This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them ...
Author: Rob Phillips
Publisher: A&C Black
ISBN: 0826452744
Category: Education
Page: 180
View: 644
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work>
Also available from Continuum: Graham Butt: Reflective Teaching of Geography 1 1-18 John Parkinson: Reflective Teaching of Science 11-1 8 Andrew Pollard: Reflective Teaching in the Primary School Andrew Pollard: Readings for Reflective ...
Author: Rob Phillips
Publisher: Bloomsbury Publishing
ISBN: 9781441175205
Category: Education
Page: 194
View: 152
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them ...
Author: John Parkinson
Publisher: Bloomsbury Publishing
ISBN: 0826452655
Category: Education
Page: 188
View: 235
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work>
Graham Butt : Continuum Guide to Geography Education John Parkinson : Reflective Teaching of Science 11-18 Rob Phillips : Reflective Teaching of History 11-18 Andrew Pollard : Reflective Teaching Andrew Pollard : Readings of Reflective ...
Author: Graham Butt
Publisher: A&C Black
ISBN: 0826452671
Category: Education
Page: 240
View: 764
THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER:Continuum Studies in Reflective Practice and Research is a new series of textbooks aimed at teaching students. As with Andrew Pollard's books, they use the idiom of reflective teaching. In other words, they avoids the two extreme views about learning to teach, namely that it is best done simply through acquiring practical "tricks of the trade" without any theory or that it is best done applying sytematized, objective theory. The distinctive feature of relective teaching is that it encourages practitioners to develop by continually inter-relating theory and research findings to their own practice, situation and style.These comprehensive textbooks provide an accessible guide to all those who are new to teaching in secondary schools. Covering all aspects of job, from planning through to teaching and assessment, the authors provide constructive, accessible and, above all, practical advice to help subject teachers become more effective in their work.
Phillips, R. (2001) Making history curious: using Initial Stimulus Material [ISM] to promote enquiry, thinking and literacy, Teaching History, 105: 19–25. Phillips, R. (2002) Reflective Teaching of History 11–18. London: Continuum.
Author: Husbands, Chris
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335238200
Category: Education
Page: 200
View: 460
This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools
London: Casssell, 215¥242. Pettigrew, A. and Foster, S. (2009). Teaching about the Holocaust in English Secondary Schools. London: Institute of Education. Phillips, R. (2002) Reflective Teaching of History 11–18. London: Continuum.
Author: Ian Davies
Publisher: Routledge
ISBN: 9781317284284
Category: Education
Page: 306
View: 121
Now in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond. Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contexts? What is the role of evidence in history teaching and learning? How should you make use of ICT in your lessons? Should moral learning be an aim of history education? How should history learning be assessed? Debates in History Teaching remains essential reading for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.
Ofsted (2003) Ofsted Subject Reports 2002–2003 – Primary History, London: Ofsted. Papert, S. (1980) Mindstorms: Children, Computers and Powerful Ideas, Brighton: Harvester Press. Phillips, R. (2002) Reflective Teaching of History 11–18, ...
Author: Rosie Turner-Bisset
Publisher: Routledge
ISBN: 9781135397753
Category: Education
Page: 198
View: 166
Designed specifically for teachers with little subject knowledge or experience in history, this book provides trainees with the confidence they need to teach primary history. Based on Curriculum 2000, the book provides valuable step-by-step guidance on how to create, plan, develop, organize and assess high-quality teaching activities in primary history. This book: is full of teaching approaches, practical ideas, teaching activities, real-life case studies and vignettes of good teaching practice; covers both conventional and modern approaches - such as drama, role-play, story telling, music and dance; and explains how each approach can be adapted to suit all primary ages and abilities. Children with a range of learning needs and styles respond with enthusiasm to a wide variety of teaching approaches - and this book provides trainee teachers with that repertoire and variety.
Phillips, R. (2002) Reflective Teaching of History 11–18: Meeting Standards and Applying Research. London: Continuum. Price, M. (1968) History in danger, History, 53: 342–7. Pring, R. (1995) The community of educated people.
