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Emily St. John Mandel: IMG Powell’s Q&A: Emily St. John Mandel



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Knowing, Teaching and Learning History: National and International Perspectives

by

Knowing, Teaching and Learning History: National and International Perspectives Cover

 

Synopses & Reviews

Publisher Comments:

Read the #LINK<Introduction>#.

"The 22 useful and engaging essays in this book represent leading work in the scholarship of teaching and learning related to history. The collection is a valuable effort. Hopefully these essays will do much to bridge the gap between historians, teacher educators, and teachers."—Teaching History

"This is not a static voyage; rather, it is one that will take the interested reader on a wonderful journey of discovery and reexamination. . . . Captured within its pages, Knowing provides an educational framework that anchors the discipline and centers its impact upon society."

Canadian Social Studies

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

Tabble of Contents

Acknowledgments ix

Introduction 1

part i Current Issues in History Education 15

1 Schweigen! die Kinder! or, Does Postmodern HistoryHave a Place in the Schools? 19

Peter Seixas

2 Is It Possible to Teach Beliefs, as Well as Knowledgeabout History? 38

James V. Wertsch

3 Teaching and Learning History in Canada 51

Desmond Morton

4 Dilemmas and Delights of Learning History 63

David Lowenthal

5 The Caliph's Coin: The Currency of NarrativeFrameworks in History Teaching 83

Denis Shemilt

6 The Convergence Paradigm in Studying EarlyAmerican History in the Schools 102

Gary B. Nash

7 Constructing World History in the Classroom 121

Ross E. Dunn

part ii Changes Needed to Advance Good

History Teaching 141

8 The Educational Backgrounds of History Teachers 143

Diane Ravitch

9 A Catwalk across the Great Divide: Redesigning theHistory Teaching Methods Course 156

G. Williamson McDiarmid and Peter Vinten-Johansen

10 What's This New Crap? What's Wrong withthe Old Crap? Changing History Teachingin Oakland, California 178

Shelly Weintraub

part iii Research on Teaching and Learningin History 195

11 Progression in Historical Understanding amongStudents Ages 714 199Peter Lee and Rosalyn Ashby

12 Lessons on Teaching and Learning in History fromPaul's Pen 223

Gaea Leinhardt

13 Methods and Aims of Teaching History in Europe:A Report on Youth and History 246

Bodo von Borries

14 How Americans Use and Think about the Past:Implications from a National Survey forthe Teaching of History 262

Roy Rosenzweig

15 Articulating the Silences: Teachers and AdolescentsConceptions of Historical Significance 284

Linda S. Levstik

16 Making Historical Sense 306

Sam Wineburg

part iv Models for Teaching 327

17 Into the Breach: Using Research and Theory to ShapeHistory Instruction 331

Robert B. Bain

18 Making Connections: The InterdisciplinaryCommunity of Teaching and Learning History 353

Christine Gutierrez

19 A Case Study of Developing Historical Understandingvia Instruction: The Importance of Integrating TextComponents and Constructing Arguments 375

James F. Voss and Jennifer Wiley

20 Historical Understanding: Beyond the Past and intothe Present 390

Veronica Boix-Mansilla

21 Getting Specific about Training in Historical Analysis:A Case Study in World History 419

Peter N. Stearns

22 The Sourcer's Apprentice: A Tool forDocument-Supported Instruction 437

M. Anne Britt, Charles A. Perfetti, Julie A. Van Dyke,and Gareth Gabrys

Postlogue 471

Contributors 477

Synopsis:

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.

Synopsis:

Including single-authored titles, primary source collections, and readers, The History of Disability series will address the full range of topics in disability history: policies and laws, political movements and organizations, medical treatment anf views, education, institutions and agencies, philanthropy, labor, eugenics, cultural representations, disability cultures, and more.<P>Books in the series will trace the intersections of disability with gender, race, ethnicity, and class. While some books will focus on particular disability groups, others will attempt to excavate the unspoken, unacknowledged, and often invisible ties that bind people with different disabilities together in a common history. The individual contributions and the series as a whole will bring to light the underlying common themes that bridge the apparent divisions among physical, sensory, and mental disability. Informed by the social constructionist insights and interdisciplinarity of cultural studies but firmly grounded in empirical research, the series will facilitate development of both the theory and methodology of disability history.<P>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.<P>The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encouragethis 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 a

About the Author

Peter N. Stearns is Provost and University Professor at George Mason University. Since 1967, he has served as editor-in-chief of The Journal of Social History. His numerous books include World History in DocumentsAmerican Behavioral History; and Anxious Parents.

Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has published numerous articles on social studies curriculum, historical understanding, and school-university collaboration.

Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.

Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.

Product Details

ISBN:
9780814781425
Editor:
Stearns, Peter N.
Editor:
Wineburg, Samuel S.
Editor:
Stearns, Peter N.
Editor:
Wineburg, Samuel S.
Editor:
Seixas, Peter C.
Author:
Wineburg, Sam
Author:
Wineburg, Samuel S.
Author:
Stearns, Peter
Author:
Seixas, Peter C.
Author:
Handal, Shafik
Author:
Seixas, Peter
Author:
Stearns, Peter N.
Editor:
Seixas, Peter C.
Publisher:
New York University Press
Location:
New York
Subject:
History
Subject:
Study & Teaching
Subject:
Historiography
Subject:
Histoire
Subject:
Historiographie
Subject:
HISTORY_STUDY AND TEACHING
Subject:
TEACHING OF A SPECIFIC SUBJECT
Subject:
General History
Subject:
History -- Study and teaching.
Subject:
Education-Teaching Social Studies
Subject:
Communism & Socialism
Copyright:
Edition Description:
Trade paper
Series Volume:
5
Publication Date:
20000931
Binding:
TRADE PAPER
Language:
English
Illustrations:
Yes
Pages:
482
Dimensions:
9 x 6 in

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Related Subjects

Business » General
Education » General
Education » Teaching » Guides
Education » Teaching » Social Studies
History and Social Science » Politics » General
History and Social Science » Western Civilization » Historiography
History and Social Science » World History » Historiography

Knowing, Teaching and Learning History: National and International Perspectives Used Trade Paper
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Product details 482 pages New York University Press - English 9780814781425 Reviews:
"Synopsis" by , 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.

"Synopsis" by , Including single-authored titles, primary source collections, and readers, The History of Disability series will address the full range of topics in disability history: policies and laws, political movements and organizations, medical treatment anf views, education, institutions and agencies, philanthropy, labor, eugenics, cultural representations, disability cultures, and more.<P>Books in the series will trace the intersections of disability with gender, race, ethnicity, and class. While some books will focus on particular disability groups, others will attempt to excavate the unspoken, unacknowledged, and often invisible ties that bind people with different disabilities together in a common history. The individual contributions and the series as a whole will bring to light the underlying common themes that bridge the apparent divisions among physical, sensory, and mental disability. Informed by the social constructionist insights and interdisciplinarity of cultural studies but firmly grounded in empirical research, the series will facilitate development of both the theory and methodology of disability history.<P>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.<P>The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encouragethis 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 a
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