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Author: Jeffery D. Nokes Publisher: Routledge ISBN: 0415808979 Category : Education Languages : en Pages : 231
Book Description
This book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching.
Author: Jeffery D. Nokes Publisher: Routledge ISBN: 0415808979 Category : Education Languages : en Pages : 231
Book Description
This book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching.
Author: Matthew T. Downey Publisher: Routledge ISBN: 1317509021 Category : Education Languages : en Pages : 192
Book Description
Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.
Author: Jeffery D. Nokes Publisher: Routledge ISBN: 100054298X Category : Education Languages : en Pages : 335
Book Description
How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? Now in its second edition, this book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching. Providing an original focus on the discipline-specific literacies of historical inquiry, the new edition presents a deeper examination of difficult histories and offers new strategies that can be applied to all genres of historical inquiry. Nokes surveys a broad range of texts, including those that historians and nonhistorians both use and produce in understanding history, and provides a wide variety of practical instructional strategies immediately available to teachers. Featuring new examples and practical resources, the new edition highlights the connection between historical literacies and the critical reading and communication skills that are necessary for informed civic engagement. Equipped with study guides, graphic organizers, and scoring guides for classroom use, this text is an essential resource for preservice and practicing teachers in literacy and social studies education.
Author: Nikki Mandell Publisher: Wisconsin Historical Society ISBN: 0870204831 Category : Education Languages : en Pages : 136
Book Description
Thinking Like a Historian: Rethinking History Instruction by Nikki Mandell and Bobbie Malone is a teaching and learning framework that explains the essential elements of history and provides "how to" examples for building historical literacy in classrooms at all grade levels. With practical examples, engaging and effective lessons, and classroom activities that tie to essential questions, Thinking Like a Historian provides a framework to enhance and improve teaching and learning history. We invite you to use Thinking Like a Historian to bring history into your classroom or to re-energize your teaching of this crucial discipline in new ways. The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.
Author: Sam Wineburg Publisher: Teachers College Press ISBN: 0807772372 Category : Education Languages : en Pages : 169
Book Description
This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.
Author: Chauncey Monte-Sano Publisher: Teachers College Press ISBN: 0807755303 Category : Education Languages : en Pages : 241
Book Description
This practical guide presents six research-tested historical investigations along with all corresponding teacher materials and tools that have improved the historical thinking and argumentative writing of academically diverse students.
Author: Mark Newman Publisher: Rowman & Littlefield ISBN: 1475868693 Category : Education Languages : en Pages : 165
Book Description
"Teaching History Today is about placing inquiry, primary sources, and literacy foundations of history instruction front and center in the education. Readers can learn how to organize historical content into effective units, integrate the learning of content with development of skills, and gain expertise into engaging students collaboratively"--
Author: Roni Jo Draper Publisher: Teachers College Press ISBN: 0807771333 Category : Education Languages : en Pages : 193
Book Description
Today’s teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song. Additional contributors: Marta Adair, Diane L. Asay, Sharon R. Gray, Sirpa Grierson, Scott Hendrickson, Steven L. Shumway, Geoffrey A. Wright Roni Jo Draperis an associate professor in the Department of Teacher Education in the David O. McKay School of Education.Paul Broomheadis associate professor and coordinator of the Music Education Division in the School of Music.Amy Petersen Jensenis an associate professor in the College of Fine Arts and Communications.Jeffery D. Nokesis an assistant professor in the History Department.Daniel Siebertis an associate professor in the Department of Mathematics Education. All editors are at Brigham Young University, Utah. “This is a must-read for educators engaged in professional development efforts aimed at improving students’ learning across the content areas. The editors and chapter authors are to be applauded for taking up the call to place content-area literacy squarely in the disciplines.” —From the Foreword byThomas W. Bean, University of Nevada, Las Vegas “A great tool for developing disciplinary literacy.” —Douglas Fisher, San Diego State University “Draper and her colleagues successfully convey the complex and subject-specific nature of effective content area literacy instruction. This book reminds us in refreshing ways that there is more to effective reading than decoding and prior knowledge.” —George G. Hruby, Executive Director, Collaborative Center for Literacy Development, University of Kentucky “From its grounding in inquiry and collaboration, to its contemporary views of literacy and text, this book is an important response to recent calls to redress century-old recommendations for teaching reading. It is exciting to recommend(Re)ImaginingContent-Area Literacy Instructionfor any course or in-service project with a focus on content-area literacy instruction.” —Kathleen Hinchman, Syracuse University, School of Education
Author: Jeffery D. Nokes
Author: Jeffery D. Nokes
Author: Matthew T. Downey
Author: Jeffery D. Nokes
Author: Nikki Mandell
Author: Sam Wineburg
Author: Chauncey Monte-Sano
Author: Mark Newman
Author: Paul A. Gagnon
Author: Roni Jo Draper
Author: Alan S. Marcus