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  • Teaching History at University : Enhancing Learning and Understanding
    Teaching History at University : Enhancing Learning and Understanding

    Alan Booth draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice.Teaching History at University examines how high-quality history teaching and learning can be achieved in today's universities worldwide.This is an essential resource for university teachers and all those who are responsible for ensuring the quality of teaching and learning policies and practices within their institutions.

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  • Learning Jazz : Jazz Education, History, and Public Pedagogy
    Learning Jazz : Jazz Education, History, and Public Pedagogy

    Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days.Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition.Ken Prouty argues that this distinction works against a common identity for audiences and communities.Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts. While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses.Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music.Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists.Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more.He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public.Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.

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  • Arguments for Learning : An Intellectual History of the College of Education at the University of Illinois
    Arguments for Learning : An Intellectual History of the College of Education at the University of Illinois

    Almost every educational idea worth a thought has been considered at the University of Illinois, and anything worth trying has been tested.In this history of ideas, Bill Cope and Walter Feinberg chronicle the intellectual lives of education thinkers at the university while tracking the development of educational ideas and practices in general. Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College’s multifaceted mission.Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession.At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning.Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children’s schoolteachers to embracing global perspectives. A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.

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  • The Black Campus Movement : A History of Black Student Activism
    The Black Campus Movement : A History of Black Student Activism

    In his first book, published in 2012, Ibram X. Kendi provided the first national study of when Black students organized, demanded, and protested against racism in almost every US State between 1965 and 1972.The book illuminated the complex context and prehistory for one of the most transformative educational movements in American history.Based on records from more than three hundred colleges and universities, this authoritative study is essential to understanding modern American higher education. In this second edition, with a new Preface and updates throughout the text, Dr. Kendi reminds us that the antiracist higher education that the students in these pages fought for has yet to be achieved.Referring to this book as “foundational” to his antiracist research and thought, Kendi challenges us to see the parallels between then and now, and to embody the cause anew.

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  • Can I also pursue a career in history research with a degree in history education?

    Yes, you can pursue a career in history research with a degree in history education. While a degree in history education may focus more on teaching methods and curriculum development, it still provides a strong foundation in historical research and analysis. You may need to supplement your education with additional research experience or graduate studies to specialize in history research, but your background in history education can still be a valuable asset in this field. Many historians and researchers come from diverse educational backgrounds, so your degree in history education can certainly be a stepping stone towards a career in history research.

  • What is history education needed for?

    History education is needed to provide individuals with a deeper understanding of the past, enabling them to make informed decisions in the present and future. It helps to develop critical thinking skills, empathy, and a sense of perspective by examining different historical events and their consequences. By learning about the mistakes and successes of the past, history education can also help prevent the repetition of past atrocities and promote a more just and equitable society.

  • Why is history education important in school?

    History education is important in school because it provides students with a deeper understanding of the world around them. By learning about past events, students can gain insight into the causes and effects of historical events, as well as develop critical thinking and analytical skills. Additionally, studying history helps students to appreciate the diversity of human experiences and cultures, and to understand the complexities of the present by examining the past. Ultimately, history education helps students to become informed and engaged citizens who can contribute to a more just and equitable society.

  • What is a degree in history education?

    A degree in history education is a program that combines the study of history with coursework in education and teaching methods. Students in this program learn about historical events, cultures, and societies, as well as how to effectively teach this information to students at various grade levels. Graduates with a degree in history education are typically prepared to become history teachers in middle schools and high schools, helping students develop a deeper understanding and appreciation of the past. This degree also often includes opportunities for student teaching experiences in real classrooms to gain practical skills and knowledge.

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  • Philosophy of Education : Thinking and Learning Through History and Practice
    Philosophy of Education : Thinking and Learning Through History and Practice

    Written for masters courses in which most students are already practicing teachers, this book is based on three structural principles. A grasp of the philosophy of education must deliver some familiarity with the high points of its history;The most general issues that a philosophy of education seeks to address concern the questions why, how, by or for whom, about what, where, and when education should be undertaken.The questions comprise the goals, methods, content, stakeholders, occasions, and locations of education.The philosophy of education is a normative enterprise that seeks to identify and justify general principles on the basis of which educational practitioners may answer such questions in their own policies and practices. A reliable approach to the philosophy of education has to be systematic.General educational principles are necessarily related to ideas about other matters to which individuals or whole societies subscribe.Specifically, they are related to ideas about reality generally, knowledge, human nature and experience, society, and the state.A systematic philosophy of education examines basic educational questions and principles in relation to these broader topics. The book is divided into two parts. Part I is historically oriented, and it consists of four chapters that introduce the reader to four of the most influential figures in the history of philosophical thinking about education: Plato, Jean-Jacques Rousseau, John Dewey, and Paolo Freire.Each chapter deals with one of the figures, and more specifically, with one text of each author: Plato’s Republic, Rousseau’s Emile, Dewey’s Democracy and Education, and Freire’s Pedagogy of the Oppressed.Education is the focus of each of these books, and in each case its author explores the basic philosophical questions related to education in a systematic way, which is to say by relating the discussions of education to broader analyses of reality, knowledge, philosophical anthropology, and socio-political matters. Each chapter guides the reader through the text, with an emphasis on the educational principles advanced and their relation to more general philosophical issues.There are three advantages for the reader having read these four chaptersShe will have a sense of the details of four of the most important texts in the history of Western philosophy of education;She will have a clearer idea of what it means to do a systematic philosophy of education, and what some of the historically available conceptual options are; andShe will be primed for the more direct approach to the relevant issues in Part II. Part II is an undertaking in the systematic philosophy of education that identifies and justifies general conceptions of reality, knowledge, society, and the state, and articulates educational principles that may be advanced in relation to them.There are three chapters in Part II. The first, Chapter 5 of the book, identifies the general educational problems that we would want a systematic philosophy of education to address.These concern the issues of goals, content, method, stakeholders, occasions, and locations, that the reader would have already encountered in Part I.Chapter 6 proposes and justifies responses to metaphysical and epistemological questions, and questions of human experience generally, that may plausibly underlie educational principles.It goes on to articulate the educational principles that are consistent with the general philosophical conceptions that have been proposed and for which some justification has been offered.The underlying philosophical tradition from which this analysis emerges is pragmatic naturalism, and so it has a certain Deweyan flavor.Chapter 7 follows the same structure, but with a focus on philosophical issues related to social and political questions, and on the educational principles that they suggest, in fact in some cases imply. The book’s Conclusion provides a brief overview and summary of the educational principles that seem most consistent with the philosophical analyses of the preceding two chapters.The point is not to offer the reader ideas with which she should agree, since in the best philosophical thinking disagreement is always possible.The point is to help the reader to understand what it is to do the philosophy of education, and to provide a model for her own thinking about basic educational questions. A reader who completes the book will have achieved several pedagogically and philosophically useful results:An exposure to some of the more profound moments in the history of philosophical thinking about education;The details of the systematic philosophy of education of Plato, Rousseau, Dewey, Freire, and the author;The analytic experience and background conceptual material that will enable her to think carefully and reflectively about educational principles, policies, and practices as they present themselves in her educational activities.

