{"product_id":"masterclass-in-history-education-transforming-teaching-and-learning-9781472534873","title":"MasterClass in History Education Transforming Teaching and Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eChristine Counsell\u003c\/b\u003e is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK.\u003cb\u003eKatharine Burn\u003c\/b\u003e is Associate Professor of Education (History) at the University of Oxford, UK.\u003cb\u003eArthur Chapman\u003c\/b\u003e is Senior Lecturer in History Education at IOE, UCL's Faculty of Education and Society, University College London, UK.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMasterclass in History Education\u003c\/i\u003e should be on the book shelf of anyone who is involved with teacher education or anyone engaged in history education research. For history teachers at large, it is a stimulating book that successfully bridges the divide between theory and practice. * Teaching History *\u003cbr\u003eAn indispensable volume for anyone who wants to stay abreast of cutting-edge research in how we learn, teach, and ultimately come to understand the past. * Sam Wineburg, Margaret Jacks Professor of Education, Stanford University, USA *\u003cbr\u003eBridging the gap between academic research and practicing history teachers, this book offers a fascinating collection of teacher research reviewed and reflected upon from a number of perspectives from academia. The teacher research deals with familiar themes like causation, change and evidence, but also offers some refreshing new insights into teaching substantive concepts, big history frameworks, significance of localities and diversity – topics not often dealt with in the usual research on teaching history. The approach the editors have taken in composing this book is truly novel and results into compelling reading for anyone interested in history education at the level of school practice, teacher training or academic research. * Arie Wilschut, Professor of Social Studies Education, Faculty of Education, Amsterdam University of Applied Sciences, The Netherlands *\u003cbr\u003eThis accessible and enjoyable collection serves as an excellent summary of the lively field of research in history education; a spur and inspiration for future practitioner research, and an invaluable guide to some of the issues which history teachers encounter on a day to day basis. Highly recommended for those entering into further study in education, heads of history departments looking for inspiration, and all classroom practitioners keen to be engaged in the ongoing discussion about history education in British schools. An invaluable companion. * Alex Ford, Senior Lecturer, Institute of Childhood and Education, Leeds Trinity University, UK *\u003cbr\u003eAn extraordinarily rich contribution to current debates about history teaching and about teachers' use of research to inform and enhance their practice. The diversity of ideas considered here, and the quality of teaching, writing and research engagement which informs each chapter, makes this a vital addition to any conscientious history teacher's reading list. * John David Blake, History Consultant and Leading Practitioner, Harris Federation, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eList of Figures and Tables\u003c\/b\u003e \u003cb\u003eNotes on Contributors\u003c\/b\u003e \u003cb\u003eSeries Editor’s Foreword\u003c\/b\u003e  \u003cb\u003eIntroduction\u003c\/b\u003e, Christine Counsell, Katharine Burn and Arthur Chapman  \u003cb\u003ePart I: Researching History Education\u003c\/b\u003e  1.\u003cb\u003eHistorical Change: In Search of Argument\u003c\/b\u003e, Rachel Foster  2.\u003cb\u003eHistorical Causation: Counter-Factual Reasoning and the Power of Comparison\u003c\/b\u003e, Ellen Buxton  3.\u003cb\u003eKnowledge and Language: Being Historical With Substantive Concepts\u003c\/b\u003e, Michael Fordham  4.\u003cb\u003eFrameworks for Big History: Teaching History at Its Lower Resolutions\u003c\/b\u003e, Rick Rogers  5.\u003cb\u003eEvidential Thinking: Language as Liberator and Gaoler\u003c\/b\u003e, Paula Worth  6.\u003cb\u003eHistorical Interpretation: Using On-Line Discussion\u003c\/b\u003e, Daniel Magnoff  7.\u003cb\u003eHistorical Significance: Giving Meaning to Local Places\u003c\/b\u003e, Michael Harcourt  8.\u003cb\u003eUnmasking Diversity: Curriculum Rhetoric Meets the Classroom\u003c\/b\u003e, Robert Somers  \u003cb\u003ePart II: Discussing History Education Research\u003c\/b\u003e  9.\u003cb\u003eCausation, Chronology and Source Interpretation – Looking at School History from the Perspective of a University History Faculty:\u003c\/b\u003e Reflections on Chapters by Ellen Buxton, Paula Worth and Rick Rogers, John Watts  10.\u003cb\u003eOn The Dual Character Of Historical Thinking: Challenges For Teaching And Learning:\u003c\/b\u003e Reflections on Chapters by Daniel Magnoff, Rachel Foster and Ellen Buxton, Allan Megill  11.\u003cb\u003eExploring the Relationship between Substantive and Disciplinary Knowledge:\u003c\/b\u003e Reflections on Chapters by Michael Fordham, Michael Harcourt and Daniel Magnoff, Kate Hammond  12.\u003cb\u003eTeaching for Historical Understanding: Thematic Continuities with the Work of Lawrence Stenhouse\u003c\/b\u003e, Reflections on Chapters by Rachel Foster, Robert Somers and Paula Worth, John Elliott  13.\u003cb\u003eSchool Subjects as Powerful Knowledge: Lessons from History\u003c\/b\u003e Reflections on Chapters by Rachel Foster, Ellen Buxton and Michael Fordham, Michael Young  14.\u003cb\u003eBreaking the Ice: Encouraging Students to Excavate the Familiar Surfaces of the Past\u003c\/b\u003e Reflections on Chapters by Michael Harcourt, Michael Fordham and Robert Somers, Ed Podesta  15.\u003cb\u003eRedesigning History Education to Improve Pupils' Understanding: Implications for Theory and Research:\u003c\/b\u003e Reflections on Chapters by Daniel Magnoff, Michael Harcourt And Rick Rogers, Carla Van Boxtel And Jannet Van Drie  16.\u003cb\u003eVoices From and Voices about the Past: Connecting Evidence, Significance and Diversity\u003c\/b\u003e Reflections on Chapters by Michael Harcourt, Robert Somers and Paula Worth, Izzy Jones  17.\u003cb\u003eHistory’s Distinctive Contribution to Critical Citizenship\u003c\/b\u003e: Reflections on Chapters by Rick Rogers, Rachel Foster and Ellen Buxton, Mark Sheehan   \u003cb\u003ePart III: Contextualising History Education Research\u003c\/b\u003e  18.\u003cb\u003eHistorical Thinking \/ Historical Knowing: On the Content of the Form of History Education\u003c\/b\u003e, Arthur Chapman   19.\u003cb\u003eSustaining the Unresolving Tensions within History Education and Teacher Education\u003c\/b\u003e, Katharine Burn  20.\u003cb\u003eHistory Teacher Publication and the Curricular ‘What?’: Mobilising Subject-Specific Professional Knowledge in a Culture of Genericism\u003c\/b\u003e, Christine Counsell  \u003cb\u003eNotes\u003c\/b\u003e \u003cb\u003eReferences\u003c\/b\u003e \u003cb\u003eIndex\u003c\/b\u003e","brand":"Bloomsbury Publishing (UK)","offers":[{"title":"Default Title","offer_id":51770019184983,"sku":"9781472534873","price":35.38,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472534873.jpg?v=1758723753","url":"https:\/\/bookcurl.com\/products\/masterclass-in-history-education-transforming-teaching-and-learning-9781472534873","provider":"Book Curl","version":"1.0","type":"link"}