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"Teaching History in America: From Students to Professors" is a collaborative anthology by 31 Chinese historians who teach in universities in the United States. The book explores their experiences teaching history and offers observations and reflections on history education, college culture, and higher education administration in the US. The authors come from diverse backgrounds and teach at universities across different regions of the country, providing a comprehensive view of history education in US universities. The book also highlights the authors' efforts to integrate Chinese culture and educational ideas into their teaching, contributing to cultural exchange between China and the US. [Extracted from the article]

This research presents the results obtained on how the relationship is and/or collaboration between lecturers and heritage institutions, especially in the case of museums. The methodology used was quantitative with a descriptive non-experimental quantitative method. The participants in the study were 26 lecturers from three departments of the University of Murcia and the research instrument used was a questionnaire. Finally, with regard to the results obtained, it can be concluded that the relationship between university and heritage institutions is present through the didactic visits, employed by the majority of lecturers and carried out generally in the museums, but the potencial of such activities is not being fully exploited. [ABSTRACT FROM AUTHOR]

Built on the interface between "public history, corporealities and orality", the article brings experiments based on the Trajetórias Docentes audiovisual collection. It problematizes theoreticalmethodological aspects of corporeality (gestural expressions during public interviews) in studies on life history and teacher training. In a case study, from the perspective of dialogical and participatory oral history work, the autobiographical performance of teacher and activist of basic education Rubens da Silva Pinho (2022) is observed, based on a meeting between basic education teachers and university professors, between teaching, school, university and community knowledge, in the context of ProfHistória (Professional Master's Degree in History Teaching). The research contributions point to three articulated but distinct directions: the teacher's role in the public debate on education, in the present time; the use of autobiographical narratives for continuing education and the construction of a public history of teachers and, finally, the importance of narrative performances and public interviews, contextualized in support networks, for the work in oral history. [ABSTRACT FROM AUTHOR]

Becoming activists for racial justice: A renewed purpose for learning about the past in K-12 education: Teaching history for justice: Centering activism in students' study of the past, by Christopher C. Martell and Kaylene Stevens, New York, Teachers College Press, 2021, 176 pp., $34.95 (paperback), ISBN: 9780807764756 Finally, Martell and Stevens's book incorporates real world examples of teachers who have successfully engaged in the work of teaching history for justice, a beneficial inclusion for teachers new to this pedagogical approach. Martell and Stevens's book would be a powerful read for both preservice and in-service teachers in elementary and secondary education. [Extracted from the article]

Perusall is an online annotation platform that was developed by Harvard University physicists Dr. Eric Mazur and Dr. Kelly Miller in 2019. It has gained popularity among college teachers as a tool to improve student understanding and performance. The author of the article, a doctoral student in history, shares their experience using Perusall for peer reviews in a history class. They found that Perusall facilitated open discussions and allowed students to learn from each other's perspectives. However, they also noted the need for clearer instructions on composing comments and addressing the unequal distribution of feedback. The author concludes by encouraging teachers to transform traditional writing assignments into interactive and collaborative experiences for students. [Extracted from the article]

The article focuses on reimagining writing in history courses. The authors discuss their experiences teaching history, examine the importance of writing in history education, and explore how creative writing can benefit students in composition and historical analysis.

Copyright of Investigaciones Historicas is the property of Universidad de Valladolid, Facultad de Filosofia y Letras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers detailed reflections of two lecturers on the teaching of Social Sciences Education Honours modules in a multidisciplinary context at one university in South Africa. The reflections portray that, while in Social Sciences Education students from diverse specialisations are enrolled in courses that are multidisciplinary in nature, the teaching pedagogy used continues to be disciplinary-based. Through the qualitative self-reflective narrative study of two lecturers teaching Commerce Education and History Education in the Honours programme in this university, the paper explores how these lecturers teach these Honours modules in a multidisciplinary context. Drawing on the reflections of the two lecturers, the conclusions of the study were that, the Honours programme in Social Sciences Education needs to be an integrated and multidisciplinary study, given the pedagogical weaknesses, and the resultant compromising of the quality of the teaching of the disciplines within this programme. The paper proposes 'border crossing pedagogy' as a solution that can be used in a multidisciplinary classroom because it allows for integration of disciplines in terms of content and teaching approach. This calls for revisiting how the modules within Social Sciences Honours programme are taught in South Africa. [ABSTRACT FROM AUTHOR]

