaSota HI serum and RT-PCR with specific primers and probes. Propagation of the virus in the allantoic cavity of embryonated hen eggs produced a viral titer of 109.5 EID50/0.1 mL.

Conclusion: The virus isolated from broiler chicken farms in Diyala Province, Iraq, was viscerotropic and velogenic according to the pathogenicity indices and RT-PCR. The isolated NDV caused 100% morbidity and 90% mortality in NDV-vaccinated and experimentally infected broiler chickens.
Model Kurikulum Bahasa Arab Kelas X Studi Komparatif Kurikulum 2013 dan Kurikulum Ismuba
Authors: Ilfan Muhammad Ilfan Fauzi
Published: January 2020

ملخص

هذا البحث يبحث على مناهج اللغة العربية  التي لديها مماثل الترقية اللغة على منهجين فرقين. أهدف هذا البحث لمعرف ما فرق بين المنهج الدراسي و المنهج الإسموبا على تعليم اللغة العربية في فصل عاشر. أساس البحث هو  مستوى التشبه و   النظام الترقية المناهج. و هذا نوع البحث الذي يُستخدم هو  بحث المكتبة مع التحليل المحتوى و هي تحليل البيانات الوصفية و تحليل البيانات مقارنية. نتائج التحليل في هذا البحث يُوجد التساوي الكفاءات الناجحة في المواد التعليم اللغة العربية و يكون فرق في ترقية الكفاءات الثانوية. ثم فضائل و خلال من خطّة الترقية اللغة العربية في فصل العاشر من وزير التربية والثقافة و مجلس التعليم الابتدائي الثانوي محمّدية. و كذالك هناك اختلافات واضحة على الجانب المادي  و هي تحمل المنهج الاسموبا ثمانية مواضيع من خلال التأكيد على عناصر القوائد و المفردات ولا تفصل بين المهارات اللغوية الأربعة و في المنهج الدراسي ستة مواضيع بحث و يعطي الأولوية للتدريب في مناقشات منفصلة عن المهارات اللغة الأربعة.

الكلمة الرئسية : المنهج الدراسي، المنهج الاسموبا، تعليم اللغة العربية

Abstrak

Tulisan ini mendiskusikan tentang kurikulum pembelajaran bahasa Arab yang mempunyai kemiripan pola dan corak pengembangan pada kurikulum 2013 dan kurikulum Ismuba. Tujuan tulisan ini untuk mengetahui bagaimana perbedaan dan persamaan implementasi kurikulum 2013 dan kurikulum Ismuba pada pembelajaran bahasa Arab kelas X. Pokok dasar kajian dalam tulisan ini yaitu adanya kesamaan jenjang dan sistem pengembangan kurikulum yang bersifat line staff atau top down sehingga perlu dikaji lebih mendalam bagaimana rancangan proses kurikulum bahasa Arab kelas X yang telah diterapkan oleh Kemendikbud RI dan Majelis Dikdasmen Muhammadiyah. Jenis penelitian yang digunakan penelitian pustaka dengan konten isi (analysis content) berupa analisis deskriptif dan analisis komparatif. Hasil analisis dalam tulisan ini ditemukan bahwa terdapat persamaan dalam penerapan Kompetensi Inti (KI) mata pelajaran bahasa Arab yang berciri khas keislaman dan terdapat perbedaan dalam pengembangan Kompetensi Dasar (KD) serta kelebihan dan kekurangan dari masing-masing rancangan sistem pengembangan kurikulum bahasa Arab kelas X dari Kemendikbud RI dan Majelis Dikdasmen Muhammadiyah. Lebih lanjut, Perbedaan mencolok terdapat pada sisi materi bahwa Ismuba mengusung delapan topik dengan mengedepankan unsur-unsur qowaid dan mufradat serta tidak memisahkan empat ketrampilan bahasa sedangkan pada kurikulum 2013 mengusung enam topik pembahasan dan lebih mengedepankan latihan (tadrib) pada pembahasan yang terpisah dari empat ketrampilan berbahasa.

