Read more
Zusatztext An extraordinarily rich contribution to current debates about history teaching and about teachers' use of research to inform and enhance their practice. The diversity of ideas considered here! and the quality of teaching! writing and research engagement which informs each chapter! makes this a vital addition to any conscientious history teacher's reading list. Informationen zum Autor Christine Counsell is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK. Katharine Burn is Professor of Education and Coordinator of the Oxford Education Deanery at the University of Oxford, UK Arthur Chapman is Senior Lecturer in History Education at IOE, UCL’s Faculty of Education and Society, University College London, UK. Sue Brindley is Senior Lecturer in Education at the University of Cambridge, UK.A comprehensive guide to history education, ensuring a solid foundation for supporting effective learning and teaching. Zusammenfassung 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 eight further chapters, other experts, ranging from practitioner-scholars to researchers in diverse fields (such as history, history education, teacher education, teacher research 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 of the varied contributors 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. Inhaltsverzeichnis List of Figures and Tables Notes on Contributors Series Editor’s Foreword Introduction , Christine Counsell, Katharine Burn and Arthur Chapman Part I: Researching History Education 1. Historical Change: In Search of Argument , Rachel Foster2. Historical Causation: Counter-Factual Reasoning and the Power of Comparison , Ellen Buxton3. Knowledge and Language: Being Historical With Substantive Concepts , Michael Fordham4. Frameworks for Big History: Teaching History at Its Lower Resolutions , Rick Rogers5. Evidential Thinking: Language as Liberator and Gaoler , Paula Worth6. Historical Interpretation: Using On-Line Discussion , Daniel Magnoff7. Historical Significance: Giving Meaning to Local Places , Michael Harcourt8. Unmasking Diversity: Curriculum Rhetoric Meets the Classroom , Robert Somers Part II: Discussing History Education Research 9. Causation, Chronology and Source Interpretation – Looking at School History from the Perspective of a University History Faculty: Reflections on Chapters by Ellen Buxton, Paula Worth and Rick Rogers, John Watts10. On The Dual Character Of Historical Thinking: Challenges For Teaching And Learning: Reflections on Chapters by Daniel Magnoff, Rachel Foster and Ellen Buxton, Allan Megill11. Exploring the Relationship between Substantive and Disciplinary Knowledge: Reflections on Chapters by Michael Fordham, Michael Harc...
