Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Joined-up History PDF full book. Access full book title Joined-up History by Arthur Chapman. Download full books in PDF and EPUB format.
Author: Arthur Chapman Publisher: IAP ISBN: 1681230348 Category : Education Languages : en Pages : 394
Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: Arthur Chapman Publisher: IAP ISBN: 1681230348 Category : Education Languages : en Pages : 394
Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: Arthur Chapman Publisher: Information Age Publishing ISBN: 9781681230320 Category : Education Languages : en Pages : 0
Book Description
A volume in International Review of History Education Series Editors Peter Lee, Rosalyn Ashby, Stuart Foster Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as 'evidence' and 'causation'. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students 'join up' what they learn in class into meaningful historical knowledge and understanding?
Author: Vernon Bogdanor Publisher: Oxford University Press ISBN: 9780197263334 Category : Language Arts & Disciplines Languages : en Pages : 204
Book Description
'Joined- up government' is a key theme of modern government. The Labour government, first elected in 1997, decided that intractable problems such as social exclusion, drug addiction and crime could not be resolved by any single department of government. Instead, such problems had to be made the object of a concerted attack using all the arms of government - central and local government and public agencies, as well as the private and voluntary sectors. This book seeks to analyse 'joined-up government', to consider its history, and to evaluate its consequences for British institutions such as the Cabinet, the civil service and local authorities. Is joined-up government a new idea, or merely a new label for a very old idea? What lessons can be learnt from previous attempts at joined-up government? How does it affect our traditional constitutional conceptions relating to Cabinet government, a politically neutral and non-partisan civil service, and an independent system of local government? Will it lead to the concentration of power in 10 Downing Street or is it compatible with a political system based on checks and balances? Drawing together papers given at a conference held at the British Academy, Joined-Up Government provides a broad overview of one of the most significant aspects in modern government. Its contributors include not only distinguished academics, but also those who have themselves been engaged as practitioners in developing joined-up programmes. This book will be indispensable to all those who seek to understand how new developments in government are affecting our lives.
Author: Andrew J. B. Cameron Publisher: Wipf and Stock ISBN: 9781498266697 Category : Religion Languages : en Pages : 0
Book Description
Description: ""Finding our best humanity in Jesus Christ"" is the key theme of Andrew Cameron's fresh exploration, in which he seeks to understand ethics as springing from Jesus, and to show how identifying with Jesus Christ brings order and clarity to human life. ""In a world where everyone is an expert on right and wrong, this book tries to show how Jesus unifies the best of what you hear. He joins up messy lives."" Cameron's accessible, coherent, and innovative analysis is divided into seven parts. Each part contains several self-contained chapters that address some specific aspect of Christian thinking about ethics and life, and each chapter is cross-referenced to other key chapters. The chapters may be read in sequence, or dipped into in any order. Part 1 considers some common ways of thinking about ethics (e.g., rules, rights, values, and results). Part 2 considers some arenas we are unaware of, but that have a huge impact on how we live. Part 3 shows how Jesus Christ becomes a better main category than ethics for determining who we are and what we do. Part 4 builds a ""unified field,"" shaped in response to Jesus Christ, by which we can orient ourselves to whatever is around us. Part 5 examines some means by which we approach the daily details of life within this overall orientation. Part 6 looks at some aspects of our life-package, or ""vocation,"" to see how they are located within the ""unified field."" Part 7 visits some areas of discussion that cause great disagreement between Christians and others, and tries to show why. Cameron offers a stimulating reappraisal of our cluttered, tumultuous lives and encourages us to see life through a different lens. Endorsements: 'Books about Christian ethics can often seem abstract, dry, and remote from the complexities of our lived lives. This one brings ethics down to earth and yet succeeds in raising our sights with an inspiring vision of faithfulness to Christ in all aspects of our lives. It is clear, engaging, and user-friendly, yet infused throughout with a deep biblical wisdom. It covers