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OverviewTeaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education. Full Product DetailsAuthor: Matthew T. Downey (University of Northern Colorado, USA) , Kelly A. Long (Colorado State University, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.80cm , Length: 22.90cm Weight: 0.408kg ISBN: 9781138859579ISBN 10: 1138859575 Pages: 206 Publication Date: 26 August 2015 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Undergraduate Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsReviewsIt is so refreshing to have a book for history teachers that paints a picture of practice in the midst of flux, of reforms actually taking hold. Matthew Downey and Kelly Long are thoroughly conversant with the research literature, but have honed their ideas in dialogue with experienced history teachers trying those ideas in classrooms. In Teaching for Historical Literacy, we get the best of both worlds. Peter Seixas, Director of the Centre for the Study of Historical Consciousness, University of British Columbia, Canada Using case studies from the classrooms of practicing history teachers, Matthew Downey and Kelly Long show how research on learning, child development, teaching, planning, and literacy can be applied to increase the effectiveness of classroom practices. The authors write in a manner that recognizes teachers as professionals with the ability to discern their students' specific needs and choose wisely from a range of suggested methods. This book is a wonderful resource for preservice or practicing history teachers who want to design powerful courses and improve their daily instruction. Jeffery D. Nokes, Professor of History Education, Brigham Young University, USA It is so refreshing to have a book for history teachers that paints a picture of practice in the midst of flux, of reforms actually taking hold. Matthew Downey and Kelly Long are thoroughly conversant with the research literature, but have honed their ideas in dialogue with experienced history teachers trying those ideas in classrooms. ã In Teaching for Historical Literacy, we get the best of both worlds. Peter Seixas, Director of the Centre for the Study of Historical Consciousness, University of British Columbia, Canada Using case studies from the classrooms of practicing history teachers, Matthew Downey and Kelly Long show how research on learning, child development, teaching, planning, and literacy can be applied to increase the effectiveness of classroom practices. The authors write in a manner that recognizes teachers as professionals with the ability to discern their students' specific needs and choose wisely from a range of suggested methods. This book is a wonderful resource for preservice or practicing history teachers who want to design powerful courses and improve their daily instruction.ã Jeffery D. Nokes,ã Professor of History Education, Brigham Young University, USA Author InformationMatthew T. Downey is Emeritus Professor of History and former Director of the Hewit Institute for History and Social Science Education at the University of Northern Colorado. Kelly A. Long is an Associate Professor of History and Associate Dean in the College of Liberal Arts at Colorado State University. Tab Content 6Author Website:Countries AvailableAll regions |
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