Kata kunci: Kurikulum 2013, Kurikulum Ismuba, Bahasa Arab
Pengembangan Media Pembelajaran Ta‘bīr Berbasis Permainan Uno Stacko pada Siswa MA Ibnul Qoyyim Putra Yogyakarta
Authors: Angelina Mutiara , Hamdun Dudung
Published: January 2020

يهدف هذ البحث إلى معرفة تطوير الوسائل في تعليم التعبير باللعبة  uno stackoتحسين نتائج التعليم في الطلاب صف الثاني المدرسة العالية ابن قيم. ودخلت هذه الدراسة البحثية في ضمن البحوث و التنمية.تعني تطوير الوسائل في تعليم التعبير باللعبة stacko   uno. اما مكان الذي يستعمل للدراسة البحثية في هذا البحث فيقتصر في المدرسة  العالية ابن القيم يوكياكرتا فقط. وذلك ضيق الوقت في الدراسة البحثية. نتائج هذا البحث: موجود اللعبة  uno stackoفي التعليم التعبير صف الثاني المدرسة العالية. واما نتائج تجربة فمعنى مستوى قبول وسائل في تعليم التعبير باللعبة   uno stacko تزيدة نتائج التعلم في الطلاب. وجودىتصحيحات من علماء الذين تجعلون لعبة الطريقة تعليمية في مرحلة المدرسة العالية تزداد كاملة ويصل الي الكيفية اللعبة الجيدة.

Abstrak

Pembahasan dalam artikel ini bertujuan untuk mengetahui tentang pengembangan media pembelajaran ta‘bīr berbasis permainan uno stacko dapat meningkatkan hasil belajar pada siswa kelas XI IPA Madrasah Aliyah Ibnul Qoyyim Putra. Penelitian ini masuk dalam ketegori penelitian research and development yang melakukan pengembangan media pembelajaran ta‘bīr berbasis permainan uno stacko. Adapun lokasi penelitian dalam artikel ini hanya terbatas di kelas XI IPA MA Ibnul Qoyyim Putra Yogyakarta sebagai satu-satunya lokasi penelitian, dikarenakan adanya keterbatasan waktu dalam penelitian. Hasil penelitian dalam artikel ini menunjukkan: 1) terciptanya permainan uno stacko arabic pada pelajaran ta‘bīr kelas XI IPA tingkat Madrasah Aliyah. 2) hasil uji coba untuk keberterimaan dari adanya media pembelajaran uno stacko ini sangat positif, disebabkan adanya peningkatan pada hasil belajar siswa. 3) adanya beberapa revisi dari para ahli yang menjadikan permainan uno satcko arabic kelas XI IPA Madrasah Aliyah bertambah sempurna dan memenuhi standar kualitas permainan yang baik.

Kata kunci: Pengembangan, Media Pembelajaran, Pembelajaran Ta‘bīr, Media Uno Stacko.
Pengembangan Media Pembelajaran Arabic Corner Mumtāz untuk Meningkatkan Penguasaan Mufradāt Kelas XI Agama 2 MAN 3 Bantul
Authors: Syarifah  , Rodli Ahmad
Published: January 2020

يهدف هذا البحث إلى تطوير وسيلة التعلم "العربية الزاوية ممتاز" لترقية تعلم المفردات و لمعرفة كم أعظم أثره على إنجاز تعلم المفردات للطلاب في الفصل الحادي عشر الدينية الثانية بمدرسة الثالث الإسلامية الحكومية بانتول. يستخدم هذا البحث نموذج البحث والتطوير. نتائج هذا البحث هي وسيلة التعلم "العربية الزاوية ممتاز" للفصل الحادي عشر الدينية الثانية بمدرسة الثالث الإسلامية الحكومية بانتول. بناء على تقييم خبراء الوسائل لوسيلة هذا التعليم، بلغ جمع النتيجة 55 من أعلى الدرجات وهي 60 على الدرجة "جيد جدًا" بنسبة 97.00٪، ويحصل تقييم خبراء المواد لهذه الوسيلة على القيمة 49 من أعلى الدرجات 60 على الدرجة "جيد جدًا" بنسبة 81.66٪. ثم بناءً على نتائج تجربة واسعة في طلاب الفصل الحادي عشر الدينية الثانية بمدرسة الثالث الإسلامية الحكومية بانتول تدل زيادة إتقان المفردات، كما يتضح من نتائج الاختبار البعدي (79.4) وهي أكبر من درجة الاختبار القبلي (61.2). بالإضافة إلى نتائج حساب الأهمية باستخدام تطبيق SPSS 18، أن القيمة الأهمية هي 0،000 <0.05، يعني أن يفرق فرقًا كبيرًا بين متوسط ​​درجات الاختبار قبل استخدام الوسيلة التعلمية وبعده. من ذلك، استنتجت أن وسيلة التعلم "العربية الزاوية ممتاز" لها آثر على زيادة إتقان المفردات لطلاب الفصل الحادي عشر الديانة الثانية بمدرسة الثالث الإسلامية الحكومية بانتول.

