Format:
1 Online-Ressource (707 pages)
Edition:
Online-Ausg.
ISBN:
9781119100775
Series Statement:
Wiley Handbooks in Education Ser
Content:
"Contains articles on history teaching and learning"--
Content:
Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Foreword: History Educators in a New Era -- Acknowledgments -- Introduction: History Education in (and for) a Changing World -- Section I Policy, Research, and Societal Contexts of History Education -- Chapter 1 History Curriculum, Standards, and Assessment Policies and Politics: U.S. Experiences -- The History of History Curriculum -- Global Perspectives in the History Curriculum -- Skills, Depth of Study, and Historical Thinking -- Assessment -- Conclusion -- Acknowledgments -- References -- Chapter 2 History Education Research and Practice: An International Perspective -- History Education and History Textbook Controversies in Selected Asian Contexts -- Second-Order Concepts and Progressions Around the World -- Global Scholarship on Historical Consciousness and School Curriculum -- Conclusions and New Directions in Research -- References -- Chapter 3 Research Methodologies in History Education -- Conceptual Approaches to History Education -- Qualitative Research Methodolgies -- Mixed Methods -- Quantitative Research Methodologies -- Reform Methodologies -- Looking Forward: Researching Peopleâs Perspectives on the Past -- References -- Chapter 4 Narratives of Black History in Textbooks: Canada and the United States -- Literature Review: K-12 Black History in Canada and the US -- Black History Textbooks in Canada and the US -- Discussion -- References -- Section II Conceptual Constructs of History Education -- Chapter 5 Historical Thinking: Definitions and Educational Applications -- Historical Thinking in England -- Historical Thinking in Germany -- Historical Thinking in Canada -- Historical Thinking in the US -- Conclusion -- Acknowledgments -- References
Content:
Chapter 6 Historical Reasoning: Conceptualizations and Educational Applications -- Conceptualizations of Historical Reasoning -- Historical Cognition: Underlying Knowledge, Beliefs, and Interest -- A Sociocultural Perspective: Disciplinary History and Collective Memory -- Enhancing Historical Reasoning in the Classroom -- Discussion -- References -- Chapter 7 Historical Consciousness: Conceptualizations and Educational Applications -- Historical Consciousness: A Historical Phenomenon -- Historical Consciousness in Relation to Other Concepts -- Historical Culture and the Everyday -- Historical Cognition: Spectrum of Historical Understanding, Thinking, and Literacy -- Historical Consciousness and Education -- Contested Memory and the Classroom -- Educational Applications of Historical Consciousness -- Concluding Thoughts and Future Directions -- References -- Chapter 8 Historical Empathy: Perspectives and Responding to the Past -- Conceptualizing Historical Empathy -- Rationales for Developing Historical Empathy in the Classroom -- Critiques of Historical Empathy -- Promoting Historical Empathy in the Classroom -- Measurement of Historical Empathy -- The Future of a Contested Construct -- References -- Chapter 9 Historical Agency: Stories of Choice, Action, and Social Change -- Agency in History Education -- Historical Lineage -- My Story: A Search for Agency -- Recent Definitions of Agency Used in History Education Research -- Agencyâs Shape and Content -- Historiographical Work on Agencyâs Shape and Content -- Agencyâs Content -- Identity and Subjectivity -- A Model of Individual and Historical Agency -- Discussion: Agency Through Historical Perspective -- References -- Chapter 10 Global and World History Education -- Eurocentrism in World History Curriculum and Classrooms
Content:
World History for Identity Formation -- World History for Global Awareness and Citizenship -- World History for Chronological Understanding -- World Historyâs Tools and Habits of Mind -- World History Meets Standards and Accountability -- Whither World History? -- Challenges to Improving World History Teaching -- Conclusions and Future Research -- Acknowledgments -- References -- Section III Ideologies, Identities, and Group Experiences in History Education -- Chapter 11 Critical Theory and History Education -- Critical History/History Education: An Overview -- Critiques of Existing Practices in History Education -- The Terrain of Critical History: Visions and Applications -- Representation of Race and Gender in Standards, Curricula, and Textbooks -- Representations of Indigenous Peoples -- Psychoanalytic Theories and Difficult Knowledge in History Education -- History Education and Public Pedagogy -- Conclusion and Future Directions -- Endnote -- References -- Chapter 12 National, Ethnic, and Indigenous Identities and Perspectives in History Education -- Unpacking Ethnicity -- Studentsâ Identities and Historical Understanding -- Conclusion -- References -- Chapter 13 Gender and Sexuality in History Education -- History and History Education -- Conceptual Framework -- Scope of Review and Methodology -- History Education and Gender -- Identity Politics and Research on Sexuality Within History Education -- Gender, Sexuality, and History Education as Citizenship Education -- Conclusion -- Acknowledgments -- References -- Chapter 14 âDifficult Knowledgeâ and the Holocaust in History Education -- Rationales for Holocaust Education -- Holocaust Curriculum -- Holocaust Education Organizations -- Teaching and Learning About the Holocaust -- Difficult Knowledge: A Path Forward -- References
Content:
Section IV History Education: Practices and Learning -- Chapter 15 History Teacher Preparation and Professional Development -- History Teacher Preparation -- Professional Development -- Teacher Learning: Where to Go From Here? -- References -- Chapter 16 Teaching Practices in History Education -- The State of History Teaching: A Brief Review -- History Teaching: Inquiry and Questions -- History Teaching: Disciplinary Content and Skills -- History Teaching: Sources and Evidence -- History Teaching: Communicating Conclusions and Taking Action -- Conclusion -- Acknowledgments -- References -- Chapter 17 Assessment of Learning in History Education: Past, Present, and Possible Futures -- Assessment Purposes -- Learning Constructs -- Assessment Design -- Knowledge Matters -- Measurement Matters -- Possible Futures -- Endnotes -- References -- Chapter 18 Reconceptualizing History for Early Childhood Through Early Adolescence -- Content, Time on Task, and Concepts -- The Place of Intellectual Tools in Learning History -- Conclusion -- References -- Chapter 19 Teaching Controversial Historical Issues -- Why Teach Controversial Issues? -- Differences Between Social Issues and Historical Controversies -- Types of Controversy and Aspects of Historical Understanding -- Controversial Issues as Engagement with Multiperspectivity -- Contexts and Challenges for Controversial Issues Teaching -- Conclusion -- References -- Section V Historical Literacies: Texts, Media, and Social Spaces -- Chapter 20 Reading in History Education: Text, Sources, and Evidence -- What is Historical Reading? -- Historical Reading Into Classrooms: Origins -- Cognitive Research on Historical Reading -- Historical Reading in Classrooms: Research in the 21st Century -- Discussion: Lost in Translation? -- References
Content:
Chapter 21 Writing and Argumentation in History Education -- Research on Writing -- Cognitive Processes -- Connections Between Reading and Writing -- Impact of Writing on ContentâArea Learning -- Classroom Factors -- Research on Writing and Argumentation in History Education -- Characteristics of Historical Writing -- Challenges in Argumentative Historical Writing -- Teaching Argumentative Historical Writing -- Cognitive Apprenticeships -- Studentsâ Historical Writing -- Assessing Argumentative Historical Writing -- Discussion -- References -- Chapter 22 Film Media in History Teaching and Learning -- Early Scholarship on History Teaching with Film -- Modern Research on History Teaching with Film -- Conclusion -- References -- Chapter 23 Digital Simulations and Games in History Education -- A Digital Generation -- Theoretical Framework -- Digital History: A History -- Digital Historical Thinking -- Digital Simulations in History -- Gaming in History -- Considerations for the Future of Digital Simulations and Games -- Conclusion -- References -- Chapter 24 Learning History Beyond School: Museums, Public Sites, and Informal Education -- Museums and Historic Sites as Public Pedagogy -- Epistemic Cognition of History and Historical Thinking with Museums -- Museum Education Staff and SchoolâMuseum Collaboration -- Student Engagement and Learning at the Museum -- Mediation at the Museum: AR and VR in PlaceâBased History Education -- Implications for Future Research -- Acknowledgments -- References -- Index -- EULA
Note:
Includes bibliographical references and index
Additional Edition:
ISBN 9781119100737
Additional Edition:
Erscheint auch als Druck-Ausgabe The Wiley international handbook of history teaching and learning Hoboken, NJ : Wiley Blackwell, 2018 ISBN 9781119100737
Language:
English
Subjects:
History
Keywords:
Geschichtsunterricht
;
Bildungspolitik
;
Aufsatzsammlung
URL:
Volltext
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