an enormous amount of ground, yet allows the reader to enter the conversation anywhere they wish. It is an admirable achievement and will prove useful to a wide variety of audiences.' Jonathan Chaplin, Director, The Kirby Laing Institute of Christian Ethics, Cambridge 'Few books are harder to write or more important than a good introduction to Christian ethics. To be successful such an introduction must always remain clear and accessible while undertaking the daunting task of calling into question commonly held understandings of theology, biblical studies, and pastoral concern. Cameron's Joined-Up Life succeeds admirably at this task. His account of Christian ethics exudes the warmth of the gospel on every page and yields genuinely fresh insights into a host of common but tired ethical discussions. I heartily recommend it.' Brian R. Brock, Lecturer in Moral and Practical Theology, Department of Divinity and Religious Studies, University of Aberdeen"
Author: Isabel Barca Publisher: IAP ISBN: 1617351091 Category : History Languages : en Pages : 266
Book Description
The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tânia Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhaimi Afandi and Mark Baildon, in Spain, by Lis Cercadillo, in Turkey, by Dursun Dilek and Gülcin (Yapici) Dilek, and in the United States, by Peter Stearns. By illuminating common trends, national peculiarities and differences, this collective book further enriches our knowledge about crucial issues concerning public perspectives over history education in diverse parts of the world. It opens new questions and issues to be further investigated by all who are interested in this field, in terms of its historical, educational, global, national, ethnic, cultural, social and political dimensions in the current transitional and multicultural environment. This international dialogue therefore addresses historians, history education researchers, university professors, school teachers, policy makers, publishers, parents and all those who insist that history education is very important, especially if it enables young people to orientate in the present and the future in historical terms
Author: Patience Agbabi Publisher: Canongate Books ISBN: 1782111565 Category : Poetry Languages : en Pages : 96
Book Description
SHORTLISTED FOR THE TED HUGHES PRIZE 2015 Tabard Inn to Canterb'ry Cathedral, Poet pilgrims competing for free picks, Chaucer Tales, track by track, it's the remix From below-the-belt base to the topnotch; I won't stop all the clocks with a stopwatch when the tales overrun, run offensive, or run clean out of steam, they're authentic and we're keeping it real, reminisce this: Chaucer Tales were an unfinished business. In Telling Tales award-winning poet Patience Agbabi presents an inspired 21st-Century remix of Chaucer's Canterbury Tales retelling all of the stories, from the Miller's Tale to the Wife of Bath's in her own critically acclaimed poetic style. Celebrating Chaucer's Middle-English masterwork for its performance element as well as its poetry and pilgrims, Agbabi's newest collection is utterly unique. Boisterous, funky, foul-mouthed, sublimely lyrical and bursting at the seams, Telling Tales takes one of Britain's most significant works of literature and gives it thrilling new life.
Author: Mario Carretero Publisher: IAP ISBN: 1617359378 Category : Education Languages : en Pages : 377
Book Description
How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States. Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.
Author: Ian Davies Publisher: Routledge ISBN: 1317284283 Category : Education Languages : en Pages : 301
Book Description
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.
Author: Tina van der Vlies Publisher: V&R unipress ISBN: 3737014507 Category : Social Science Languages : en Pages : 359
Book Description
“Echoing Events” questions the perpetuation, actualization, and canonization of national narratives in English and Dutch history textbooks, wide-reaching media that tendentially inspire a sense of meaning, memory, and thus also identity. The longitudinal study begins in the 1920s, when the League of Nations launched several initiatives to reduce strong nationalistic visions in textbooks, and ends in the new millennium with the revival of national narratives in both countries. The analysis shows how and why textbook authors have narrated different histories – which vary in terms of context, epoch, and place – as ‘echoing events’ by using recurring plots and the same combinations of historical analogies. This innovative and original study thus investigates from a new angle the resistance of national narratives to change.
Author: Arthur Chapman
Author: Arthur Chapman
Author: Arthur Chapman
Author: Vernon Bogdanor
Author: Sande Cohen
Author: Andrew J. B. Cameron
Author: Isabel Barca
Author: Patience Agbabi
Author: Mario Carretero
Author: Ian Davies
Author: Tina van der Vlies