MasterClass in History Education: Transforming Teaching and Learning

by Christine Counsell (Editor), Katharine Burn (Editor), W. Arthur Chapman (Editor), Sue Brindley (Editor)

Overview

MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom.

At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history teacher addresses clear questions arising from their practice and together they illustrate various approaches to data collection, data analysis and argument. These history teachers also show how they drew on diverse scholarship in history and history education, including many publications by other history teachers. In eight further chapters, other experts, ranging from practitioner-scholars to researchers in diverse fields (such as history, history education, teacher education, teacher research and curriculum theory) reflect on the distinctive insights that these teachers offer and explore connections with their own fields.

The combination of perspectives and the depth of knowledge of the varied contributors reveal the importance of different kinds of relationship between 'theory' and 'practice'. The links between classroom realities and research and the critical use of different kinds of text will support history teachers in developing their practice and professional voice.

Product Details

ISBN-13:	9781472525185
Publisher:	Bloomsbury Academic
Publication date:	10/06/2016
Series:	MasterClass
Pages:	312
Product dimensions:	8.50(w) x 11.00(h) x 0.75(d)

About the Author

Christine Counsell is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK.
Katharine Burn is Associate Professor of Education (History) at the University of Oxford, UK.
Arthur Chapman is Senior Lecturer in History Education at UCL Institute of Education, University College London, UK.

Table of Contents

Series Editor's Preface, Sue Brindley (University of Cambridge, UK)
Introduction, Christine Counsell (University of Cambridge, UK), Katharine Burban (University of Oxford, UK) and Arthur Chapman (UCL Institute of Education, University College London, UK)

Part I: Researching History Education

1. Historical Change: In Search of Argument, Rachel Foster (Comberton Academy, UK)

2. Historical Causation: Counter-Factual Reasoning and the Power of Comparison, Ellen Buxton (Portchester Community School, UK)
3. Knowledge and Language: Being Historical With Substantive Concepts, Michael Fordham (Cottenham Village College, UK)

4. Frameworks for Big History: Teaching History at Its Lower Resolutions, Rick Rogers (Benton Park School, UK)

5. Evidential Thinking: Language as Liberator and Gaoler, Paula Worth (Bristol Grammar School, UK)

6. Historical Interpretation: Using On-Line Discussion, Daniel Magnoff (St Michael's College, UK)

7. Historical Significance: Giving Meaning to Local Places, Michael Harcourt (Wellington High School, New Zealand)

8. Unmasking Diversity: Curriculum Rhetoric Meets the Classroom, Robert Somers (British International School Istanbul, Turkey)

Part II: Discussing History Education Research

9. Causation, Chronology and Source Interpretation – Looking at School History from the Perspective of a University History Faculty: Reflections on Chapters by Ellen Buxton, Paula Worth and Rick Rogers, John Watts (University of Oxford, UK)

10. On The Dual Character Of Historical Thinking: Challenges For Teaching And Learning: Reflections on Chapters by Daniel Magnoff, Rachel Foster and Ellen Buxton, Allan Megill (University of Virginia, USA)

11. Exploring the Relationship between Substantive and Disciplinary Knowledge: Reflections on Chapters by Michael Fordham, Michael Harcourt and Daniel Magnoff, Kate Hammond (Charis National Academy, Indonesia)

12. Teaching for Historical Understanding: Thematic Continuities with the Work of Lawrence Stenhouse, Reflections on Chapters by Rachel Foster, Robert Somers and Paula Worth, John Elliott (University of East Anglia, UK)

13. School Subjects as Powerful Knowledge: Lessons from History
Reflections on Chapters by Rachel Foster, Ellen Buxton and Michael Fordham, Michael Young (UCL Institute of Education, University College London, UK)

14. Breaking the Ice: Encouraging Students to Excavate the Familiar Surfaces of the Past Reflections on Chapters by Michael Harcourt, Michael Fordham and Robert Somers, Ed Podesta (Little Heath School, UK)

15. Redesigning History Education to Improve Pupils' Understanding: Implications for Theory and Research: Reflections on Chapters by Daniel Magnoff, Michael Harcourt And Rick Rogers, Carla Van Boxtel (University of Amsterdam, The Netherlands) and Jannet Van Drie (University of Amsterdam, The Netherlands)

16. Voices From and Voices about the Past: Connecting Evidence, Significance and Diversity
Reflections on Chapters by Michael Harcourt, Robert Somers and Paula Worth, Izzy Jones (UCL Institute of Education, University College London, UK)

17. History's Distinctive Contribution to Critical Citizenship: Reflections on Chapters by Rick Rogers, Rachel Foster and Ellen Buxton, Mark Sheehan (Victoria University of Wellington, New Zealand)


Part III: Contextualising History Education Research

18. Historical Thinking / Historical Knowing: On the Content of the Form of History Education, Arthur Chapman (UCL Institute of Education, University College London, UK)

19. Sustaining the Unresolving Tensions within History Education and Teacher Education, Katharine Burban (University of Oxford, UK)

20. History Teacher Publication and the Curricular 'What?': Mobilising Subject-Specific Professional Knowledge in a Culture of Genericism, Christine Counsell (University of Cambridge, UK)

Editorial Reviews

An 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

An 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

Bridging 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

This 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

From the Publisher