History Lessons
Language: English
Published by Lawrence Erlbaum Associates Publishers, 2003
- First Edition
- Softcover
- Used





Seller: Southampton Books, Sag Harbor, NY, U.S.A.Southampton Books
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First Edition, 2nd Printing. Published by Lawrence Erlbaum Associates Publishers, 2003. Octavo. Pictorial wraps. Book is like new; clean with no writing or names. Sharp corners and spine straight. Binding tight and pages crisp. Covers have very light shelf wear. 238 pages. ISBN: 9780805845037. 100% positive feedback. 30 day money back guarantee. NEXT DAY SHIPPING! Excellent customer service. Please email with any questions or if you would like a photo. All books packed carefully and ship with free delivery confirmation/tracking. All books come with free bookmarks. Ships from Southampton, New York.
Seller Inventory # 147095
- Title
- History Lessons
- Author
- Grant, S.G.
- Publisher
- Lawrence Erlbaum Associates Publishers
- Publication year
- 2003
- Condition
- Like New
- Binding
- Trade Paperback
- Language
- English
- ISBN 10
- 0805845038
- ISBN 13
- 9780805845037
- Edition
- First Edition.
- Seller catalogs
- Reference
In this book, extended case studies of two veteran teachers and their students are combined with the extant research literature to explore current issues of teaching, learning, and testing U.S. history. It is among the first to examine these issues together and in interaction. While the two teachers share several similarities, the teaching practices they construct could not be more different. To explore these differences, the author asks what their teaching practices look like, how their instruction influences their students' understandings of history, and what role statewide exams play in their classroom decisions. History Lessons: Teaching, Learning, and Testing in U.S. High School Classrooms is a major contribution to the emerging body of empirical research in the field of social studies education, chiefly in the subject area of history, which asks how U.S. students make sense of history and how teachers construct their classroom practices.
Three case study chapters are paired with three essay review chapters intended to help readers analyze the cases by looking at them in the context of the current research literature. Two concluding chapters extend the cases and analyses: the first looks at how and why the teachers profiled in this book construct their individual teaching practices, in terms of three distinct but interacting sets of influences--personal, organizational, and policy factors; the second explores the prospects for promoting what the author defines as ambitious teaching and learning. Many policymakers assume that standards-based reforms support the efforts of ambitious teachers, but until we better understand how they and the students in their classes think and act, that assumption is hollow at best.
This book is a must have for faculty and students in the field of social studies education, and broadly relevant across the fields of curriculum studies and educational policy.
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About the Author
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Southampton Books
Sag Harbor, NY, U.S.A.
AbeBooks seller since August 1, 2012
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