MARC Record from harvard_bibliographic_metadata

LEADER: 02849pam a22003374a 4500
001 009292123-X
005 20051102161508.0
008 030721s2004 njua b 001 0 eng
010 $a 2003059643
020 $a0805839305 (cloth : alk. paper)
020 $a0805839313 (pbk. : alk. paper)
035 0 $aocm52750060
040 $aDLC$cDLC$dDLC
042 $apcc
043 $an-us---
050 00 $aLB1582.U6$bB37 2004
082 00 $a372.89$222
100 1 $aBarton, Keith C.
245 10 $aTeaching history for the common good /$cKeith C. Barton, Linda S. Levstik.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates,$c2004.
300 $axi, 288 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references and indexes.
505 0 $aA sociocultural perspective on history education -- Participatory democracy and democratic humanism -- The identification stance -- The analytic stance -- The moral response stance -- The exhibition stance -- Narrative structure and history education -- Narratives of individual achievement and motivation -- The story of national freedom and progress -- Inquiry -- Historical empathy as perspective recognition -- Empathy as caring -- Teacher education and the purposes of history.
520 1 $a"In Teaching History for the Common Good, Barton and Levstik present an overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children, and how it should be presented, reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates, by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education." "Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and student's as well as for policy-makers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject."--Jacket.
650 0 $aHistory$xStudy and teaching (Elementary)$zUnited States.
650 0 $aHistory$xStudy and teaching (Middle school)$zUnited States.
650 0 $aCivics$xStudy and teaching (Elementary)$zUnited States.
650 0 $aCivics$xStudy and teaching (Middle school)$zUnited States.
700 1 $aLevstik, Linda S.
988 $a20040608
906 $0DLC