Author: Chris Husbands
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335225842
Category: Education
Page: 192
View: 707
"Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools." Robert Wyness, Student, De Montfort University, Leicester,UK * Why do we teach and learn about the past? * How is history taught in schools? * What are the influences on the way teachers teach and pupils learn about the past? History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for 30 years. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider its purposes on teaching about the past in a world of accelerating change. The book sets out to explore the realities of classroom history teaching and to offer pointers for the development on the subject in a new century.
Oxfam (2006) Teaching Controversial Issues. http://www.oxfam.org.ukleducationlteachersupportlcpd/controversial/files/teaching_controversial_issues.pdf (accessed April 2010). Phillips, R. (2002) Reflective Teaching of History 11-18.
Author: Neil Smith
Publisher: A&C Black
ISBN: 9781441145345
Category: Education
Page: 177
View: 892
This handbook provides secondary school history teachers with a broad range of strategies to keep active learning approaches at the forefront of their teaching. >
... Ideas for Téaching Mathematics — Mike Ollerton OTHER HISTORY TITLES Teaching History 3—11 — Mark O'Hara and Lucy O'Hara Reflective Teaching of History 11—18 — Rob Phillips 100 IDEAS FOR TEACHING HISTORY julz'a Murphy \continuum O L.
Author: Julia Murphy
Publisher: A&C Black
ISBN: 9780826484932
Category: Education
Page: 132
View: 928
The Continuum One Hundreds series offers 100 invaluable and practical ideas for teachers of all levels. 100 Ideas for Teaching History takes a skills-based approach, with each section suggesting general ideas to use in everyday classroom teaching, including specific examples of how these can be used with a variety of modules from primary through to secondary.
Grosvenor, I. (2000) History for the Nation: multiculturalism and the teaching of history, in J. Arthur and R. Phillips (eds) (2000) Issues in ... Phillips, R. (2002) Reflective teaching of history 11–18, London: Hodder & Stoughton.
Author: Terry Haydn
Publisher: Routledge
ISBN: 9781135135188
Category: Education
Page: 345
View: 412
'An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I'm sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.' – Michael Duffy, Times Educational Supplement 'A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England would find a valuable addition to their library.' – Scottish Association of Teachers of History, Resources Review ‘This book is without question the standard text for the history PGCE market.’ – Dr Ian Davies, University of York, on the first edition. Learning to Teach History in the Secondary School provides an accessible introduction to teaching and learning history at secondary level. Underpinned by a theoretical perspective and backed up by the latest research, it encourages student teachers to develop a personal approach to teaching history. This fourth edition has been thoroughly updated for the new curriculum, with a brand new chapter on subject knowledge and a new section on action research to better support those reflecting on and developing their own practice. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources, while a range of tasks will enable students to put their learning into practice in the classroom. Practical advice is combined with reference and access to a wide range of recent and relevant research in the field of history education, to support Masters Level research and aid reflective practice. Key issues covered include: The benefits of learning history Planning The use of language and strategies for teaching Inclusion Technology in history teaching Assessment Continuing professional development Offering comprehensive and accessible support to becoming a history teacher, this book remains an invaluable resource for all training and newly qualified history teachers.
Haydn, T., Stephen, A., Arthur, J. & Hunt, M. (2014) Learning to teach history in the secondary school (4th ed.). ... Husbands, C. (1996) What is history teaching? ... Phillips, R. (2002) Reflective teaching of history 11–18 ...
Author: Richard Harris
Publisher: Routledge
ISBN: 9781134836314
Category: Education
Page: 180
View: 671
The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to: Make history education accessible and engaging to pupils of all abilities Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning Develop inclusive practical demonstration and role play techniques to aid conceptual understanding Set assessment objectives Deploy in-class support effectively An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers. In addition to practical activities and supporting material contained in the book, there are also free online resources for readers to download and use in the preparation of successful, inclusive lessons for all pupils.
