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|Appears in Collections:||eTheses from Faculty of Arts and Humanities legacy departments|
|Title: ||'O' and 'A' Level examinations in history - a content analysis, its implications for teaching and for the reform of the G.C.E. syllabus|
|Author(s): ||Inglis, William F.J.|
|Issue Date: ||1978|
|Abstract: ||The InterdIsciplInary and exploratory nature of thIs thesis has
made It difficult to write.
The thesIs is InterdIscIplinary in the sense that it touches on a
number of broad areas of study. The methodology which was adopted,
In partIcular the use of content analysis and of certaIn statIstical
processes rests on a knowledge of psychology. The category system
which is made up of a number of types of hIstory could only be
constructed after an extensIve consideration of the nature of history.
The discussIon of the case for and agaInst the current syllabus,and
the proposal for a new alternative syllabus at '0' and 'A' level
(see Chapters 13 and 14), draws mainly on an understanding of the
theoretical debates about the teaching of history which have occurred
since the Second World War. FInally throughout the thesis references
are made to the evidence and Ideas put forward by historians about
particular periods of history.
The thesis Is also exploratory.· The findings which are reported
arise from the use of a category system drawing on the different types
of history developed by hIstorians. No other researchuhas attempted
to create such a broad category system, to assess Its valIdIty and
reliability and then to employ It to code material dealinq with
extensive periods of British and European history. At the same
time the arguments, whIch are employed to defend and to attack the
existinq syllabus (see Chapter 13), and to construct the outlines of
a new syllabus (see Chapter 14), had to be created almost ab initio,
since the dominance of particular types of history. both at
university and school level. has not been debated extensively.
either by historians. or by those writers. who discuss the teaching
o f h·I story.
These two asoects of the thesis have had a number of reoercussions.
First of all vast topics have had to be discussed in a cursory
fashion. For example all the arguments for the inclusion or
exclusion of oartlcular types of history in the category system had
to be reviewed in one chapter. a few pages being devoted to each of
the types of history. Secondly maior themes and arguments relating
to the nature of history. and to history teachinQ. have had to be
exemplified with disturbing brevity. Thus the debate over the
impact of oarticular types of history on the community(l) had to be
illustrated by a small number of examples when the whole thesis
could have been devoted to the discussion. Thirdly. and finally.
the wide ranging nature of the thesis has made it impossible to
conduct the exhaustive study of every aspect of the subject which
would have been appropriate had the topic been more narrowly defined.
However. despite these disadvantages. it is to be hoped that this
interdisciplinary and exploratory study will throw light on a vital
area of the history syllabus in schools.|
|Type: ||Thesis or Dissertation|
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