Abstrak

Penelitian ini bertujuan untuk mengembangkan media pembelajaran “Arabic Corner Mumtāz” dalam meningkatkan penguasaan mufradāt yang dimiliki siswa serta bagaimana pengaruh media di kelas XI Agama 2 MAN 3 Bantul. Penelitian ini menggunakan model Research and Development. Hasil Penelitian pengembangan media pembelajaran bahasa Arab ini berupa media pembelajaran Arabic Corner “Mumtāz” untuk kelas XI Agama 2 MAN 3 Bantul. Berdasarkan penilaian ahli media terhadap media pembelajaran ini diperoleh nilai secara keseluruhan adalah 55 dari skor tertinggi 60 dan memiliki kualitas “Sangat Baik” dengan persentase 97,00 %, sedangkan penilaian ahli materi terhadap media ini mendapatkan skor 49 dari skor tertinggi 60 dan memiliki kualitas “Sangat Baik” dengan persentase 81,66%. Kemudian berdasarkan hasil uji coba kelompok luas pada siswa kelas XI Agama 2 MAN 3 Bantul menunjukkan adanya peningkatan penguasaan mufradāt, dibuktikan dengan hasil posttest (79,4) lebih besar dibandingkan nilai pretest yaitu (61,2). Serta hasil perhitungan signifikansi menggunakan bantuan aplikasi SPSS 18, bahwa nilai signifikansi 0,000 < 0,05 yang artinya terdapat perbedaan yang signifikan antara rata-rata nilai tes sebelum menggunakan media pembelajaran “Arabic Corner Mumtāz” dengan setelah menggunakan media pembelajaran tersebut. Dari uraian penelitian tersebut dapat disimpulkan bahwa media pembelajaran “Arabic Corner Mumtāz” berpengaruh terhadap peningkatan penguasaan mufradāt untuk siswa kelas XI Agama 2 MAN 3 Bantul.

Kata Kunci: Media Pembelajaran, Pengembangan Media, Arabic Corner Mumtāz.
Metode Sosiodrama untuk Meningkatkan Kemampuan Bahasa Arab Siswa Madrasah Aliyah
Authors: Ismail Ahmad
Published: January 2020

Abstract

The purpose of this article is to find out the differences in student learning outcomes using the sociodrama method and how much increase in al-kalam maharah in students who apply the sociodrama method in learning Arabic which has several maharah as their basic competencies. This research is an experimental research, where the research subjects are students of Senior High School. Of the population at the school studied two homogeneous groups were taken as samples, namely Class XI of Religion 1 as an experimental class and Class XI of Religion II as a control group. This research uses Randomized Pretest-Posttest Control Group Design as its research design. The research results in this article are based on the results of statistical analysis which shows that the Posttest T-test between the control group and the experimental group obtained the value of T-count = -4.503 <T-table = 2.037 (Ha accepted) which means there is a significant difference in learning outcomes between the control group with experimental group. Whereas the T-test of the pretest and post-test of the experimental group resulted in the value of T-count = 13,348 <T-table = 2,035 (Ha accepted), which means that there was a significant increase in the learning outcomes of the experimental group students.

Keywords: Strategy, Sociodrama, Maharah Al-Kalām

 

Abstrak

Tujuan dari artikel ini adalah untuk mengetahui perbedaan hasil belajar siswa yang menggunakan metode sosiodrama dan seberapa besar peningkatan maharah al-kalam pada siswa yang menerapkan metode sosiodrama dalam pembelajaran bahasa Arab yang mempunyai beberapa maharah sebagai kompetensi dasarnya. Penelitian ini merupakan penelitian eksperimen, dimana subjek penelitiannya adalah siswa Madrasah Aliyah. Dari populasi di sekolah yang diteliti diambil dua kelompok homogen sebagai sampelnya, yaitu kelas XI Agama 1 sebagai kelas eksperimen dan kelas XI Agama II sebagai kelompok kontrol. Penelitian ini menggunakan Randomized Pretest- Posttest Control Group Design sebagai desain penelitiannya. Hasil penelitian dalam artikel ini didasarkan pada hasil analisis statistik yang menunjukkan bahwa uji T- Posttest antara kelompok kontrol dan eksperimen didapatkan nilai T-hitung = -4,503 < T-tabel = 2,037 (Ha diterima) yang artinya terdapat perbedaan yang signifikan hasil belajar antara kelompok kontrol dengan kelompok eksperimen. Sedangkan uji-T nilai pretest dan posttest kelompok eksperimen menghasilkan nilai T-hitung = 13,348 < T-tabel = 2,035 (Ha diterima), yang artinya terdapat peningkatan yang signifikan pada hasil belajar siswa kelompok eksperimen.

