دانلود کتاب MasterClass in History Education: Transforming Teaching and Learning

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Cover\nHalf Title\nAlso available in the MasterClass Series\nTitle\nCopyright\nContents\nList of Figures and Tables\nNotes on Contributors\nSeries Editor’s Foreword\nIntroduction\nPart I\n 1 Historical Change: In Search of Argument\n Chapter outline\n ‘There was some change . . . ’5\n Literature review6\n Research Design10\n Nature of the research14\n Data collection15\n Methods of analysis15\n Findings16\n Discussion and recommendations20\n ‘There was some change . . . ’\n Literature review\n Developments and debates concerning historical change in the history education community\n Some insights from the practice of professional historians\n Research design\n Rationale for the investigation\n Constructing the enquiry: some underlying principles\n The historiographical debate foregrounded in the enquiry\n Metaphors were used as a means of conceptualizing change\n Harnessing the power of analytic vocabulary\n Nature of the research\n Data collection\n Methods of analysis\n Findings\n What properties in students’ thinking about change and continuity were manifested in their written work?\n Theme 1: Reflection upon the direction and dynamism of change and continuity\n Theme 2: Use of criteria to make judgements about the significance of change\n Theme 3: Awareness that judgements about significance are ascribed and therefore dependent on temporal standpoints\n Discussion and recommendations\n 2 Historical Causation: Counterfactual Reasoning and the Power of Comparison\n Chapter outline\n Introduction 23\n Causation in academic and school history 24\n Counterfactual reasoning: Devil’s work or Heaven’s helper? 26\n Designing a lesson sequence encouraging counterfactual reasoning 28\n Researching my pupils’ counterfactual reasoning 35\n Findings 36\n Tentative recommendations 40\n Introduction\n Causation in academic and school history\n Counterfactual reasoning: Devil’s work or Heaven’s helper?\n Designing a lesson sequence encouraging counterfactual reasoning\n Researching my pupils’ counterfactual reasoning\n Findings\n Research Question 1: Which aspects of teaching through counterfactual example appear to have engaged interest and assisted unde\n Research Question 2: When did pupils engage in independent counterfactual thinking?\n Research Question 3: What properties of historical thinking can be discerned in pupils’ final essays?\n 1. Recognition of a causal web\n 2. Recognition of the importance of temporal placement\n 3. Recognition of the nature of causes (independent language and use of analogy)\n Tentative recommendations\n 3 Knowledge and Language: Being Historical with Substantive Concepts\n Chapter outline\n Conceptual progression in history 46\n The corruption of progression through assessment 48\n Developing a research question 51\n The lesson sequence 51\n Research design 52\n Theme formation 53\n Discussion 55\n Conclusions 57\n Conceptual progression in history\n The corruption of progression through assessment\n Developing a research question\n The lesson sequence\n Research design\n Theme formation\n Discussion\n Conclusions\n 4 Frameworks for Big History: Teaching History at Its Lower Resolutions\n Chapter outline\n Introduction 59\n The problem of fragmentation 60\n Frameworks for addressing fragmentation 61\n Developing Shemilt’s approach for the classroom 62\n Reflections during the planning stage: emerging problems, emerging solutions 66\n Teaching the synoptic framework 71\n Examining the results of the teaching 73\n Introduction\n The problem of fragmentation\n Frameworks for addressing fragmentation\n Developing Shemilt’s approach for the classroom\n Reflections during the planning stage: emerging problems, emerging solutions\n Teaching the synoptic framework\n Examining the results of the teaching\n 5 Evidential Thinking: Language as Liberator and Gaoler\n Chapter outline\n Introduction 77\n A history teacher’s journey through the literature 79\n Rationale for my research 84\n Overview of the lesson sequence 86\n Research design 89\n Findings for RQ1: What were characteristics of pupil thinking in their efforts to capture and communicate their understanding\n Findings for RQ2: What kind of challenge did the task of making evidence-based claims about Churchill represent?98\n Discussion and recommendations100\n Introduction\n A history teacher’s journey through the literature\n Historians and sources\n History educators and evidence\n Rationale for my research\n Overview of the lesson sequence\n Research design\n Epistemology: constructionism\n Methodology: case study\n Research methods\n Data analysis\n Findings for RQ1: What were characteristics of pupil thinking in their efforts to capture and communicate their understanding o\n Category 1: Pupil thoughts about the language used to describe Churchill in contemporary sources\n Category 2: Pupil thoughts about why contemporaries used certain words to describe Churchill\n Category 5: Pupil thoughts about the content of their own descriptions of Churchill\n Category 6: Pupil thoughts about what words they could use to use to describe Churchill\n Findings for RQ2: What kind of challenge did the task of making evidence-.based claims about Churchill represent?\n Themes emerging from interviews and focus groups\n Themes emerging from hermeneutic reading of six essays\n Discussion and recommendations\n 6 Historical Interpretation: Using Online Discussion\n Chapter outline\n Introduction105\n The Beatles Project: origins and aims107\n The Beatles Project: structure and discussion design108\n Evaluating the Beatles Project110\n Conclusions118\n Introduction\n The Beatles Project: origins and aims\n The Beatles Project: structure and discussion design\n Evaluating the Beatles Project\n Students’ initial ideas about how historians work\n How did students approach the Beatles task?