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History Lessons Teaching Learning and Testing in U S High School Classrooms 1st Edition by SG Grant ISBN 1410607607 9781410607607

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History Lessons Teaching Learning and Testing in U S High School Classrooms 1st Edition S.G. Grant Digital Instant Download

Author(s): S.G. Grant
ISBN(s): 9781410607607, 1410607607
Edition: 1
File Details: PDF, 13.22 MB
Year: 2003
Language: english
SKU: EB-1830410 Category: Tag:

History Lessons Teaching Learning and Testing in U S High School Classrooms 1st Edition by SG Grant – Ebook PDF Instant Download/Delivery: 1410607607, 9781410607607
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ISBN 10: 1410607607 
ISBN 13: 9781410607607
Author: SG Grant

In this book, extended case studies of two veteran teachers and their students are combined with the extant research literature to explore current issues of teaching, learning, and testing U.S. history. It is among the first to examine these issues together and in interaction. While the two teachers share several similarities, the teaching practices they construct could not be more different. To explore these differences, the author asks what their teaching practices look like, how their instruction influences their students’ understandings of history, and what role statewide exams play in their classroom decisions. History Lessons: Teaching, Learning, and Testing in U.S. High School Classrooms is a major contribution to the emerging body of empirical research in the field of social studies education, chiefly in the subject area of history, which asks how U.S. students make sense of history and how teachers construct their classroom practices. Three case study chapters are paired with three essay review chapters intended to help readers analyze the cases by looking at them in the context of the current research literature. Two concluding chapters extend the cases and analyses: the first looks at how and why the teachers profiled in this book construct their individual teaching practices, in terms of three distinct but interacting sets of influences–personal, organizational, and policy factors; the second explores the prospects for promoting what the author defines as ambitious teaching and learning. Many policymakers assume that standards-based reforms support the efforts of ambitious teachers, but until we better understand how they and the students in their classes think and act, that assumption is hollow at best. This book is a must have for faculty and students in the field of social studies education, and broadly relevant across the fields of curriculum studies and educational policy.

History Lessons Teaching Learning and Testing in U S High School Classrooms 1st Table of contents:

Part I Teaching History
1 Teaching History: Linda Strait and George Blair Teach About the U.S. Civil Rights Movement
Setting the Context: Linda Strait, George Blair, and Westwood High
The Teachers
Teaching the U.S. Civil Rights Movement
Framing a Master Narrative: the Case of George Blair
Teaching Civil Rights in the Context of the Times and the Textbook
Examining George Blair’s Instructional Practice
Using Activities and Experiences to Push Students’ Thought and Feelings: the Case of Linda Strait
Teaching Civil Rights Through Activities and Experiences
Understanding Linda Strait’s Instructional Practice
Conclusion
2 Teaching History: The Nature of Pedagogy in History Classrooms
What Should be the Teacher’s Role in the Classroom?
Teachers as Knowledge Givers
Teachers as Knowledge Facilitators
The Choice Between Giving and Facilitating Knowledge
Should Teachers be Content or Pedagogical Specialists?
Teachers as Content Specialists
Teachers as Pedagogical Specialists
Pedagogical Content Knowledge
Content and Pedagogy
What Instructional Approaches Should Teachers Use?
A Palette of Teaching Practices and Materials
Coordinating Teaching Practices and Goals
Teaching: The Connection Between Subject Matter and Learners
Teachers as Gatekeepers of Classroom Teaching and Learning
Conclusion
Part II Learning History
3 Learning History: What Blair’s and Strait’s Students Understand About History
Learning History: Students’ Understandings and Teachers’ Practices
Historical Knowledge
Blair’s Students: History as the Facts
Strait’s Students: History as Complex Ideas
Understanding Students’ Historical Knowledge
Significance
Connecting Past and Present
Understanding Students’ Sense of Past and Present
Connecting the Past to Students’ Lives
Understanding the Connections Students Make Between the Past and Their Lives
Empathy
Empathy in Blair’s Students
Empathy in Linda Strait’s Students
Understanding Students’ Empathy
Conclusions
4 Learning History: The Nature of Student Understanding in History Classrooms
The Influences on Student Learning
The Role of Prior Knowledge in Learning
The Many Influences on Students’ Learning
Teachers’ Influence on Students’ Learning
Students’ Understandings of History
What Do Students Know?
What Counts as Students’ Historical Understanding?
What Student Understanding Looks Like
The Development of Students’ Historical Thinking
What Teachers Know and Do to Enable Student Learning
The Dispositions and Actions of Ambitious Teachers
The Dilemmas of Teaching and Learning
Conclusion
Part III Testing History
5 Testing History: The Influence of State-Level Testing on Blair’s and Strait’s Practices1
Regents Testing in New York State
Teachers and Tests
George Blair: Teaching and Tests
Linda Strait: Teaching and Tests
The NYS Regents Test as an Influence on Teachers’ Practice
Testing and Teachers’ Practices
The Influence of Testing on George Blair’s Practice
The Influence of Testing on Linda Strait’s Practice
Conclusion
6 Testing History: The Nature of State-Level Testing in History Classrooms1
The Purposes of Testing
The Effects of Testing on Teachers and Students
Testing and Students
Tests and Teachers
High-Stakes Tests and Higher Educational Standards
The Cases for and Against High-Stakes Testing
Solutions to the Problems of High-Stakes Tests
The Consequences of High-Stakes Testing
Conclusion
Part IV Influences on and Prospects for Ambitious Teaching
7 The Influences on Teachers’ Classroom Decisions
Framing the Study of Influences on Teachers
Personal Influences on Teachers’ Decisions
The Influence of Teacher Beliefs
The Influence of Teachers’ Experiences as Learners
Personal Influences on George Blair and Linda Strait
The Influence of Personal Factors on Teachers’ Decision Making
Organizational Influences on Teachers’ Decisions
The Influence of Teachers’ Relationships
The Influence of Organizational Norms and Structures
Organizational Influences on George Blair and Linda Strait
The Influence of Organizational Factors on Teachers’ Decision Making
Policy Influences on Teachers’ Decisions
The Influence of Textbooks on Teachers’ Practices
The Influence of Curriculum Standards
Policy Influences on George Blair and Linda Strait
The Influence of Policy Factors on Teachers’ Decision Making
The Interaction of Influences
Implications
8 Promoting Ambitious Teaching and Learning
The Prospects for Ambitious Teaching and Learning
The Prospects for New Curriculum Standards
The Prospects for Revised Tests
The Prospects for Restructured Schools
The Prospects for Expanded Professional Development
A Reason to be Concerned: the Complex Nature of Promoting Ambitious Teaching and Learning
Teachers as Objects and Agents of Change
Few Models of Ambitious Teaching and Learning
An Ill-Structured Reward System
A Reason to be Optimistic: Good Teachers and Powerful Ideas
Interpreting Policies to Support Ambitious Teaching and Learning
Schooling and Ambitious Teaching and Learning
The Research Base for Ambitious Teaching and Learning

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