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ERIC Number: EJ893833
Record Type: Journal
Publication Date: 2010-May
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0018-2745
Thinking Historically, Teaching Historically: Perspectives on the Professional Development of Teachers from a Teaching American History Grant
Sheets, Kevin B.
History Teacher, v43 n3 p455-461 May 2010
In teacher's idealized history classroom, students are abuzz with questions. They are eager to jump into a serious analysis of primary sources. They relish additional opportunities to engage historiographical debates. They are, as teachers like to say, "thinking historically." While there are few easy ways to create these idealized classrooms, the experiences of one Teaching American History (TAH) grant revealed several lessons that might help strengthen the professional development of K-12 teachers. The Wayne Finger Lakes Board of Cooperative Educational Services (BOCES), in collaboration with the State University of New York at Cortland (SUNY Cortland), received a TAH grant in 2004. Unlike most grants funded by the TAH program, this project, called "Crossroads of Change," focused on a particular period of American history and developed an unusual approach to professional development for history teachers. "Crossroads of Change" immersed teachers in the antebellum period by focusing on the history of a single community and its connection to broader national themes. This article discusses the lessons that might guide other professional development programs and historians working with in-service and pre-service history teachers. (Contains 8 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.thehistoryteacher.org/
Publication Type: Information Analyses; Journal Articles; Opinion Papers
Education Level: Adult Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York