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Intro; Foreword; Into the Fray; Acknowledgements; Contents; Contributors; 1 The Three Contexts of Writing About History Teaching; 1.1 Introduction; 1.2 Context One: The Expanding Discipline; 1.3 Context Two: Discipline Standards: The Threshold Learning Outcomes; 1.4 Context Three: The Scholarship of Teaching and Learning and Support for Innovation; 1.5 Part One; 1.6 Part Two; 1.7 Conclusion; References; Issues in Contemporary History Pedagogy in a Standards Environment; 2 Snapshot: The Discipline of History in British and Australian Universities; 2.1 Introduction; 2.2 Background
2.3 Methodology2.4 History Units Categorised by Type; 2.5 History Units Categorised by Place; 2.6 History Units by Period; 2.7 The Structure of History Degrees; 2.8 Conclusion; Appendix; References; 3 Passion: The Place of Passion in History Teaching in a Standards Environment; 3.1 Introduction; 3.2 The Standards Agenda, Passion and the Emotions; 3.3 The Will to Teach: Love of the Subject, Research and Connection; 3.4 Passion and the Will to Learn (and Go on Learning); 3.5 Passion, Teaching Effectiveness and History Teaching 'At Its Best'; 3.6 Conclusion: Placing Passion in History Teaching
4.5 ConclusionAppendix; References; 5 Delivery: Relics of the Past? Rethinking the History Lecture and Tutorial; 5.1 Introduction; 5.2 Should We Lecture?; 5.3 How Should We Lecture?; 5.4 Should We Offer Tutorials?; 5.5 What Format Should Tutorials Take?; 5.6 Conclusion; References; 6 Progression: Principles and Practice; 6.1 Introduction; 6.2 Why Implement Progression?; 6.3 Content Selection; 6.4 Developing Historical Skills; 6.5 Learning and Teaching Approaches; 6.6 Assessment; 6.7 Conclusion; References; 7 Compliance: Built to Fail, Negotiating the Compliance Paradox; 7.1 Introduction
7.2 The Landscape and Players7.3 Built to Fail; 7.4 Major Minor; 7.5 Why Do Students Study History?; 7.6 Compliance Killed My Discipline!; 7.7 The Compliance Paradox; 7.8 Teaching to the Test; 7.9 Escaping the Compliance Paradox; References; 8 In the Shadow of Bologna: Teaching and Learning Outcomes in the USA and Europe; 8.1 Introduction; 8.2 The European Scene; 8.2.1 Europe Before Bologna; 8.2.2 The Bologna Declaration and the European Institutional Scene; 8.3 The US Scene; 8.3.1 The Institutional Scene; 8.3.2 Before the Tuning Project
2.3 Methodology2.4 History Units Categorised by Type; 2.5 History Units Categorised by Place; 2.6 History Units by Period; 2.7 The Structure of History Degrees; 2.8 Conclusion; Appendix; References; 3 Passion: The Place of Passion in History Teaching in a Standards Environment; 3.1 Introduction; 3.2 The Standards Agenda, Passion and the Emotions; 3.3 The Will to Teach: Love of the Subject, Research and Connection; 3.4 Passion and the Will to Learn (and Go on Learning); 3.5 Passion, Teaching Effectiveness and History Teaching 'At Its Best'; 3.6 Conclusion: Placing Passion in History Teaching
4.5 ConclusionAppendix; References; 5 Delivery: Relics of the Past? Rethinking the History Lecture and Tutorial; 5.1 Introduction; 5.2 Should We Lecture?; 5.3 How Should We Lecture?; 5.4 Should We Offer Tutorials?; 5.5 What Format Should Tutorials Take?; 5.6 Conclusion; References; 6 Progression: Principles and Practice; 6.1 Introduction; 6.2 Why Implement Progression?; 6.3 Content Selection; 6.4 Developing Historical Skills; 6.5 Learning and Teaching Approaches; 6.6 Assessment; 6.7 Conclusion; References; 7 Compliance: Built to Fail, Negotiating the Compliance Paradox; 7.1 Introduction
7.2 The Landscape and Players7.3 Built to Fail; 7.4 Major Minor; 7.5 Why Do Students Study History?; 7.6 Compliance Killed My Discipline!; 7.7 The Compliance Paradox; 7.8 Teaching to the Test; 7.9 Escaping the Compliance Paradox; References; 8 In the Shadow of Bologna: Teaching and Learning Outcomes in the USA and Europe; 8.1 Introduction; 8.2 The European Scene; 8.2.1 Europe Before Bologna; 8.2.2 The Bologna Declaration and the European Institutional Scene; 8.3 The US Scene; 8.3.1 The Institutional Scene; 8.3.2 Before the Tuning Project