000			01447nam a22001577a 4500
020			_a978041550357
040			_cCUS
082			_a907.1 _bHAR/G
100			_aedited by Harris, Richard, Burn, Katharine and Woolley, Mary _926514
245			_aThe guided reader to teaching and learning history / _cedited by Richard Harris, Katharine, Burn and Mary, Woolley
260			_aLondon; _aNew York: _bRoutledge, _c2014.
300			_axi, 304p.;
500			_aIncludes index.
505			_aSECTION 1: NATURE AND PURPOSES OF HISTORY EDUCATION 1. The purposes of history teaching 2. The ’knowledge’ debate 3. The relationship between school history and academic history 4. Pupil perspectives on history education 5. History and identity 6. Teaching controversial, emotional and moral issues in history 7. Historical consciousness SECTION 2: CONSTRUCTING HISTORICAL KNOWLEDGE AND UNDERSTANDING 8. Evidence 9. Historical significance 10. Historical interpretations 11. Chronological undentanding and historical frameworks 12. Change and continuity 13. Causal reasoning 14. Empathy 15. Diversity SECTION 3: STRUCTURING LEARNING IN HISTORY 16. Historical enquiry 17. Literacy and oracy 18. Progression 19. Assessment 20. Inclusion 21. Issues of acceptable simplification 22. Technology in tlie history classroom 23. History textbooks SECTION 4: HISTORY TEACHERS’ PROFESSIONAL LEARNING 24. Professional development for history teachers
942			_cL2C2 _01
999			_c3451 _d3451