A Survey Study about History Teachers Interpretation and Perception of Lgr 22

Recently a new national curriculum was introduced in Swedish grade schools. This study set out with the purpose to investigate how teachers have interpreted and perceived the new policy documents during their first year in action. The theoretical framework consists of Aristotle's qualification of knowledge which divides knowledge into three forms: episteme (scientific knowledge), techne (practical knowledge, skills, and crafts) and phronesis (practical wisdom). Through the lens of Aristotle's three forms of knowledge, we analyze the results of our semi structured survey which consists of both closed, semi-open, and open questions. The data consists of eleven survey answers by history teachers across the country. The results illustrate that teachers have interpreted and perceived the new national curriculum differently, and have, therefore, drawn different conclusions based on their different circumstances. However, the teachers seem to share a mutual understanding that subject knowledge is more emphasized in the new national curriculum. Most of the teachers devote time to practical knowledge in their lesson plans, but argue that the development of practical wisdom, however, is rather a spontaneously occurring form of knowledge that is not or cannot be planned ahead as easily. Lastly, the results of this study indicate that training, collegial communication, and consultation can have an impact on the understanding of a curriculum

A Survey Study about History Teachers Interpretation and Perception of Lgr 22

Recently a new national curriculum was introduced in Swedish grade schools. This study set out with the purpose to investigate how teachers have interpreted and perceived the new policy documents during their first year in action. The theoretical framework consists of Aristotle's qualification of knowledge which divides knowledge into three forms: episteme (scientific knowledge), techne (practical knowledge, skills, and crafts) and phronesis (practical wisdom). Through the lens of Aristotle's three forms of knowledge, we analyze the results of our semi structured survey which consists of both closed, semi-open, and open questions. The data consists of eleven survey answers by history teachers across the country. The results illustrate that teachers have interpreted and perceived the new national curriculum differently, and have, therefore, drawn different conclusions based on their different circumstances. However, the teachers seem to share a mutual understanding that subject knowledge is more emphasized in the new national curriculum. Most of the teachers devote time to practical knowledge in their lesson plans, but argue that the development of practical wisdom, however, is rather a spontaneously occurring form of knowledge that is not or cannot be planned ahead as easily. Lastly, the results of this study indicate that training, collegial communication, and consultation can have an impact on the understanding of a curriculum

Cultural Diversity in History Education

The ambition with this research overview has been to gather what is observed regarding diversity in history classes. During recent years societies have changed on a global scale towards being more culturally diverse. There is a belief that individuals with different backgrounds are in need of special treatment. This, visionary multiculturalism or föreställda mångkulturen (as it is called in Swedish), can have both positive and negative effects on teachers and students. Teachers still seem to battle with how they should teach in diverse and heterogeneous classrooms, making the area relevant for research and investigation. Therefore, we pose the question: What does research claim regarding cultural diversity in history education? Collection of research was carried out using both Swedish (Libsearch and Swepub) and international (ERC) databases. Relevant research dissertations and articles were selected from Sweden, Finland, and Australia. This paper dives into two different areas of research: the praxis of teaching and identity. We found the history subject tends to be eurocentric, and teachers tend to turn to traditional teaching and use coursebooks for guidelines. Open attitudes towards diversity were visible in theory but absent in practice; moreover, intercultural objectives are implied in the syllabus for history. Students’ linguistic deficiencies are considered a challenge that gives rise to primitive knowledge teaching. Furthermore, links seem to be implied between low socioeconomic standing and diverse cultural backgrounds. Lastly, students state they feel they have a bisected identity which further problematizes teaching in a diverse classroom

Cultural Diversity in History Education

The ambition with this research overview has been to gather what is observed regarding diversity in history classes. During recent years societies have changed on a global scale towards being more culturally diverse. There is a belief that individuals with different backgrounds are in need of special treatment. This, visionary multiculturalism or föreställda mångkulturen (as it is called in Swedish), can have both positive and negative effects on teachers and students. Teachers still seem to battle with how they should teach in diverse and heterogeneous classrooms, making the area relevant for research and investigation. Therefore, we pose the question: What does research claim regarding cultural diversity in history education? Collection of research was carried out using both Swedish (Libsearch and Swepub) and international (ERC) databases. Relevant research dissertations and articles were selected from Sweden, Finland, and Australia. This paper dives into two different areas of research: the praxis of teaching and identity. We found the history subject tends to be eurocentric, and teachers tend to turn to traditional teaching and use coursebooks for guidelines. Open attitudes towards diversity were visible in theory but absent in practice; moreover, intercultural objectives are implied in the syllabus for history. Students’ linguistic deficiencies are considered a challenge that gives rise to primitive knowledge teaching. Furthermore, links seem to be implied between low socioeconomic standing and diverse cultural backgrounds. Lastly, students state they feel they have a bisected identity which further problematizes teaching in a diverse classroom

Overview of the current status of familial hypercholesterolaemia care in over 60 countries - The EAS Familial Hypercholesterolaemia Studies Collaboration (FHSC)

Management of familial hypercholesterolaemia (FH) may vary across different settings due to factors related to population characteristics, practice, resources and/or policies. We conducted a survey among the worldwide network of EAS FHSC Lead Investigators to provide an overview of FH status in different countries

Overview of the current status of familial hypercholesterolaemia care in over 60 countries - The EAS Familial Hypercholesterolaemia Studies Collaboration (FHSC)

Background and aims: Management of familial hypercholesterolaemia (FH) may vary across different settings due to factors related to population characteristics, practice, resources and/or policies. We conducted a survey among the worldwide network of EAS FHSC Lead Investigators to provide an overview of FH status in different countries. Methods: Lead Investigators from countries formally involved in the EAS FHSC by mid-May 2018 were invited to provide a brief report on FH status in their countries, including available information, programmes, initiatives, and management. Results: 63 countries provided reports. Data on FH prevalence are lacking in most countries. Where available, data tend to align with recent estimates, suggesting a higher frequency than that traditionally considered. Low rates of FH detection are reported across all regions. National registries and education programmes to improve FH awareness/knowledge are a recognised priority, but funding is often lacking. In most countries, diagnosis primarily relies on the Dutch Lipid Clinics Network criteria. Although available in many countries, genetic testing is not widely implemented (frequent cost issues). There are only a few national official government programmes for FH. Under-treatment is an issue. FH therapy is not universally reimbursed. PCSK9-inhibitors are available in ∼2/3 countries. Lipoprotein-apheresis is offered in ∼60% countries, although access is limited. Conclusions: FH is a recognised public health concern. Management varies widely across countries, with overall suboptimal identification and under-treatment. Efforts and initiatives to improve FH knowledge and management are underway, including development of national registries, but support, particularly from health authorities, and better funding are greatly needed