Kata Kunci: Strategi, Sosiodrama, Maharah Al-Kalām
تحليل جغرافي لمشكلة السكن العشوائي في مدينة كويه
Authors: Saeed Kamaran T.
Published: January 2020

يرجع ظهور مشكلة السكن العشوائي الى بدايات القرن العشرين، وذلك متواكباً مع التوسع العمراني السريع للمدن واعادة التعمير بعد الحرب العالمية، ومع تمركز الخدمات والمصالح الحكومية في المدن الرئيسة وظهور العديد من الصناعات الحديثة وتوفر الخدمات الاساسية من صحة وتعليم وامن وفرص عمل، ادى الى زيادة الهجرة الداخلية للافراد والنزوح من الريف الى المدن سعيا وراء الحصول على فرص عمل وحياة افضل . ظاهرة السكن العشوائي الذي استفحل في اغلب مدن العالم وبخاصة مدن البلدان النامية ومنها مدينة كويه التي عجزت عن توفير الخدمات العامة و السكن على وجه الخصوص، وبالرغم من عدم حداثة هذه الظاهرة في المدينة الا انها ازدادت في الآونة الأخيرة وبخاصة بعد عام ١٩٨٧ مما أدى الى ظهور المحلات العشوائية في المدينة وظهر السكن العشوائي في (١٩) محلة من مجموع (٢٩) محلة في المدينة، وقد وصلت و مساحة السكن العشوائي الى (٣١٧.٦) هكتارا و بنسبة مقدارها(١٥.٢%) من مجموع مساحة المدينة، وبلغ عدد الوحدات السكنية العشوائية فى منطقة الدراسة(٨٠١٣)وحدة سكنية وتصل نسبتها إلى(٤٣.٨%)من مجموع الوحدات السكنية في مدينة كويه، وأطلق على هذه العشوائيات تسميات مختلفة منها السكن السرطاني، ومدن الصفيح، والسكن القزمي، والمتجاوزين، والسكن غير القانوني، والعشوائيات، ومدن الأكواخ وهناك من يحبذ استعمال عبارة ( سكن غير اللائق)  بدل السكن العشوائي وأعتقد أن التسمية التي يجب إطلاقها على هذه الظاهرة هي السكن الاضطراري وذلك لما يصادفه المواطن من عراقيل وصعوبات و مشاكل يضطر معها اللجوء الى السكن العشوائي، بما أن ظاهرة البناء غير الرسمي أو العشوائي أضحت تطوق أغلب المدن اقليم كوردستان.
A century of teacher education in India: 1883-1985
Authors: Mangal Aarti
Published: January 2020

Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.
A educação no Brasil colonial a partir do Serro/MG (1702 a 1758)
Authors: Briskievicz Danilo Arnaldo
Published: January 2020

We investigate the history of education in colonial Brazil based on the formation of the city of Serro, one of the first gold towns occupied by the Portuguese metropolis in the 18th century. From the starting point of the colonization of the Serro do Frio mines in 1702 – documented in the book of record of the mines by the clerk Lourenço Carlos Mascarenhas de Araújo, we narrate the tensions between the literate and illiterate, between the colonizers and colonized, between the discoverers, indigenous peoples and African slaves. We show that education occurred in this context through the spontaneous teaching that takes place in daily life, in relations with the patron, with the Senate of the Chamber, and in the corporations of mechanical workshops for the construction of churches, creating an urbanity marked by race, economics and policies. The methodology is historical microanalysis, that is a microhistorical approach, with a reconstruction of narratives from primary and secondary sources. In addition to the narrative that reconstituted the history of education which occurred in the clash between Brazil and Portugal, or between Serro and Portugal, we sought parallels with Norbert Elias’ concept of civilizing process, Max Weber’s definition of modern bureaucratization, and Pierre Bourdieu’s conceptualization of how symbolic power operates to elucidate how and in what way informal education occurred in that context.
El boom tecnológico en las escuelas de los años 80: una aproximación al programa ATENEA español
Authors: Machado Trujillo Cristian
Published: January 2020

