The Challenge of Rethinking History Education: On Practices, Theories, and Policy [NOOK Book]

Overview

In The Challenge of Rethinking History Education, Bruce A. VanSledright argues for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation.
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The Challenge of Rethinking History Education: On Practices, Theories, and Policy

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Overview

In The Challenge of Rethinking History Education, Bruce A. VanSledright argues for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation.
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Editorial Reviews

From the Publisher
"VanSledright (Univ. of Maryland, College Park) is a leading expert in the field of history education, and it shows....This book is the best single account of how to teach for historical thinking to date. It is written in straightforward, engaging prose without compromising depth and will be useful for history and education students and faculty at any level. Highly recommended."—CHOICE

"Bruce A. VanSledright’s The Challenge of Rethinking History Education: On Practices, Theories, and Policy is a powerful and ambitious model for teaching more intellectually demanding—and satisfying—history in schools…The structure is unique, intriguing, and (particularly for classroom practitioners) approachable… It is also the kind of work that a short review really cannot do justice and that merits a full reading. History education will benefit if the book soon sees service in teacher education methods courses and professional development programs."—Teachers College Record

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Product Details

  • ISBN-13: 9780203844847
  • Publisher: Taylor & Francis, Inc.
  • Publication date: 7/30/2010
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 232
  • Sales rank: 1,127,184
  • File size: 630 KB

Meet the Author

Bruce A. VanSledright is Professor in the Department of Curriculum and Instruction at the University of Maryland, College Park.

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Table of Contents

Introduction

1. Seeking a More Potent Approach to Teaching History

2. On the Limits of Collective Memorialization and Persistent Instruction

3. The Case of Thomas Becker—Using Knowledge of History as a Domain to Structure Pedagogical Choices

4. Learning History—What Do Students Know and What Can they Do With That Knowledge?

5. Teaching About Indian Removal—Describing and Unpacking the Investigative Approach

6. Assessing Student Learning

7. Theorizing Investigative History Teaching

8. How Are History Teachers to Learn to Teach Using an Investigative Approach?

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