Pachler, N., Barnes, A. and Field, K. (2009) Learning to Teach Modern Foreign Languages in the Secondary School (3rd edition), Abingdon: Routledge. ... Phillips, R. (2002) Reflective Teaching of History 11–18, London: Continuum.
Author: Lee Jerome
Publisher: SAGE
ISBN: 9781473916906
Category: Education
Page: 216
View: 518
Effective medium-term planning is the ‘holy grail’ of planning. Once teachers are able to conceptualise learning over a longer period of time, they are empowered to achieve outstanding learning as part of their everyday teaching. This book explains why medium term plans are important and how to go about constructing them. Key coverage includes: Practical guidance to support teachers to build their own effective medium-term plans Examples of planning in action, exploring key principles that can be applied to your own practice Theoretical and practical justifications for the importance of medium-term planning Exploration of the links between raising attainment and effective medium-term planning This is essential reading for initial teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning.
Reflective Teaching of History 11–18: Continuum Studies in Reflective Practice and Theory. London: Continuum. Reisman, A. & Wineburg, S. 2012. 'Text complexity'in the History classroom: Teaching to and beyond the common core.
Author: Rob Gilbert
Publisher: Cengage AU
ISBN: 9780170424165
Category: History
Page: 512
View: 219
Teaching Humanities and Social Sciences, 7e prepares teachers to develop and implement programs in the humanities and social sciences learning area from F-10. It successfully blends theory with practical approaches to provide a basis for teaching that is engaging, inquiry-based and relevant to students’ lives. Using Version 8.1 of the Australian Curriculum, the text discusses the new structure of the humanities and social sciences learning area. Chapters on history, geography, civics and citizenship, and economics and business discuss the nature of these subjects and how to teach them to achieve the greatest benefit for students, both as sub-strands within the Year F-6/7 HASS subject and as distinct Year 7-10 subjects. Throughout, the book maintains its highly respected philosophical and practical orientation, including a commitment to deep learning in a context of critical inquiry. With the aid of this valuable text, teachers can assist primary, middle and secondary students to become active and informed citizens who contribute to a just, democratic and sustainable future.
how historians draw comparisons between periods/actors in the historical process; • how the public views the past; • how Hollywood creates its own version of ... Phillips, R. (2002) Reflective teaching of History 11-18: Continuum. 11.
Author: Oliver Knight
Publisher: Routledge
ISBN: 9781134508013
Category: Education
Page: 416
View: 204
This timely new book outlines a whole-school approach to embedding a sustainable model of teaching and learning that puts the learner at the heart of the system. It provides an entire framework for ensuring all students achieve above their expectations; incorporating school vision, teacher professional development, assessment models, school culture, leadership and management, and core classroom practices. It takes what the current research suggests does – and does not – work and builds it into a practical approach that has been tried, tested and proven to work. Each section incorporates the research, a model of how this can be embedded across a school and then a training section that allows senior leaders in schools to teach the skill-set to others to ensure it can be embedded and reviewed. Covering all aspect of teaching and learning including curriculum design, teacher practices, assessment and leadership, the book features: a clear planning framework that is easy to implement; subject based case studies to exemplify good practice; diagrams to clarify and consolidate information; training activities throughout each chapter, also available to download at www.routledge.com/9780415831178. Designed to be used as a training tool for both new and established teachers, this book is essential reading for senior leaders that want to equip their teachers with the skills and knowledge to create a school of outstanding classrooms.
Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe Claudia Lichnofsky, ... oriented and less ethno1 Rob Phillips, Reflective Teaching of History 11–18: Meeting Standards and Applying Research (2002).