\n Conclusions\n 7 Historical Significance: Giving Meaning to Local Places\n Chapter outline\n Introduction121\n Sound walks and significance122\n The New Zealand context123\n Research questions and methodology123\n Preparing students for creating a sound walk124\n Findings 1: ‘How do students make use of suggested disciplinary criteria in determining the historical significance of a place\n Findings 2: To what extent do historical sound walks create rich engagements with places and their pasts?130\n Future directions for making sound walks133\n Conclusion134\n Introduction\n Sound walks and significance\n The New Zealand context\n Research questions and methodology\n Preparing students for creating a sound walk\n Findings 1: ‘How do students make use of suggested disciplinary criteria in determining the historical significance of a place?\n Findings 2: To what extent do historical sound walks create rich engagements with places and their pasts?\n Future directions for making sound walks\n Conclusion\n 8 Unmasking Diversity: Curriculum Rhetoric Meets the Classroom\n Chapter outline\n Introduction135\n Literature review137\n Methodology142\n Methods144\n A word on validity144\n Data analysis145\n Discussion148\n Introduction\n Literature review\n Methodology\n Methods\n A word on validity\n Data analysis\n Research Question 1: What do students notice in the stories of the past?\n Research Question 2: How do students describe the other?\n Research Question 3: Which binary oppositions are in play when students attend to the other?\n Discussion\nPart II\n 9 Causation, Chronology and Source Interpretation: Looking at School History from the Perspective of a University History Facul\n 10 On the Dual Character of Historical Thinking: Challenges for Teaching and Learning\n 11 Exploring the Relationship between Substantive and Disciplinary Knowledge\n 12 Teaching for Historical Understanding: Thematic Continuities with the Work of Lawrence Stenhouse\n Chapter outline\n The role of the history teacher as a researcher173\n The problematical nature of historical concepts in structuring history as a thinking system175\n Historical sources as complex objects of learning and the nature of understanding as a pedagogical aim177\n The development of pupils’ historical understanding renders the outcomes of learning unpredictable182\n Some concluding remarks182\n The role of the history teacher as a researcher\n The problematical nature of historical concepts in structuring history as a thinking system\n Historical sources as complex objects of learning and the nature of understanding as a pedagogical aim\n The development of pupils’ historical understanding renders the outcomes of learning unpredictable\n Some concluding remarks\n 13 School Subjects as Powerful Knowledge: Lessons from History\n Chapter outline\n Introduction185\n Subjects as specialized knowledge186\n A three futures approach to the curriculum187\n What is Future 3?188\n What is powerful about ‘Powerful knowledge’?189\n Powerful knowledge, subjects and curriculum specialization191\n School subjects; lessons from history191\n Conclusions192\n Introduction\n Subjects as specialized knowledge\n A three futures approach to the curriculum\n What is Future 3?\n What is powerful about ‘Powerful knowledge’?\n Powerful knowledge, subjects and curriculum specialization\n School subjects; lessons from history\n Conclusions\n 14 Breaking the Ice: Encouraging Students to Excavate the Familiar Surfaces of the Past\n 15 Redesigning History Education to Improve Pupils’ Understanding: Implications for Theory and Research\n Chapter outline\n Teaching a usable framework202\n Using the methodology of history: understanding historical significance204\n Using the methodology of history: understanding historical interpretation205\n Teaching a usable framework\n Using the methodology of history: understanding historical significance\n Using the methodology of history: understanding historical interpretation\n 16 Voices from and Voices about the Past: Connecting Evidence, Significance and Diversity\n Chapter outline\n Reflecting on three teachers’ chapters209\n Concluding thoughts: making new connections214\n Reflecting on three teachers’ chapters\n Concluding thoughts: making new connections\n How can history teachers support students’ identification with the past?\n How can history teachers empower students through learning the language of historical analysis, especially first-.order, substa\n How, as professional learners, can history teachers best operate constructively within the external frameworks set by national\n 17 History’s Distinctive Contribution to Critical Citizenship\nPart III\n 18 Historical Thinking/.Historical Knowing: On the Content of the Form of History Education\n 19 Sustaining the Unresolving Tensions within History Education and Teacher Education\n Chapter outline\n Recognizing the essential relationships between different concepts and processes234\n Planning for progression: getting the structure and the sequence right235\n Teacher as researcher: acknowledging the relationship between teaching and learning236\n Shared programmes of research: combining the insights from educational research conducted from different perspectives and on d\n Learning to become a teacher-researcher: a simultaneous not sequential process238\n Making sense of the missing dimension: the importance of subject-specific research239\n Recognizing the essential relationships between different concepts and processes\n Planning for progression: getting the structure and the sequence right\n Teacher as researcher: acknowledging the relationship between teaching and learning\n Shared programmes of research: combining the insights from educational research conducted from different perspectives and on di\n Learning to become a teacher-.researcher: a simultaneous not sequential process\n Making sense of the missing dimension: the importance of subject-.specific research\n 20 History Teacher Publication and the Curricular ‘What?’: Mobilizing Subject-.specific Professional Knowledge in a Culture of\nNotes\nReferences\nIndex