The article focuses on the history of laboratory in the U.S. higher education. It mentions about the efforts of professor Althea Stoeckel of the Ball State University in reinstituting some inventive history classes, and her efforts in looking for innovation and creativity in the classroom as well as faculty publication.

The article discusses a roundtable discussion entitled "Conveying Complexity: Writing and Editing for a Classroom Readership" held at the 2014 meeting of the Sixteenth Century Society and Conference in New Orleans, Louisiana, and introduces a section of the issue comprised of articles by some of the panelists. It cites topics discussed during the roundtable including the challenges of writing for students and how textbooks are changing in the digital age.

This article examines the discourses of preservice and practicing elementary school teachers as they participated in focus group discussions about instructional materials and resources for planning and teaching historical content within their social studies curriculum. The study took place in a professional development school setting in which preservice and practicing teachers were working together to plan and implement history curriculum. The university researchers, who were the instructors for the Professional Development School courses, sought to understand teachers’ perspectives regarding bias in their social studies textbooks as it pertains to specific historical content. Findings indicate that the participating teachers spend a considerable amount of time negotiating the competing discourses that exist personally, within the institution of school, and in the field of social studies education. [ABSTRACT FROM PUBLISHER]

The maxim that ‘those who forget the past condemn themselves to repeat it,’ long a favorite of history students eager to demonstrate their understanding of the value of the discipline, might profitably be turned upon those of us who make our living as historians. This article questions a repetitive tendency among academic historians to deflect from opportunities to connect with the life that lies at the core of their work. I call for a historical practice rooted in an openness toward our historical subjects, our students, and our colleagues; I identify some theoretical precedents for such an approach; and I relate a few of my own efforts to discard the discipline's truisms and professional standards in the interest of recovering a sense of the immediacy and pathos of historical change. [ABSTRACT FROM PUBLISHER]

Many instructors seek to improve student engagement, but determining how to achieve student engagement can be complex and complicated. The authors sought to explore how the implementation of active-learning strategies in undergraduate history courses at a metropolitan community college using graphic organizers and group discussion impacted student engagement. Surveys were distributed to students in five undergraduate history courses in order to elicit student perspectives on how active-learning strategies impact engagement. The survey data revealed that some active-learning strategies improved student engagement, whereas others did not. The authors report that a combination of implementing lecture and active-learning strategies was effective in fostering student engagement in their undergraduate history courses. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine students' opinions about the concept of war. A twenty-four item questionaries was prepared for the study. In this survey, averages of student responses about the concept of war was determined. However, the differences between genders and school types regarding the concept of war estimated. The research was completed in the department of Education Guidance and Counselling students Faculty of Education, students in the department of History, Faculty of Literature and sciences, Department of Economics, Faculty of Economics and Administrative Sciences and Religious Culture and Moral Knowledge, Faculty of Theology. With the results of the study related to X2 singificant differences were observed in three items in terms of gender and singificant differences were observed in nine items regarding school types. [ABSTRACT FROM AUTHOR]

The article focuses on the history of collaboration between K-12 teachers and college history professors to improve history teaching in U.S. schools between 1983 and 2011. The author discusses how educational reforms reflect patterns of conservative and progressive times within the country, analyzes the differences between teaching history and teaching social studies, and explores several history teaching organizations and programs, including the National Council for History Education, the National Center for History in the Schools, and the National History Standards Project. The grant program Teaching American History is also discussed.

