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Author: Husbands, Chris
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212719
Category : Education
Languages : en
Pages : 188
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Book Description
"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.
Author: Husbands, Chris
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212719
Category : Education
Languages : en
Pages : 188
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Book Description
"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.
Author: William Caferro
Publisher: John Wiley & Sons
ISBN: 1119147123
Category : History
Languages : en
Pages : 171
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Book Description
A practical and engaging guide to the art of teaching history Well-grounded in scholarly literature and practical experience, Teaching History offers an instructors’ guide for developing and teaching classroom history. Written in the author’s engaging (and often humorous) style, the book discusses the challenges teachers encounter, explores effective teaching strategies, and offers insight for managing burgeoning technologies. William Caferro presents an assessment of the current debates on the study of history in a broad historical context and evaluates the changing role of the discipline in our increasingly globalized world. Teaching History reveals that the valuable skills of teaching are highly transferable. It stresses the importance of careful organization as well as the advantages of combining research agendas with teaching agendas. Inspired by the Scholarship of Teaching and Learning movement, the book encourages careful reflection on teaching methods and stresses the importance of applying various approaches to promote active learning. Drawing on the author’s experience as an instructor at the high school and university levels, Teaching History: Contains an authoritative and humorous look at the profession and the strategies and techniques of teaching history Incorporates a review of the current teaching practice in terms of previous methods, examining nineteenth and twentieth century debates and strategies Includes a discussion of the use of technology in the history classroom, from the advent of course management (Blackboard) systems to today’s digital resources Covers techniques for teaching the history of any nation not only American history Written for graduate and undergraduate students of history teaching and methods, historiography, history skills, and education, Teaching History is a comprehensive book that explores the strategies, challenges, and changes that have occurred in the profession.
Author: Christopher C. Martell
Publisher: Teachers College Press
ISBN: 0807779261
Category : Education
Languages : en
Pages : 177
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Book Description
Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Author: Heidi Roupp
Publisher: Routledge
ISBN: 1317458923
Category : Political Science
Languages : en
Pages : 643
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Book Description
A resource book for teachers of world history at all levels. The text contains individual sections on art, gender, religion, philosophy, literature, trade and technology. Lesson plans, reading and multi-media recommendations and suggestions for classroom activities are also provided.
Author: Peter N. Stearns
Publisher: NYU Press
ISBN: 0814781411
Category : Education
Languages : en
Pages : 493
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Book Description
A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.
Author: James A. Percoco
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
James Percoco demonstrates how, using applied history, you can bring to life the people, places, and events of our nation's history, inspiring in your students a passion for the past.
Author: Joanna Wojdon
Publisher: Cambridge Scholars Publishing
ISBN: 1443888559
Category : Education
Languages : en
Pages : 220
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Book Description
Incorporating Information and Communication Technology tools into the teaching and learning of history has become a common practice worldwide. It is no longer a question of if, but of how to introduce it in the classroom in order to make history education more effective and enjoyable. This book gathers the experiences and reflections of researchers from three continents, based on their own activities and on empirical studies. The contributions concentrate on videogames related to the past, history e-textbooks, and applications for mobile devices with historical content. Some texts deal explicitly with global phenomena, such as the “Assassin’s Creed” or “Colonization” games, some present materials developed for the international market, such as a European e-textbook or mobile phone applications, while others concentrate on local experiences, such as a Chinese e-schoolbag, a Swiss tablet application, Polish and Estonian e-textbooks, or English teacher training. The book is a result, and a reinforcement, of the belief that history educators can benefit from the lessons learnt in other places of the globalising world.
Author: T. Mills Kelly
Publisher: University of Michigan Press
ISBN: 0472118781
Category : Education
Languages : en
Pages : 182
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Book Description
A practical guide on how one professor employs the transformative changes of digital media in the research, writing, and teaching of history
Author: Ola Hallden
Publisher: Routledge
ISBN: 1136477764
Category : Education
Languages : en
Pages : 273
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Book Description
Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
Author: Jeffery D. Nokes
Publisher: Teachers College Press
ISBN: 0807778028
Category : Education
Languages : en
Pages : 169
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Book Description
Learn how to design history lessons that foster students’ knowledge, skills, and dispositions for civic engagement. Each section of this practical resource introduces a key element of civic engagement, such as defending the rights of others, advocating for change, taking action when problems are observed, compromising to promote reform, and working with others to achieve common goals. Primary and secondary sources are provided for lessons on diverse topics such as the Alice Paul and the Silent Sentinels, Samuel Gompers and the American Federation of Labor, Harriet Tubman, Reagan and Gorbachev’s unlikely friendship, and Lincoln’s plan for Reconstructing the Union. With Teaching History, Learning Citizenship, teachers can show students how to apply historical thinking skills to real world problems and to act on civic dispositions to make positive changes in their communities. “Teachers will appreciate the adaptability of the unscripted lessons in this book. Each lesson provides background historical context for the teacher and the resources to expose students to themes of civic engagement that cut across historical time periods and current events. With the case studies, ideas, and sources in this book, teachers can instill students with the dispositions of democratic citizens.” —From the Foreword by Laura Wakefield, interim executive director, National Council for History Education
