Teaching and learning history
Author(s)
Bibliographic Information
Teaching and learning history
（Advances in research on teaching : a research annual / editor, Jere Brophy, v. 6(1996)）
JAI Press, 1996
Available at / 8 libraries
-
No Libraries matched.
- Remove all filters.
Note
Includes references
Description and Table of Contents
Description
This work seeks to document emerging trends in research on classroom teaching. Topic selection for each volume emphasize conceptualization and analysis of the processes of teaching (including not only the behaviours that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during and after interaction with students). Specially likely to be selected are topics that involve linking information about teaching processes with information about presage variables (especially teacher knowledge and beliefs), context variables, or student variables. Contributions to this volume elaborate on the existing knowledge base about history teaching and learning and extend it in several new directions. In the second chapter, Peter Knight reviews British theory and research on what children aged 5-16 might achieve in history, how history has been taught in British schools and current reform efforts centered around establishment of national goals and curriculum guidelines. Chapter 3 is a further discussion of findings about elementary students historical understandings.
Chapters 4-9 focus primarily on teaching and are sequenced according to grade level. They include topics such as the dilemmas faced by secondary school teachers in deciding what to teach and how to teach it and the ways in which teachers cope with value conflicts in their functioning as curricular gatekeepers.
Table of Contents
- Research and improvement of school history, Peter Knight
- Simplifications in elementary students' historical thinking, Keith C. Barton
- 'I've never done this before' - building a community of historical inquiry in a third-grade classroom, Linda Levstik, Dehea B. Smith
- Making learners and concepts central - a conceptual change approach to learner-centered, fifth-grade American history planning and teaching, Kathleen I. Roth
- Constructing historical interpretations in elementary school - a look at process and product, Myra Zarnowski
- Designing effective U.S. history curricula for all students, Douglas Carnine et al
- Closing the gap between school and disciplinary history? historian as high school history teacher, Bruce Van Sledright
- Issues and influences that shape the teaching of U.S. history, Michael Romanowski
- discussion, Jere Brophy.
by "Nielsen BookData"