The article examines the author's experiences teaching Pacific History and English to Japanese students. The author, an American who grew up in the Marshall Islands, examines the historical and geographic relationships between Japan and Oceania. He explores postcolonial curriculum initiatives, particularly what he cites as an "archipelagic" view of cultural studies and history. The author describes a course at the University of Tokyo he devised following several discussions with Pacific islanders entitled "A sea of islands connects us: contemporary Pacific Islander perspectives on empire, war, and globalization." The author discusses the syllabus of the course including definitions of Oceania, studying indigenous scholars, and decoding regional maps.

A bibliography is presented of articles related to various aspects of the teaching of psychology that have appeared in Psychological Reports from 1955- 2010. The 605 articles are classified into 21 sections including those devoted to history, psychology of the scientist, teaching tips, textbook evaluation, and evaluation of students and professors. [ABSTRACT FROM AUTHOR]

An interview with Chicano/Latino studies professor Gilbert G. Gonzalez is presented. He shares how his family's history as part of Chicano/a and U.S. history, shapes his research and teaching. He talks about his aim to educate by drawing on student's histories and connecting them to a larger historical patterns. Gonzalez sheds light on the power of listening to and learning from family experiences, of connecting the past to the present, of thinking transnationally and of putting Chicana/o education, labor and migration in the context of U.S. empire.

Through an examination of one undergraduate American history course at a large university in the southeastern United States via interview, observation and content analysis, we attempted to discern if the pedagogical methodology was relating to the students in such a way as to foster students' ability to construct meaning beyond simply knowledge-based content. After a review of relevant literature regarding historical thinking methodology, we then sought to observe the class, interview some of the students and analyze the content presented. Our findings indicate that this particular instructor favored lecture as her presentation method, which discouraged students from seeking meaning beyond the content as it was presented. In interviews, students indicated little prior experience or prior knowledge employed in this class resulting in a feeling of disconnectedness from the content. Most students however, still expressed an interest in history despite how it was taught in this course, and others they had experienced, but lamented the neglect of their prior knowledge and experiences with historical content in the classroom. The lecture style employed by this teacher was not conducive to any deep examination of the content presented, and therefore provided students little opportunity to engage in the material presented. Insofar as this teaching method prevails in secondary and post-secondary history classrooms, this study reveals the lack of engagement students feel when asked to become passive listeners required only to memorize factual knowledge for later assessment. The students interviewed for this research demonstrated the desire many students have to become more actively involved in learning history. [ABSTRACT FROM AUTHOR]

An interview with Allyson M. Poska, Associate Professor of History at Mary Washington College in Fredericksburg, Virginia, is presented. When asked what drew her to teaching history, she responds that she came to perceive history as the tool she uses in understanding the world. She mentions that she began teaching in 1992 and has spent her entire career at the college. She says that the classes that she developed around her current research projects are her favorite.

The article examines students' historical thinking skills and preconceptions about historical study in the U.S. The author also interviewed history department colleagues to ascertain those historians' conceptions of the bottlenecks to student learning. A central bottleneck cited in the interviews involved the misconceptions about history as a discipline. Students may view the textbook as the central source from which all factual answers for exam emanate, while professors see textbooks as secondary tools providing students with a general narrative that must be compared to scholarly writings.

Archivists have created millions of digital primary source images that have contributed to the transformation in history teaching. This generation of students arrive on the college campus familiar with primary source documents but as yet unprepared to search finding aids or understand archival collections. This review of archival, educational, and historical literature presents core information about new teaching methods, the scholarship of teaching and learning, digitization efforts, and the efforts by archivists to more fully understand new users. This information offers a starting point for an ongoing partnership between archivists and faculty in teaching effectively with primary sources. [ABSTRACT FROM AUTHOR]

In teaching history, instructors often employ popular motion pictures that portray at least some of the past well. Scholars often criticize films for their distortions and inaccuracies, but their flaws provide even more opportunities for instructional purposes. Access to and availability of popular film allows humanities instructors to employ this resource in new ways that are very effective with today's media-savvy students. Projects employing film not only stimulate students' interest in the subject but involve them in a learning environment in which they are comfortable. Ancillary benefits include critical literacy and heightened awareness of the quality of information in our data rich age. [ABSTRACT FROM AUTHOR]

