| 000 | 00000cam u2200205 a 4500 | |
| 001 | 000046028722 | |
| 005 | 20200522152022 | |
| 008 | 200522s2018 nyu b 001 0 eng d | |
| 010 | ▼a 2017051512 | |
| 020 | ▼a 9781119100737 (hardback) | |
| 020 | ▼z 9781119100805 (epub) | |
| 020 | ▼z 9781119100775 (pdf) | |
| 035 | ▼a (KERIS)REF000018521057 | |
| 040 | ▼a DLC ▼b eng ▼c DLC ▼e rda ▼d DLC ▼d 211009 | |
| 050 | 0 0 | ▼a D16.2 ▼b .W49 2018 |
| 082 | 0 0 | ▼a 907.1 ▼2 23 |
| 084 | ▼a 907.1 ▼2 DDCK | |
| 090 | ▼a 907.1 ▼b W676 | |
| 245 | 0 4 | ▼a The Wiley international handbook of history teaching and learning / ▼c edited by Scott Alan Metzger, Penn State University, Lauren McArthur Harris, Arizona State University. |
| 246 | 3 0 | ▼a History teaching and learning |
| 250 | ▼a First edition. | |
| 260 | ▼a New York : ▼b Wiley-Blackwell, ▼c c2018. | |
| 300 | ▼a xix, 684 p. ; ▼c 26 cm. | |
| 490 | 1 | ▼a Wiley handbooks in education |
| 504 | ▼a Includes bibliographical references and index. | |
| 520 | ▼a "Contains articles on history teaching and learning"-- ▼c Provided by publisher. | |
| 650 | 0 | ▼a History ▼x Study and teaching. |
| 700 | 1 | ▼a Metzger, Scott Alan. |
| 700 | 1 | ▼a Harris, Lauren McArthur. |
| 830 | 0 | ▼a Wiley handbooks in education. |
| 945 | ▼a KLPA |
Holdings Information
| No. | Location | Call Number | Accession No. | Availability | Due Date | Make a Reservation | Service |
|---|---|---|---|---|---|---|---|
| No. 1 | Location Main Library/Western Books/ | Call Number 907.1 W676 | Accession No. 111828684 (13회 대출) | Availability Available | Due Date | Make a Reservation | Service |
Contents information
Book Introduction
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 countries
- Identifies major themes and issues shaping history education today
- Highlights history education as a distinct field of scholarly inquiry and academic practice
- Presents 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.
New feature
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 chapters 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 countries
- Identifies major themes and issues shaping history education today
- Highlights history education as a distinct field of scholarly inquiry and academic practice
- Presents 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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Table of Contents
Notes on Contributors ix
Foreword xiii
Peter SeixasAcknowledgments xix
Introduction: History Education in (and for) a Changing World 1
Scott Alan Metzger and Lauren McArthur HarrisSection I Policy, Research, and Societal Contexts of History Education 11
1 History Curriculum, Standards, and Assessment Policies and Politics: U.S. Experiences 13
Tim Keirn2 History Education Research and Practice: An International Perspective 37
Mark Baildon and Suhaimi Afandi3 Research Methodologies in History Education 61
Terrie Epstein and Cinthia S. Salinas4 Narratives of Black History in Textbooks: Canada and the United States 93
LaGarrett J. King and Crystal SimmonsSection II Conceptual Constructs of History Education 117
5 Historical Thinking: Definitions and Educational Applications 119
Stéphane Lévesque and Penney Clark6 Historical Reasoning: Conceptualizations and Educational Applications 149
Carla van Boxtel and Jannet van Drie7 Historical Consciousness: Conceptualizations and Educational Applications 177
Anna Clark and Maria Grever8 Historical Empathy: Perspectives and Responding to the Past 203
Jason L. Endacott and Sarah Brooks9 Historical Agency: Stories of Choice, Action, and Social Change 227
Kent den Heyer10 Global and World History Education 253
Brian Girard and Lauren McArthur HarrisSection III Ideologies, Identities, and Group Experiences in History Education 281
11 Critical Theory and History Education 283
Avner Segall, Brenda M. Trofanenko and Adam J. Schmitt12 National, Ethnic, and Indigenous Identities and Perspectives in History Education 311
Carla L. Peck13 Gender and Sexuality in History Education 335
Margaret Smith Crocco14 “Difficult Knowledge” and the Holocaust in History Education 365
Sara A. Levy and Maia SheppardSection IV History Education: Practices and Learning 389
15 History Teacher Preparation and Professional Development 391
Stephanie van Hover and David Hicks16 Teaching Practices in History Education 419
S. G. Grant17 Assessment of Learning in History Education: Past, Present, and Possible Futures 449
Denis Shemilt18 Reconceptualizing History for Early Childhood Through Early Adolescence 473
Linda S. Levstik and Stephen J. Thornton19 Teaching Controversial Historical Issues 503
Tsafrir Goldberg and Geerte M. SavenijeSection V Historical Literacies: Texts, Media, and Social Spaces 527
20 Reading in History Education: Text, Sources, and Evidence 529
Abby Reisman and Sarah McGrew21 Writing and Argumentation in History Education 551
Jeffery D. Nokes and Susan De La Paz22 Film Media in History Teaching and Learning 579
Richard J. Paxton and Alan S. Marcus23 Digital Simulations and Games in History Education 603
Cory Wrighti¿½]Maley, John K. Lee and Adam Friedman24 Learning History Beyond School: Museums, Public Sites, and Informal Education 631
Jeremy D. StoddardIndex 657
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