Author: Claudia Lichnofsky
Publisher: V&R unipress GmbH
ISBN: 9783737008112
Category:
Page: 275
View: 600
This volume addresses textbooks written in the Albanian language and in use in Albania, Kosovo, Macedonia and Serbia. Political myths and mythical spaces play a key role in shaping processes of identity-building, concepts of ‘self’ and ‘other’, and ideas pertaining to the location of the self and nation within a post-conflict context. The Albanian case is particularly interesting because the majority of Albanians live outside the borders of Albania, despite the existence of the nation-state, which gives rise to fascinating complexities regarding the shaping of national identities and myths surrounding concepts of ‘self’ and ‘other’. What textbooks teach is always of political interest, as they represent society’s intentions for its next generation. This renders identity-building processes via textbooks in this context a particularly fascinating topic for research, here examined through the lens of myths and mythical spaces.
(2007b) “Reality-experiential history documentaries: The Trench (BBC, 2002) and Britain's modern memory of the First World War”, Historical Journal of Film, ... Phillips, Robert (2002) Reflective Teaching of History, 11-18.
Author: Enric Castelló
Publisher: Cambridge Scholars Publishing
ISBN: 9781527557260
Category: Performing Arts
Page: 350
View: 726
“But we can still rise now”, runs a line of Scotland’s unofficial national anthem Flower of Scotland, “and be the nation again” who defeated the English King Edward II in 1314 at the Battle of Bannockburn. These short lines tell us much about the concept of the nation. Firstly, the pronoun of the nation is “we”. Secondly, nationhood remains aspirational for some, while it is entirely taken-for-granted for others. Thirdly, nations often trace their origins back to an implausibly dim and distant past. Finally, it points to the fundamentally discursive nature of the nation: the nation appears not as something which simply is, but as something which can be, called into existence through talk, official documents, official and unofficial national anthems, ceremonies and parades, monuments and statuary, press coverage and, increasingly, television. This book, which arose out of a conference held in Tarragona in 2007, focuses on the complex discourses of the nation to be found in the television systems of twelve different countries, examining how these circulate in fiction, in news and documentary (including re-enactment formats), and in entertainment programmes, adverts and the coverage of large-scale sporting events. The nation which emerges is everywhere and nowhere, talked about endlessly but never finally grasped, repeatedly staged and re-enacted but lacking a foundational script. In short, it is a site of struggle. The stakes are high, since the nation when mobilised is a force to be reckoned with, and the on-going attempts to define it are many, varied and often highly creative. This book details many such events, from the high drama of war reporting to the self-mocking irony of ten-second commercial spots.
Hawthorn, G. (1991) Plausible Worlds – Possibility and Understanding in History and the Social Sciences. ... (2000) Creating the Conditions for Teaching and Learning. ... Phillips, R. (2002) Reflective Teaching of History, 11–18.
Author: Steve Barnes
Publisher: Routledge
ISBN: 9781135396299
Category: Education
Page: 160
View: 221
Meeting the Needs of Your Most Able Pupils: History provides specific guidance on: recognising high ability and potential planning, differentiation, extension and enrichment in Histpry teacher questioning skills support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) homework recording and assessment beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations. The book includes comprehensive appendices with linked resources available online that feature: lesson plans and examples of activities high ability checklist information on coaching guidance on auditing provision for more able pupils. This book is an essential resource for secondary teachers, subject heads of departments, leading teachers for G&T Education (gifted and talented co-ordinators), SENCos and LA advisers.
Reflective teaching of history 11–18. London: Continuum. Porat, D. A. (2004). It's not written here, but this is what happened: Students' cultural comprehension of textbook narratives on the IsraeliArab conflict.
Author: Gavriel Salomon
Publisher: Psychology Press
ISBN: 9781136874512
Category: Psychology
Page: 356
View: 175
This handbook encompasses a range of disciplines that underlie the field of peace education and provides the rationales for the ways it is actually carried out . The discipline is a composite of contributions from a variety of disciplines ranging from social psychology to philosophy and from communication to political science. That is, peace education is an applied subject which is practiced in differing ways, but must always be firmly based on a range of established empirical disciplines. The volume is structured around contributions from expert scholars in various fields that underpin peace education, plus contributions from experts in applying peace education in a range of settings, all complemented by chapters which deal with issues related to research and evaluation of peace education.
