Uses extended case studies of two New York teachers and their students combined with discussion of the existing research literature, to explore issues central to understanding teaching, learning, and testing in secondary school history classrooms.
Uses extended case studies of two New York teachers and their students combined with discussion of the existing research literature, to explore issues central to understanding teaching, learning, and testing in secondary school history classrooms.
Contents: Preface. Part I: Teaching History. Teaching History: Linda Strait and George Blair Teach About the U.S. Civil Rights Movement. Teaching History: The Nature of Pedagogy in History Classrooms. Part II: Learning History. Learning History: What Blair's and Strait's Students Understand About History. Learning History: The Nature of Student Understanding in History Classrooms. Part III: Testing History. Testing History: The Influence of State-Level Testing on Blair's and Strait's Practices. Testing History: The Nature of State-Level Testing in History Classrooms. Part IV: Influences on and Prospects for Ambitious Teaching. The Influences on Teachers' Classroom Decisions. Promoting Ambitious Teaching and Learning.
Contents: Preface. Part I: Teaching History. Teaching History: Linda Strait and George Blair Teach About the U.S. Civil Rights Movement. Teaching History: The Nature of Pedagogy in History Classrooms. Part II: Learning History. Learning History: What Blair's and Strait's Students Understand About History. Learning History: The Nature of Student Understanding in History Classrooms. Part III: Testing History. Testing History: The Influence of State-Level Testing on Blair's and Strait's Practices. Testing History: The Nature of State-Level Testing in History Classrooms. Part IV: Influences on and Prospects for Ambitious Teaching. The Influences on Teachers' Classroom Decisions. Promoting Ambitious Teaching and Learning.
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