The practice of university history teaching

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Bibliographic Information

The practice of university history teaching

edited by Alan Booth and Paul Hyland

Manchester University Press, 2000

  • : hard
  • : pbk

Available at  / 8 libraries

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Note

Includes bibliographical references and index

Description and Table of Contents

Volume

: hard ISBN 9780719054914

Description

Provides a guide to good practice and its development in the teaching and learning of history in universities and colleges. Its contributors examine recent thinking on the teaching of the subject, survey current practices, and provide practical advice to teachers and departments at a time of considerable change. Using a variety of approaches grounded in research, experimentation and reflection, the authors address central issues facing history teaching today. Topics covered include: scholarship and history teaching; teaching adn academic careers; creating an effective learning context; skills and the history curriculum; modularization; teaching students through active learning; devising imaginative seminars; teaching with larger classes; using the Web as a teaching and learning resource; and integrating IT into the history curriculum. There are also essays on the role of fieldwork, teaching oral history to undergraduates, rethinking the history essay, practices of seminar assessment, developing assessed group-work, assessing learning outcomes, and learning from feedback on assessment.

Table of Contents

  • Introduction: developing scholarship in history teaching, Alan Booth, Paul Hyland. Part 1 Context and course design: teaching and the academic career, Colin Brooks et al
  • creating a context to enhance student learning in history, Alan Booth
  • skills and the structure of the history curriculum, Tim Hitchcock et al
  • re-thinking the history curriculum - enhancing students' communication and group-work skills, Hannah Barker et al
  • integrating IT into the history curriculum, Roger Lloyd-Jones, Merv Lewis
  • history in cyberspace - challenges and opportunities of Internet-based teaching and learning, Mike Winstanley, Guinevere Glasfurd. Part 2 Enhancing teaching and learning: motivating students by active learning in the history classroom, Peter J. Frederick
  • imaginative ideas for teaching and learning, Peter Davies et al
  • deep learning and the large seminar in history teaching, John R. Davis, Patrick salmon
  • progression within modular history degrees - profiling for a student-centred approach, John Peters et al
  • teaching oral history to undergraduate researchers, Alistair Thomson
  • fieldwork in history teaching and learning, Ian Dawson, Joanne de Pennington. Part 3 Learning and assessment: re-appraisal and recasting the history essay, Dai Hounsell
  • assessing students in seminars - an evaluation of current practice, Susan Doran et al
  • assessing group-work to develop collaborative learning, Tony Nicholson, Graham Ellis
  • assessing learning outcomes - tests, gender and the assessment of historical knowledge, Robert S. Grossweiler et al
  • learning from feedback on assessment, Paul Hyland.
Volume

: pbk ISBN 9780719054921

Description

This is the first book to explore the relationship between literary modernism and the British Empire. Contributors look at works from the traditional modernist canon as well as extending the range of work addresses - particularly emphasising texts from the Empire. A key issue raised is whether modernism sprang from a crisis in the colonial system, which it sought to extend, or whether the modern movement was a more sophisticated form of cultural imperialism. The chapters in Modernism and empire show the importance of empire to modernism. Patrick Williams theorises modernism and empire; Rod Edmond discusses theories of degeneration in imperial and modernist discourse; Helen Carr examines Imagism and empire; Elleke Boehmer compares Leonard Woolf and Yeats; Janet Montefiore writes on Kipling and Orwell, C.L. Innes explores Yeats, Joyce and their implied audiences; Maire Ni Fhlathuin writes on Patrick Pearse and modernism; John Nash considers newspapers, imperialism and Ulysses; Howard J. Booth addresses D.H. Lawrence and otherness; Nigel Rigby discusses Sylvia Townsend Warner and sexuality in the Pacific; Mark Williams explores Mansfield and Maori culture; Abdulrazak Gurnah looks at Karen Blixen, Elspeth Huxley and settler writing; and Bill Ashcroft and John Salter take an inter-disciplinary approach to Australia and 'Modernism's Empire'. -- .

Table of Contents

  • Introduction: developing scholarship in history teaching, Alan Booth, Paul Hyland. Part 1 Context and course design: teaching and the academic career, Colin Brooks et al
  • creating a context to enhance student learning in history, Alan Booth
  • skills and the structure of the history curriculum, Tim Hitchcock et al
  • re-thinking the history curriculum - enhancing students' communication and group-work skills, Hannah Barker et al
  • integrating IT into the history curriculum, Roger Lloyd-Jones, Merv Lewis
  • history in cyberspace - challenges and opportunities of Internet-based teaching and learning, Mike Winstanley, Guinevere Glasfurd. Part 2 Enhancing teaching and learning: motivating students by active learning in the history classroom, Peter J. Frederick
  • imaginative ideas for teaching and learning, Peter Davies et al
  • deep learning and the large seminar in history teaching, John R. Davis, Patrick salmon
  • progression within modular history degrees - profiling for a student-centred approach, John Peters et al
  • teaching oral history to undergraduate researchers, Alistair Thomson
  • fieldwork in history teaching and learning, Ian Dawson, Joanne de Pennington. Part 3 Learning and assessment: re-appraisal and recasting the history essay, Dai Hounsell
  • assessing students in seminars - an evaluation of current practice, Susan Doran et al
  • assessing group-work to develop collaborative learning, Tony Nicholson, Graham Ellis
  • assessing learning outcomes - tests, gender and the assessment of historical knowledge, Robert S. Grossweiler et al
  • learning from feedback on assessment, Paul Hyland.

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