Products related to History:
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Teaching, Tutoring and Training in the Lifelong Learning Sector
This core text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector covering all they need to know to achieve QTLS status. Supporting trainees through all stages of their professional development, the text takes the reader through the theoretical background underpinning teaching and learning and offers practical guidance on day-to-day challenges. This fourth edition has been fully revised and updated and includes a new chapter on teaching practice with notes on observation and lesson planning.New information on behaviour management has been added to support trainees in an aspect of teaching that many find challenging.
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Teaching Machines : The History of Personalized Learning
How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B.F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet.The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley.In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B.F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them.She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries.She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
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Teaching History at University : Enhancing Learning and Understanding
Alan Booth draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice.Teaching History at University examines how high-quality history teaching and learning can be achieved in today's universities worldwide.This is an essential resource for university teachers and all those who are responsible for ensuring the quality of teaching and learning policies and practices within their institutions.
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The Guided Reader to Teaching and Learning History
The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers.This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms.Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking.Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.
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Why is history education important in school?
History education is important in school because it provides students with a deeper understanding of the world around them. By learning about past events, students can gain insight into the causes and effects of historical events, as well as develop critical thinking and analytical skills. Additionally, studying history helps students to appreciate the diversity of human experiences and cultures, and to understand the complexities of the present by examining the past. Ultimately, history education helps students to become informed and engaged citizens who can contribute to a more just and equitable society.
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Can one find tutoring in history?
Yes, one can find tutoring in history. Many tutoring centers and online platforms offer history tutoring services for students of all ages. Additionally, there are individual history tutors who specialize in specific time periods or topics and can provide personalized one-on-one tutoring. Whether it's for help with homework, test preparation, or a deeper understanding of historical events, there are plenty of options for finding history tutoring.
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What is the difference between history and history for teaching?
History is the study of past events, people, and societies, while history for teaching refers to the specific knowledge and skills needed to effectively teach history to students. History involves the analysis and interpretation of primary and secondary sources, understanding historical context, and making connections between past and present events. On the other hand, history for teaching focuses on pedagogical strategies, curriculum development, and the use of instructional materials to engage students in the study of history. In essence, history is the content knowledge, while history for teaching is the application of that knowledge in an educational setting.
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Is history a pure learning subject in high school?
History is not a pure learning subject in high school as it involves critical thinking, analysis, and interpretation of past events. Students are required to analyze different perspectives, evaluate evidence, and draw conclusions based on their understanding of historical events. History also helps students develop skills such as research, writing, and communication, making it a multidimensional subject that goes beyond rote memorization. Overall, history in high school serves as a platform for students to engage with the complexities of the past and apply their knowledge to understand the present and shape the future.
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Learning Jazz : Jazz Education, History, and Public Pedagogy
Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days.Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition.Ken Prouty argues that this distinction works against a common identity for audiences and communities.Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts. While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses.Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music.Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists.Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more.He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public.Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
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Knowing, Teaching, and Learning History : National and International Perspectives
A rethinking of teaching methodology in history classroomsAs issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools.Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past.It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History.This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field.The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.
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The Wiley International Handbook of History Teaching and Learning
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts.Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future.The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent.This vital resource: Contains original writings by more than 40 scholars from seven countriesIdentifies major themes and issues shaping history education todayHighlights history education as a distinct field of scholarly inquiry and academic practicePresents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
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Teaching Landscape History
Landscape history is changing in content and style to address the issues of today.Experienced teachers and authors on the history of gardens and landscapes come together in this new volume to share ideas on the future of teaching history in departments of landscape architecture, archaeology, geography and allied subjects.Design history remains important, but this volume brings to the fore the increasing importance of environmental history, economic history, landscape history, cultural landscapes, environmental justice and decolonisation, ideas of sustainability and climate change amelioration, which may all be useful in serving the needs of a widening range of students in an increasingly complex world.The main themes include: what history should we narrate in the education of landscape architects?how can we recognise counter-narratives and our own bias?how should we engage the students in the history of their chosen profession? how can designers and researchers be persuaded of the relevance of history teaching to theory and practice? andwhat resources do we need to develop teaching of landscape histories?This book will be of interest to anyone teaching courses on landscape architecture, urban design, horticulture, garden design, architectural history, cultural geography and more.
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Is it worthwhile to give history tutoring?
Yes, it can be worthwhile to give history tutoring. History is an important subject that helps students understand the world around them and how it has evolved over time. By providing history tutoring, you can help students develop critical thinking skills, improve their understanding of complex historical events, and enhance their ability to analyze and interpret historical sources. Additionally, history tutoring can help students improve their grades and develop a deeper appreciation for the subject.
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Is history a pure learning subject in upper secondary school?
History is not a pure learning subject in upper secondary school. While it does involve learning about past events and their significance, it also requires critical thinking, analysis, and interpretation of historical sources. Students are encouraged to develop their own perspectives and arguments based on evidence, rather than simply memorizing facts. History also helps students understand the complexities of human societies and the impact of historical events on the present, making it a subject that goes beyond rote learning.
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Is it worth studying history for teaching?
Studying history is definitely worth it for teaching. Understanding the past helps educators provide context and perspective to their students, enabling them to make connections between historical events and current issues. By studying history, teachers can also develop critical thinking skills, empathy, and a deeper understanding of human behavior, which are essential for effective teaching. Additionally, history provides a rich source of stories and examples that can make lessons more engaging and relevant for students.
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What is the teaching degree in history?
A teaching degree in history is typically a Bachelor of Education (B.Ed.) with a specialization in history. This degree program combines education courses with history content knowledge to prepare students to become history teachers. Graduates of this program are equipped with the necessary skills and knowledge to effectively teach history at the middle school or high school level. Additionally, they may also be required to obtain a teaching license or certification in their specific region or country.
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