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Lorence, James J. – History Teacher, 1999
Contends that college and university faculty must strengthen the ties between teachers in precollegiate and postsecondary institutions. Describes the Marathon County (Wisconsin) History Teaching Alliance, a collaborative professional development program that aims to enhance student learning through improved history instruction. Addresses the roles…
Descriptors: College Faculty, Community Colleges, Elementary Secondary Education, Financial Support
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Lorence, James J. – Teaching History: A Journal of Methods, 1995
Describes a University of Wisconsin program that maintains summer institutes and seminars between university, college, and high school history teachers. Priorities have included upgrading the critical-thinking and research skills of secondary school students. A serendipitous benefit has been an increased mastery of the recent literature by…
Descriptors: College School Cooperation, Compensatory Education, Educational Innovation, Extension Education
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Lorence, James J. – 1994
This document discusses the roles of secondary schools, two-year colleges, and the upper level university in the University of Wisconsin System. Because of close ties with the host communities, Wisconsin's two-year institutions are uniquely situated to function as community resources. The paper discusses the advantages of a collaborative…
Descriptors: College Role, College School Cooperation, High Schools, Higher Education
Lorence, James J. – 1981
This paper examines the historian's method of handling evidence and explores some approaches to the improvement of college students' reasoning skills through the analysis of historical documents. The starting point in the development of the reasoning skills should be an exploration of the historian's task and the nature of the evidence, preferably…
Descriptors: Basic Skills, Content Analysis, Critical Reading, Evaluation
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Lorence, James J.; Hendricks, Bryan – History Teacher, 1979
Suggests that caution should be used by college level history teachers in employing nontraditional teaching methods. Suggests that a topical approach involving lecture and discussion can increase student interest and nurture that interest with personalized instruction. (Author/DB)|
Descriptors: College Freshmen, Educational Assessment, Educational Innovation, Educational Needs