|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910785268103321 |
|
|
Autore |
VanSledright Bruce |
|
|
Titolo |
The challenge of rethinking history education : on practices, theories, and policy / / Bruce A. VanSledright |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York : , : Routledge, , 2011 |
|
|
|
|
|
|
|
ISBN |
|
1-136-92301-2 |
1-136-92302-0 |
1-282-78106-5 |
9786612781063 |
0-203-84484-X |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (231 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
History - Study and teaching |
United States History Study and teaching |
United States History Study and teaching Case studies |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Book Cover; Title; Copyright; Contents; Introduction; Chapter 1 Seeking a More Potent Approach to Teaching History; Chapter 2 On the Limits of Collective Memorialization and Persistent Instruction; Chapter 3 The Case of Thomas Becker: Using Knowledge of History as a Domain to Structure Pedagogical Choices; Chapter 4 Learning History: What Do Students Know and What Can They Do with that Knowledge?; Chapter 5 Teaching about Indian Removal: Describing and Unpacking the Investigative Approach; Chapter 6 Assessing Student Learning; Chapter 7 Theorizing Investigative History Teaching |
Chapter 8 How Are History Teachers to Learn to Teach Using an Investigative Approach?Appendix; Notes; Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a ""basic"" understanding of the country's history. Pundits seize on these results to argue that not only are students woefully |
|
|
|
|