Bibliography: p. 158.
|Other titles||History teaching in schools.|
|Statement||H. Okello Ayot.|
|LC Classifications||D16.4.K4 A96 1979|
|The Physical Object|
|Pagination||xi, 158, lvii p. ;|
|Number of Pages||158|
|LC Control Number||80980269|
This book introduces trainees and newly qualified teachers to the teaching of history in primary schools, and covers key concepts, skills and knowledge for the history curriculum at Foundation Stage, KS1 and KS2. The effective teaching of History is a prime area of concern for most History teacher-educators. This is because most History teachers do not adopt appropriate methods in teaching the : Gideon Boadu. Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools. This study examined History teachers' perceptions and experiences on teaching and learning history in secondary schools in Kigoma region in Tanzania. The study focused on teachers' perceptions of significance of teaching and learning History.
Ravitch’s questioning of the new history found an unusual ally in liberal historian Arthur M. Schlesinger, Jr. Schlesinger strongly objected to multicultural history teaching in his book. I use of a lot of approaches/ideas from the book, Teaching American History in a Global Context. I teach a diverse student population, and connecting American History to the history of other places really connects to them and brings another perspective to the class. These additional concerns suggest that a more comprehensive approach to arresting the decline of history education in elementary schools is in order. The problem is less directly about testing and accountability and more about systemic issues in what counts as history education . This book introduces trainees and newly qualified teachers to the teaching of history in primary schools, and covers key concepts, skills and knowledge for the history curriculum at Foundation Stage, KS1 and KS2. Creative and innovative approaches: history in .
theoretical and empirical works for the teaching and learning of history in schools. A vision of history teaching and learning first and foremost necessitates an adequate explana-tion about one's philosophy of history as a dis-cipline in that epistemological and conceptual frameworks shape and color one's approach to dealing with issues in. The hands-on approach excites students and involves them in historical subjects in new and meaningful ways, Henry says. “Students get excited about it because they realize they are drivers of history,” he explains. “They are in a position where they are shaping something and all of us want to be creators.”. Learning to Teach History in the Secondary School provides an accessible introduction to teaching and learning history at secondary level. Underpinned by a theoretical perspective and backed up by the latest research, it encourages student teachers to develop a personal approach to teaching history. approaches to teaching history as memorization and encourages high school teachers to get students thinking like historians. I found the preface through chapter two most useful. Kobrin, David. Beyond the Textbook: Teaching History Using Documents and Primary Sources. Portsmouth, New Hampshire: Heinemann.