Bibliography — Designing History Courses and Curriculum

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Calder, Lendol. “Looking for Learning in the History Survey.” Perspectives (Mar 2002): 43-45.

Lee, Peter. “Historical Knowledge and the National Curriculum.” In Teaching History , edited by Hilary Bourdillon, 41-48. London: Open University Press, 1994.

Miller, Montserrat MartĂ­. “Applying Cognitive Learning Approaches in History Teaching: An Experiment in a World History Course.” The History Teacher 28, no. 2 (February 1995): 185-204.

Cowan, Alex. “Planning a History Curriculum.” In History in Higher Education: New Directions in Teaching and Learning , edited by Alan Booth and Paul Hyland, 21-38. Oxford: Blackwell Publishers, 1996.

Lewis, Earl, and Jeanne Theoharis. “Race in a World of Overlapping Diasporas: The History Curriculum.” In History in Higher Education: New Directions in Teaching and Learning , edited by Alan Booth and Paul Hyland, 39-54. Oxford: Blackwell Publishers, 1996.

Kars, Marjoleine. “History in a Grain of Sand: Teaching the Historians Craft.” The Journal of American History 83, no. 4 (1997): 1340-45.

Kornblith, Gary J. “Dynamic Syllabi for Dummies: Posting Class Assignments on the World Wide Web.” The Journal of American History 84, no. 4 (March 1998): 1447-53.

Shaffer, Robert. “Mr. Yamamoto and Japanese Americans in New Jersey during World War II.” The Journal of American History 84, no. 4 (March 1998): 1454-56.

Porter, J. “Contextualizing Learning and Teaching: Academics and the History Curriculum of the Future.” Innovations in Education and Teaching International 26 (1999): 205-18.

Barker, Hannah, Monica McLean, and Mark Roseman. “Re-thinking the History Curriculum: Enhancing Students’ Communications and Group-Work Skills.” In The Practice of University History Teaching , edited by Alan Booth and Paul Hyland, 60-69. Manchester, U.K.: Manchester University Press, 2000.

Booth, Alan. “Creating a Context to Enhance Student Learning in History.” In The Practice of University History Teaching , edited by Alan Booth and Paul Hyland, 31-46. Manchester, U.K.: Manchester University Press, 2000.

Frederick, Peter J. “Motivating Students by Active Learning in the History Classroom.” In The Practice of University History Teaching , edited by Alan Booth and Paul Hyland, 101-11. Manchester, U.K.: Manchester University Press, 2000.

Hitchcock, Tim, Robert B. Shoemaker, and John Tosh. “Skills and the Structure of the History Curriculum.” In The Practice of University History Teaching , edited by Alan Booth and Paul Hyland, 47-59. Manchester, U.K.: Manchester University Press, 2000.

Peters, John, Christine Peterkin, and Chris Williams. “Progression within Modular History Degrees: Profiling for a Student-Centred Approach.” In The Practice of University History Teaching , edited by Alan Booth and Paul Hyland, 137-53. Manchester, U.K.: Manchester University Press, 2000.

Stearns, Peter N. “Getting Specific about Training in Historical Analysis: A Case Study in World History.” In Knowing, Teaching, and Learning History: National and International Perspectives , edited by Peter N. Stearns, Peter Seixas and Sam Wineburg, 419-36. New York: New York University Press, 2000.

Cottrell, Scott A., and Elizabeth A. Jones. “Researching the Scholarship of Teaching and Learning: An Analysis of Current Curriculum Practices.” Innovative Higher Education 27, no. 3 (Spring 2003): 169-81.

Dorman, William J. “Affecting Students? Points of View in a Survey of Media Class.” Communication Education 53, no. 4 (Jul 2004): 274-80.

 

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