Aims: This paper aims to analyse the debate concerning the incorporation of Information and Communication Technologies (ICT) by the Spanish Educational System, specifically the background and development of the first state-sponsored experimental programme, the Atenea project (1985-1992). Methodology and sources: To this end, we performed a review of documents pertaining to the programme and its evaluation, also taking into account the debates it generated. These documents were supplemented by reports and evaluations on related programmes, the conclusions of which we analyse in comparison with some of the contemporary reports, such as the one published by the OECD in 2015. Conclusions: Some of the fundamental debates that arose as a result of these programmes promoting the use of computers, in particular the Atenea, are strikingly valid but still lack a clear response. In the case of the promotion of ICT as an educational tool, we must recognize the relevance of corporate and business interests that saw the Education System as a large market, and therefore encouraged this type of programme, favouring an application focused more on the instrumental level than on the pedagogical one.
Entre la educación estatal y la privada: el dilema ideológico del judeo-progresismo argentino (1955-1995).
Authors: Visacovsky Nerina
Published: January 2020

This article reconstructs a political-educational dilemma that plagued the progressive Argentine Jews of the Yiddisher Kultur Farband (YKUF), or Federation of Jewish Cultural Entities (from now on, «the Ykufists»), between 1955 and 1995. Ideologically close to the Communists, they defended the secular, gratuitous and compulsory education principles embodied in Law 1420 (1884), and the postulates of autonomy, co-government and freedom of University Reform (1918). In 1958, faced with the «secular or free» conflict, which polarized the citizenship between those who defended a private-confessional education and those who advocated the exclusiveness of a secular state education, the Ykufists actively demonstrated their affinity with the latter. Parallel to this, they supported a network of idiomatic schools in Yiddish (shules), founded by immigrants, which played a «complementary» role. These shules declined towards the 1960s. To save them, they had to be turned into full-time private schools, but that would go against their principles in favour of a public and egalitarian education. At the 9th YKUF Congress in 1968, delegates from all over the country voted to continue with the shules for as long as possible, but not to compete with the state school. However, two decades later, in the nineties, YKUF was happy for a private secular school to be opened in one of its institutions; what social and political transformations generated this change? How did they manage to reconcile a discourse in favour of state education and then green light a private school? Based on extensive research, this article analyses, in light of the national and international context, the educational dilemmas of this progressive Jewish group, which identified with the Argentine middle classes.
The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s
Authors: Dallabrida Norberto
Published: January 2020

The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.
Until the Revolution: Analyzing the Politics, Pedagogy, and Curriculum of the Oakland Community School
Authors: Robinson Robert P
Published: January 2020

In United States conversations about progressive pedagogy and alternative forms of education, the longstanding models that scholars used were predominantly white. African-American historians of education have problematized this narrative. More recently, the interdisciplinary field of Black Power studies has increased investigation into Afrocentric pedagogy and Black politically-engaged education after World War II (Rickford, 2016). While much attention has been paid to the freedom schools, educational sites run by Black revolutionary nationalists have received less attention. One particular site is the Oakland Community School (OCS), the Black Panther Party’s full-time day school. Initially a combined day-care and home school known as the Children’s House in 1970, the school changed to become the Intercommunal Youth Institute in 1971. It then operated as the Oakland Community School from 1974 until 1982, earning acclaim from the California Department of Education and the governor of California (Gore, Theoharis & Woodard, 2009). While multiple historical studies detail the pedagogical contours of the school and its community engagement, very few elicit the voices of former students. This work incorporates such voices, in conjunction with traditional archives and digital archival material, as a means of contextualizing the OCS within the Black Panther Party’s politics of the period and the school’s implications for contemporary education.
The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?
Authors: Robert André D , Jean-Yves Seguy
Published: January 2020

At the first levels of French secondary education (pupils 11 to 15 years of age), the classes nouvelles between 1945 and 1952 involved an important experiment in secondary school pedagogy renewal. This attempt was part of a threefold movement towards the democratization of education that spanned the early twentieth century: the will to open second degree education to more pupils and, consequently, to transform traditional pedagogical practices and implement a school guidance system. After having set the origin of this experiment in the democratic Reform project carried out by the Front Populaire government before the Second World War, this article aims to describe the particular circumstances that preceded the decision to implant these classes nouvelles in 200 schools across France at the start of the 1945 school year; the paper focuses in particular on the pedagogical principles implemented and some significant local experiences. It explores the reactions of several players in this pedagogical renewal, and the reasons why this episode ended without immediate strong repercussions on the French educational system.
«Like Air Bricks on Earth»: Notes on Developing a Research Agenda Regarding the Post-War Legacy of New Education
Authors: Van Gorp Angelo
Published: January 2020

