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020 _a9781119100775
_q(electronic bk.)
020 _z9781119100737
035 _a(MiAaPQ)EBC5317461
035 _a(Au-PeEL)EBL5317461
035 _a(CaPaEBR)ebr11541922
035 _a(OCoLC)1008773448
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050 4 _aD16.2 .W554 2018
082 0 _a907.1
100 1 _aMetzger, Scott Alan.
245 1 4 _aThe Wiley International Handbook of History Teaching and Learning.
250 _a1st ed.
264 1 _aNewark :
_bJohn Wiley & Sons, Incorporated,
_c2018.
264 4 _c©2018.
300 _a1 online resource (707 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aWiley Handbooks in Education Series
505 0 _aIntro -- 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 People's 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 -- Chapter 6 Historical Reasoning: Conceptualizations and Educational Applications.
505 8 _aConceptualizations 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 -- Agency's Shape and Content -- Historiographical Work on Agency's Shape and Content -- Agency's 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 -- World History for Identity Formation -- World History for Global Awareness and Citizenship -- World History for Chronological Understanding.
505 8 _aWorld History's 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 -- Students' 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 "Difficult Knowledge" 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 -- Section IV History Education: Practices and Learning -- Chapter 15 History Teacher Preparation and Professional Development -- History Teacher Preparation -- Professional Development.
505 8 _aTeacher 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 -- Chapter 21 Writing and Argumentation in History Education -- Research on Writing -- Cognitive Processes -- Connections Between Reading and Writing -- Impact of Writing on Content‐Area Learning -- Classroom Factors.
505 8 _aResearch on Writing and Argumentation in History Education -- Characteristics of Historical Writing -- Challenges in Argumentative Historical Writing -- Teaching Argumentative Historical Writing -- Cognitive Apprenticeships -- Students' 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 School‐Museum Collaboration -- Student Engagement and Learning at the Museum -- Mediation at the Museum: AR and VR in Place‐Based History Education -- Implications for Future Research -- Acknowledgments -- References -- Index -- EULA.
588 _aDescription based on publisher supplied metadata and other sources.
590 _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 0 _aHistory-Study and teaching.
655 4 _aElectronic books.
700 1 _aHarris, Lauren McArthur.
776 0 8 _iPrint version:
_aMetzger, Scott Alan
_tThe Wiley International Handbook of History Teaching and Learning
_dNewark : John Wiley & Sons, Incorporated,c2018
_z9781119100737
797 2 _aProQuest (Firm)
830 0 _aWiley Handbooks in Education Series
856 4 0 _uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5317461
_zClick to View
942 _2ddc
_cEBOOK
999 _c162
_d162