MasterClass in history education: transforming teaching and learning
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
Bloomsbury
2016
|
| Schriftenreihe: | MasterClass series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xvi, 292 Seiten Illustrationen |
| ISBN: | 9781472534873 9781472525185 |
Internformat
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Datensatz im Suchindex
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| adam_text | Contents
List of Figures and Tables viii
Notes on Contributors X
Series Editor s Foreword XV
Introduction 1
Christine Counsell, Katharine Burn and Arthur Chapman
Part ! RESEARCHING HISTORY EDUCATION
Historical Change: In Search of Argument
Rachel Foster
Historical Causation: Counterfactual Reasoning and the Power of
Comparison
Ellen Buxton
Evidential Thinking: Language as Liberator and Gaoler
Paula Worth
Historical Interpretation: Using Online Discussion
Daniel Magnoff
Historical Significance: Giving Meaning to Local Places
Michael Harcourt
Unmasking Diversity: Curriculum Rhetoric Meets the Classroom
Robert Somers
23
Knowledge and Language: Being Historical with Substantive Concepts 43
Michael Fordham
Frameworks for Big History: Teaching History at Its Lower Resolutions 59
Rick Rogers
77
105
121
135
VI Contents
Part ii DISCUSSING HISTORY EDUCATION RESEARCH
Causation, Chronology and Source Interpretation: Looking at
School History from the Perspective of a University History Faculty 153
Reflections on Chapters by Ellen Buxton, Paula Worth and Rick Rogers
John Watts
On the Dual Character of Historical Thinking: Challenges for Teaching
and Learning
Reflections on Chapters by Daniel Magnoff, Rachel Foster and Ellen Buxton
Allan Megill
159
1 1 Exploring the Relationship between Substantive and
Disciplinary Knowledge
Reflections on Chapters by Michael Fordham, Michael Harcourt and
Daniel Magnoff
Kate Hammond
Teaching for Historical Understanding: Thematic Continuities
with the Work of Lawrence Stenhouse
Reflections on Chapters by Rachel Foster, Robert Somers and Paula Worth
John Elliott
167
173
School Subjects as Powerful Knowledge: Lessons from History
Reflections on Chapters by Rachel Foster, Ellen Buxton and Michael Fordham
Michael Young
Breaking the Ice: Encouraging Students to Excavate the
Familiar Surfaces of the Past
Reflections on Chapters by Michael Harcourt Michael Fordham and Robert Somers
Ed Podesta
185
195
Redesigning History Education to Improve Pupils
Understanding: Implications for Theory and Research 201
Reflections on Chapters by Daniel Magnoff, Michael Harcourt and Rick Rogers
Carla Van Boxtel and Jannet Van Drie
Voices from and Voices about the Past: Connecting Evidence,
Significance and Diversity 209
Reflections on Chapters by Michael Harcourt, Robert Somers and Paula Worth
Izzy Jones
Contents VII
17 History s Distinctive Contribution to Critical Citizenship 217
Reflections on Chapters by Rick Rogers, Rachel Foster and Ellen Buxton
Mark Sheehan
Part II! CONTEXTUALIZING HISTORY EDUCATION RESEARCH
18 Historical Thinking/Historical Knowing: On the Content of the
Form of History Education
Arthur Chapman
Sustaining the Unresolving Tensions within History Education and
Teacher Education
Katharine Burn
History Teacher Publication and the Curricular What? : Mobilizing
Subject-specific Professional Knowledge in a Culture of Genericism
Christine Counsell
225
233
243
Notes
References
Index
253
257
279
Masterclass in History Education draws on international research and practice to present effective and engaging
approaches for history teachers who want to explore the ways in which reading, research and reflection can support
the development of history teaching and learning in the classroom.
At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working
in a range of contexts. Each history teacher addresses clear questions arising from their practice and together they
illustrate various approaches to data collection, data analysis and argument. These history teachers also show
how they drew on diverse scholarship in history and history education, including many publications by other history
teachers. In nine further chapters, other experts, including practitioner-scholars and researchers in diverse fields
(such as history, teacher education and curriculum theory), reflect on the distinctive insights that these teachers
offer and explore connections with their own fields.
The combination of perspectives and the depth of knowledge that the editors draw together reveal the importance of
different kinds of relationship between ‘theory’ and ‘practice’. The links between classroom realities and research, and
the critical use of different kinds of text will support history teachers in developing their practice and professional voice.
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