This study was aimed at finding effective ways of organising peer assessment of written assignments in the context of teaching history at university level. To discover features yielding optimal results, several peer assessment designs were developed, implemented in courses and their learning outcomes evaluated. Outcomes were defined in terms of the revisions students made, the grades of the written products, and the perceived progress of products and writing skills. Most students processed peer feedback and perceived improvement in their writing as a result of peer assessment. Significant differences between grades of groups using or not using peer assessment were not found. Most teachers saw better‐structured interaction on the subject of writing problems in their classes. Important design features seemed to be the timing of peer assessment, so that it will not coincide with staff assessment, the assessment being reciprocal, and the assessment being performed in feedback groups of three or four students. [ABSTRACT FROM AUTHOR]

This article presents a portrait of practice of one social studies methods professor engaged in teaching his course and analyzes the choices the professor makes during the semester. These choices are linked to his philosophy of social studies education with particular attention paid to his passionate belief in the American story as the core of elementary social studies education. Through interviews, extensive field notes collected during the semester, and a collection of all corresponding documents, a portrait of the social studies methods professor (Dr. Henry Merrill) emerges. Merrill uses Hirsch, Ravitch, and Hakim as the foundation on which he builds his methods course. He believes his preservice teachers are "knowledge conveyors" and therefore need to know large amounts of historical information in order to pass that information on to their students. However powerful or flawed we may view Merrill, the issue remains that the idea of "common practice" in social studies methods courses may not be too common. [ABSTRACT FROM AUTHOR]

Reviews the author's, a professor of history in the U.S., failed and successful strategies for teaching research and analytical skills to history students. Changes in the assumptions of the author about and attitude toward teaching; Discussion on the attitude of history students; Practical and conceptual issues involved in the development of student research skills; Details on developing students analytical skills.

Presents an analytical model for describing interactions and examining connections in history based on the author's experience as a history professor. Trend in history courses to cross boundaries, such as interactions linking the African continent and its Atlantic diaspora over the part 500 years and multiculturalism in U.S. history courses; Challenge facing students and teachers in dealing with complexities involved in identifying connections and interactions in history.

A list of contributors to the 2006 issue of the journal is presented, along with biographical information, career titles, and details regarding additional publications by each author. Contributing writers listed include history and literature professors Sarah Beckwith, Herbert Berry, Palmira Brummett, and others.

The article offers opinion on helping students read and write history effectively. It is proven that the key to improving the asking of good questions is developing a better understanding of how professional historians do their work. Some students will always love history but almost all need to be taught how to write the kind of history that history instructors are fond of reading. It is important to share with the students the lesson that historian themselves have learned, that some questions are better to work with than others.

This article presents an interview with Nancy A. Hewitt, professor of history and women's studies at Rutgers University, about history teaching. She became a historian by accident, but a history teacher by plan. She took a lot of history classes because she loved it. She started student teaching when she was at Syracuse University, New York (SUNY) in Brockport. Her next teaching stint was at the University of Pennsylvania as a teaching assistant. She taught courses on women and work, family and community history, an undergraduate theory of history course, women's rights in America, and nineteenth century U.S. history at the undergraduate level, and graduate courses on theory and methods in history and many others. Hewitt love teaching the American history survey. She also love teaching the comparative feminism course because it allows her to introduce women's and gender studies students to historical perspectives and to capture a new version of the activism/academic links that attracted her to graduate work. And her tips for new teachers, especially in survey courses, emerge from her thoughts on good teaching. New teachers must hone their best skills, find a comfort zone in the classroom so that they can learn to enjoy teaching and see it as intellectually challenging.

