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Reading, writing, and history: Teach...

Stanford University.

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Reading, writing, and history: Teaching for historical thinking and understanding.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading, writing, and history: Teaching for historical thinking and understanding./
作者:	Pesick, Stanley Lincoln.
面頁冊數:	408 p.
附註:	Adviser: Larry Cuban.
Contained By:	Dissertation Abstracts International59-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9837135
ISBN:	9780591907537

Reading, writing, and history: Teaching for historical thinking and understanding.
Pesick, Stanley Lincoln.

Reading, writing, and history: Teaching for historical thinking and understanding. - 408 p.

Adviser: Larry Cuban.

Thesis (Ph.D.)--Stanford University, 1998.

A number of recent books, articles, and nationwide assessments tell us that students are not learning history. In response, individuals and groups, from a wide variety of cultural and political perspectives have engaged in intense debates over what history should be taught. They suggest remedies that, no matter what the political or cultural perspective, tend to view the students as lacking any historical knowledge and understanding. But what seems to have gotten lost in these debates, which have centered on such issues as multiculturalism, the content of textbooks, and national standards, is the question of pedagogy--how a subject is taught and knowledge is transmitted. Thus, these debates over content have tended to ignore the recent research into reading and composition. This research finds that these are processes to which individuals bring their prior life experiences, knowledge, and beliefs.

ISBN: 9780591907537Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Reading, writing, and history: Teaching for historical thinking and understanding.
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245 1 0 $a Reading, writing, and history: Teaching for historical thinking and understanding.
300 $a 408 p.
500 $a Adviser: Larry Cuban.
500 $a Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1972.
502 $a Thesis (Ph.D.)--Stanford University, 1998.
520 $a A number of recent books, articles, and nationwide assessments tell us that students are not learning history. In response, individuals and groups, from a wide variety of cultural and political perspectives have engaged in intense debates over what history should be taught. They suggest remedies that, no matter what the political or cultural perspective, tend to view the students as lacking any historical knowledge and understanding. But what seems to have gotten lost in these debates, which have centered on such issues as multiculturalism, the content of textbooks, and national standards, is the question of pedagogy--how a subject is taught and knowledge is transmitted. Thus, these debates over content have tended to ignore the recent research into reading and composition. This research finds that these are processes to which individuals bring their prior life experiences, knowledge, and beliefs.
520 $a This dissertation focuses on how a pedagogy, which utilized students' prior knowledge and experiences as one starting point for instruction, impacted student learning. Were the students able to refine, revise, and add to their own views as they learned and developed historical narratives about key events, individuals, and eras in United States History? What did they learn in terms of historical thinking and understanding?
520 $a To answer these questions I studied the work of a racially and ethnically diverse eleventh-grade U.S. History class and four case study students. I learned the importance of developing reading and writing strategies that provide students, as points of departure, opportunities to articulate their views and questions about U.S. History. I discuss the hard work necessary to help students, once engaged in this process, refine and revise their views as they encounter and study the varied individuals and events that make up U.S. History. In a diverse classroom, this process created moments of tension as students, in trying to explain their ideas, stated and argued different perspectives on individuals and events, both historical and contemporary. I conclude that these classroom challenges and dynamics highlight the teacher's critical role in helping students move towards the development of historical thinking skills and historical understanding.
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