A detailed account of the way history is taught in schools. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn, addressing the realities of classroom history tea…
Why do we teach and learn about the past? How is history taught in schools? What are the influences on the way teachers teach and pupils learn about the past? History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experien…
Although most of us think of history--and learn it--as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past. A cognitive psycholog…
Although most of us think of history--and learn it--as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past. A cognitive psycholog…
Although most of us think of history--and learn it--as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past. A cognitive psycholog…
'Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high sch…
"R. G. Collingwood's name is known to history educators around the world yet few have charted the depths of his ideas on what it means to be educated in history. In this book, Marnie Hughes-Warrington begins with the aspects of Collingwood's work best known to educators - re-ena…
"R. G. Collingwood's name is known to history educators around the world yet few have charted the depths of his ideas on what it means to be educated in history. In this book, Marnie Hughes-Warrington begins with the aspects of Collingwood's work best known to educators - re-ena…
"The study of history in Canada has a history of its own, and its development as an academic discipline is a multifaceted one. The Professionalization of History in English Canada charts the transition of the study of history from a leisurely pastime to that of a full-blown acad…
"The study of history in Canada has a history of its own, and its development as an academic discipline is a multifaceted one. The Professionalization of History in English Canada charts the transition of the study of history from a leisurely pastime to that of a full-blown acad…
This third volume takes "raising standards" as its central theme. Raising standards is no simple matter, either conceptually or empirically, whatever politicains might think. If it is to happen, it must draw on research and practical experience, preferably from more than one cou…
This third volume takes "raising standards" as its central theme. Raising standards is no simple matter, either conceptually or empirically, whatever politicains might think. If it is to happen, it must draw on research and practical experience, preferably from more than one cou…