In most disciplines, professors ask students to “read” without specifying what this operation means for their particular field. This chapter traces the path laid out in a cultural history class, where reading entails identifying the essential elements of a text. [ABSTRACT FROM AUTHOR]

This study examines the perceptions of 100 university lecturers in history and psychology regarding the impact of gender on their students' achievement. Qualitative data were gathered from semi-structured interviews and analysed according to discipline and gender of respondent. Key findings were that most respondents (with the exception of most female history lecturers) did not believe gender had an impact on essay writing style but that it did have an impact on other aspects of undergraduate achievement. Twice as many psychology lecturers as history lecturers believed that women had superior language abilities, and over twice as many women as men believed that confidence affected student performance. Gender differences in communicative style and approach to study were also noted by many respondents. Educational practices (teaching and assessment methods, as well as the gender imbalance of many university departments) were highlighted as impacting particularly on the performance of women. The authors suggest that subject and gender perspectives are interacting here in ways that may affect student experience and performance across the university curriculum. [ABSTRACT FROM AUTHOR]

Focuses on the difficulties faced by a college teacher in teaching the history of Native North America. Basic elements of the Amerindian autohistory of George Sioui, a Wendat philosopher; Information on the didacticism approach to teaching autohistory; Reasons for teaching the autohistory of American Indians to college students.

Pays tribute to historian and history professor Raphael Samuel, who died in 1996. Career background; Information on his works; Contributions to history education.

This article focuses on standards for the study and teaching of history in schools in the U.S. as of January 1997. It was learned that the original National Standards for History in the Schools, published by the National Center for History in the Schools (NCHS) at the University of California in Los Angeles in the fall of 1994, provoked widespread denunciation. A revised edition of the standards based partly on recommendations made by a panel convened by the Council for Basic Education, which supposedly sought to correct the bias in the original standards, was released by the NCHS earlier this year. The revised standards have been endorsed by a number of academics and educators, including Professor Diane Ravitch and Arthur Schlesinger, Jr.

The article focuses on the new Business History Unit in London, England. Professor Leslie Hannah who is Fellow of Emmanuel College, Cambridge, took up the Directorship of the Business History Unit on a part-time basis from August 1, 1978. This will become a full-time appointment, of professional status, on January 1,1979. A second post in the Unit was advertised at the end of September 1978 and further posts will be advertised during 1980. The idea of the Unit dates back to the period 1972 to 1973 when professor L.S. Pressnell, professor T.C. Barker and professor W.J. Reader got together to discuss how best to move from the writing of company history, which had made such great strides in Great Britain during the previous fifteen years, to the broader study of business history itself. There was general agreement that Business History was a branch of academic study, which had been rather neglected by British universities. It was agreed from the outset that the relation of science and technology to the growth of industry should form part of the proposed Unit's activities.

Examines the life of Lucy Larcom as a teacher at Wheaton College in Norton, Massachusetts in the nineteenth century. Larcom's impact on the teaching of literature and history at the seminary; Excerpts from journals written by Larcom; Profile on Wheaton which was founded in 1834 for the education of young women; National recognition achieved by Larcom in the field of education.

This article presents information on the study and teaching of art history. According to a art history professor, this discipline is a characteristic work of the soft style. It may in the first moment sound merely funny or phony but when contemplated deeply it takes everybody into the center of that vicious circle, where all the tantalizing hermeneutical difficulties are linked with the common problems of life. The term of hermeneutics was first coined by a German philosopher named Hans Georg Gadamer. Gadamer discussed in his writing that the notion of style is one of the undiscussed, self-evident concepts upon which the historical consciousness is based.

Albert Bushnell Hart was a leading figure during a critical period in the development of history education in the United States. Throughout his career as a professor of history and government at Harvard University (1883-1926), he made many contributions, arguably more than anyone else of his generation, to history's emergence as a modern school subject and to its inclusion as a core component of the school curriculum. In doing so, he helped fashion the door through which social studies subsequently entered the schools. His career, therefore, offers an interesting and enlightening perspective on both the theoretical and institutional foundations of social studies education. [ABSTRACT FROM AUTHOR]

Comments on various developments concerning the state of teaching history in Canada as of September 1, 1982. Lack of tenure-track positions for history professors in various universities; Call for nominations to the Gilbert China Awards; Topics discussed during the 1983 Canadian Historical Association Conference.