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  • Blended Learning Solutions in Higher Education : History, Theory and Practice
    Blended Learning Solutions in Higher Education : History, Theory and Practice

    Blended Learning Solutions in Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities.Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation.Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, and norms as well as material factors such as technology and physical spaces.The book’s original MIRACLE framework offers a research-grounded, highly practical guide to blended learning design, improvement, and long-term efficacy.From demystified history and heuristics to digitized platforms and course content to reimagined governance and regulations, these insights provide a thoughtful exemplar of blended learning’s challenges and affordances along with a firm basis for integrating face-to-face and online learning, teaching, and assessment innovatively and creatively.

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  • Research Methods for History
    Research Methods for History

    Historians have become increasingly sensitive to social and cultural theory since the 1980s, yet the actual methods by which research is carried out in History have been largely taken for granted.Research Methods for History encourages those researching the past to think creatively about the wide range of methods currently in use, to understand how these methods are used and what historical insights they can provide.This updated new edition has been expanded to cover not only sources and methods that are well-established in History, such as archival research, but also those that have developed recently, such as the impact of digital history research.The themes of the different chapters have been selected to reflect new trends in the subject, including landscape studies, material culture and ethics.Every chapter presents new insights and perspectives and will open researchers' minds to the expanding possibilities of historical research.

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  • Research in Economic History
    Research in Economic History

    In this new volume of Research in Economic History, editors Christopher Hanes and Susan Wolcott bring together a cast of expert contributors to vigorously interrogate and analyze historic economics questions. The volume looks across a range of issues. Two papers address the political economy of the US: one explores how editorials in Business Week encouraged the acceptance of Keynesian policies among US business elites; and one quantifies the role of economics in the political support of William Jennings Bryan.Two papers bring new insight into longstanding debates, looking at the “antebellum puzzle” and why medieval peasants had scattered fields.Finally, two papers explore topics in European history, including the effect of deflation on the distribution of income in Denmark, 1930-1935, and the influence of shareholders on policy at the Banque de France. For researchers and students of economic history, this volume pulls together the latest research on a variety of unanswered questions.

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  • What are primary sources in history education?

    Primary sources in history education are original documents or artifacts that were created during the time period being studied. These sources provide firsthand accounts or evidence of historical events, and can include letters, diaries, speeches, photographs, newspapers, and government records. By using primary sources, students can engage directly with the past and develop critical thinking skills as they analyze and interpret the material. This allows them to gain a deeper understanding of historical events and the perspectives of people who lived during those times.

  • What is the main research question of my history research paper?

    The main research question of my history research paper is "What were the causes and consequences of the American Civil War?" This question will guide my exploration of the political, economic, and social factors that led to the outbreak of the Civil War, as well as the impact of the war on the nation and its people. By examining primary sources and historical accounts, I aim to provide a comprehensive understanding of this pivotal moment in American history.

  • Can I also pursue a career in history with a degree in history education?

    Yes, you can pursue a career in history with a degree in history education. With a degree in history education, you will have a strong foundation in historical knowledge and research skills, as well as experience in teaching and communicating historical concepts. This can open up opportunities for careers in education, such as teaching history at the secondary level, or in other fields such as museum education, historical research, or curriculum development. Additionally, you may also choose to further your education with a graduate degree in history to pursue more specialized career paths.

  • Is distance learning worse than on-campus learning?

    The effectiveness of distance learning versus on-campus learning depends on individual preferences, learning styles, and the specific course or program. Distance learning can offer flexibility and convenience for those with busy schedules or other commitments, while on-campus learning may provide more opportunities for in-person interaction and hands-on experiences. Both modalities have their own set of advantages and disadvantages, and the quality of the learning experience ultimately depends on the resources, support, and engagement available to the student in either setting.

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