This article presents the building blocks of a new research agenda through which the author aims to fill a gap in the existing scholarship on the history of new education in Belgium and its international links. In particular, the War years and the decades immediately following the Second World War remain un(der)explored. Since the author has only just begun to tackle this research agenda, the article presents preliminary thoughts, questions, and a critical reflection on issues related to developing such an agenda. It does this in a programmed way. The article is built on a review of the research that the author has already undertaken on the history of new education, on Ovide Decroly in particular, in search of the elements he considers equally important for a study of the post-War period. The article is organised into two main sections, focusing on the dimensions of space and time, respectively. The article distinguishes the Epoch of new education from the recuperation of the new education legacy through appropriation processes in the post-War period; it discusses the need for a transnational dimension and calls for international collaboration; moreover, it introduces the notion of contemporariness as a concept for critical assessment of the post-War legacy of new education.
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal
Authors: Southwell Myriam
Published: January 2020

Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.
Pedagogic Alternatives in Italy after the Second World War: the Experience of the Movimento di Cooperazione Educativa and Bruno Ciari’s New School in Bologna
Authors: D’Ascenzo Mirella
Published: January 2020

This contribution explores the historical and educational context in Italy after the Second World War, focusing on the pedagogical and educational innovation of the Movimento di Cooperazione Educativa (Educational Cooperation Movement, MCE), founded to promote the techniques of Freinet, and in particular Bruno Ciari, teacher, politician and driving force behind national school renewal in Italy. Using printed sources and archives from the period, the paper looks at the social and pedagogical experiment developed by Bruno Ciari between 1966 and 1970 and promoted in the city of Bologna through «Pedagogic Februaries»; these involved a series of events, conferences and training initiatives, organised with the cooperation of key universities, targeting teachers and families in order to develop an innovative, shared school culture. From the egodocuments of a preschool teacher who worked with Bruno Ciari in the city of Bologna, we enter the heart of the renewal of teaching practices, highlighting the tormented process of change in the teaching profession, in favour of a school that would be a true alternative to the traditional model and open to the democratic demands of all society.
Images of Pedagogical Innovation: Escola da Ponte (Portugal)
Authors: Manique da Silva Carlos
Published: January 2020

This paper highlights a pedagogical experience that began in Portugal in 1976, namely that of the Escola da Ponte, the success of which was based on a shift from the graded school model. Unlike the majority of educational reforms that were tested throughout the twentieth century, changes were made in Escola da Ponte precisely due to the fact that the genetic matrix of the school model, the classroom, had been called into question. Therefore, it is not surprising that since the late 1980s, Escola da Ponte has received multiple visitors, associated with the knowledge of new ideas and pedagogical methods. Departing from the research of Larry Cuban (2008), however, the initial aim of this paper is to reflect on the inflexibility of the school model. Secondly, with a view to understanding how Escola da Ponte was «regarded» by its visitors (based on their own photographic records), the use of visual documents in historical research is addressed. The pedagogical project of Escola da Ponte is then discussed. Finally, a number of photographs depicting pedagogical action in the School in the 1980s and 1990s are considered. Based on the assumption that images are representations of objects, in other words, re-representations (Collelldemont, 2010), this paper seeks to reveal what the photographs sought to transmit, and how they should be interpreted in terms of pedagogical innovation.
Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982)
Authors: Groves Tamar
Published: January 2020

Students eventually finish their degrees and are incorporated in the labour market. The impact of ex-activists of student movements on their workplace is a relatively unknown aspect of student mobilization. This article looks at how the exciting university years and the experience acquired in collective actions and protest are introduced in professional spheres. It uses the case of Spanish teachers to see how the spirit of the 1960s influenced professional mobilization in the Spanish Education system in the 1970s and 1980s. The article begins with contemporary discussions regarding professions and advocacy. It explores this notion across several professions, culminating in how it is used today with regard to teachers’ professionalism. The next section of the article looks at the students’ movement in Spain and how it combined international demands with the national struggle against the dictatorship. The relationship between the students’ movements and the mobilization of primary and secondary education is the issue of the following section. Finally, it looks at the struggle of teachers around several issues such as the access to and quality of education, the opening of preschools centers and teacher training in order to illustrate the effort to forge a social-professional identity tied to wider social struggles.
Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
Authors: Depaepe Marc
Published: January 2020

I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpädagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).