The Methods and Skills of History
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|Author||: Michael J. Salevouris|
|Editor||: John Wiley & Sons|
Widely acclaimed for its accessibility and engaging approach to the subject, the fourth edition of The Methods and Skills of History combines theory and instruction with hands-on practice, making it a comprehensive guide to historical research and writing. Combines theory with hands-on practice in its introduction to historical methods Includes a series of field-tested exercises designed to make the research and writing of history more meaningful and accessible to readers Features expanded coverage of writing history and up-to-date coverage of online research Designed to strengthen students’ critical thinking and communication skills
|Author||: Michael J. Salevouris,Conal Furay|
|Author||: Peter Seixas,Tom Morton|
Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact firstname.lastname@example.org All International customers (exception US and Asia) please contact Nelson.international@ne lson.com
|Author||: Edward Hallett Carr|
A philosophical interpretation of history, examining the significance of historical study as a science and a reflection of social values
|Author||: Hillary Rodham Clinton|
|Editor||: Simon and Schuster|
The author chronicles her eight years as First Lady of the United States, looking back on her husband's two administrations, the challenges she faced during the period, the impeachment crisis, and her own political work.
|Author||: Robert W. Cole W. Cole|
Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards‐based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.
|Author||: Richard Thorpe,Robin Holt|
'This comprehensive work extends general ideas, concepts, and techniques of qualitative research into the realm of management research...This is a crucial reference tool for anyone conducting research in this field of study' - CHOICE With over 100 entries on key concepts and theorists, the Dictionary of Qualitative Management Research provides full coverage of the field, explaining fundamental concepts and introducing new and unfamiliar terms. This book provides: - Definitions - Examples in the field of management studies - Criticisms and possible future directions Engagingly written by specialists in each area, this dictionary will be the definitive and essential companion to established textbooks and teaching materials in qualitative management research.
|Author||: Ade Gafar Abdullah,Ida Hamidah,Siti Aisyah,Ari Arifin Danuwijaya,Galuh Yuliani,Heli S.H. Munawaroh|
Ideas for 21st Century Education contains the papers presented at the Asian Education Symposium (AES 2016), held on November 22—23, 2016, in Bandung, Indonesia. The book covers 11 topics: 1. Art Education (AED) 2. Adult Education (ADE) 3. Business Education (BED) 4. Course Management (CMT) 5. Curriculum, Research and Development (CRD) 6. Educational Foundations (EDF) 7. Learning / Teaching Methodologies and Assessment (TMA) 8. Global Issues in Education and Research (GER) 9. Pedagogy (PDG) 10. Ubiquitous Learning (UBL) 11. Other Areas of Education (OAE)
|Author||: Carl R. Trueman|
A primer for dealing with conceptual and methodological problems in history and presents classic historical problems as a way to examine what history is, what it means, and how it can be told and understood.
|Author||: Mona Domosh,Michael Heffernan,Charles W. J. Withers|
Historical geography is an active, theoretically-informed and vibrant field of study within modern geography, with strong interdisciplinary connections with the humanities and the social sciences. The SAGE Handbook of Historical Geography provides an international and in-depth overview of the field with chapters that examine the history, present condition and future significance of historical geography in relation to recent developments and current research. The Handbook is in two volumes, divided across nine parts. Volume One includes commentaries on the history and geography of historical geography, and reviews how historical geographers have considered the appropriation, management and representation of landscape, the changing geographies of property, land, money and financial capital, and the demographic, medical and political analysis of the world’s growing and mobile population. Volume Two shows how historical geographers have made significant contributions to geopolitical debates about the relationships between nation-states and empires, to environmental challenges posed by human interaction with the natural world, to studies of the cultural, intellectual and political implications of modern science and technology, and to investigations of communicative action, artefacts, performances and representations. The final part reviews the methodological and ethical challenges of historical geography as a publicly engaged research practice. Part 1: Histories and Geographies Part 2: Land and Landscapes Part 3: Property and Money Part 4: Population and Mobility Part 5: Territory and Geopolitics Part 6: Environment and Nature Part 7: Science and Technology Part 8: Meaning and Communication Part 9: Studies in Practice
|Author||: Karen Healy|
|Editor||: Macmillan International Higher Education|
Theories, methods and skills are the bedrock of all social work practice; yet how they are used varies according to the needs of the client and the practice context. In this brilliantly systematic and comprehensive text, Karen Healy provides an integrated approach to social work methods and skills. Recognizing social work as a diverse activity that is rooted in common foundations, she explains how practice both shapes and is shaped by professional purpose. In particular, she: ■ Advocates a dynamic generalist model for working with individuals, families, groups and organizations ■ Provides a rigorous account of practice methods, influenced by critical social work theory, systems theory, strengths perspectives and research evidence ■ Presents each method with unrivalled clarity and analytic coherence, using a range of exercises and reflective material to support personal engagement and understanding. Social Work Methods and Skills offers a step-by-step discussion of social work practice that will empower readers to develop and refine their professional toolkit for purposeful and innovative interventions. It is an essential resource for any social work student or practitioner looking to build, or consolidate, their understanding of the range of methods and skills available for effective professional practice.
|Author||: Samuel S. Wineburg|
|Editor||: Critical Perspectives on the P|
Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. These essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.
|Author||: Sam Wineburg|
|Editor||: University of Chicago Press|
Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the internet always at our fingertips, what’s a teacher of history to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate. It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.
|Author||: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice|
|Editor||: National Academies Press|
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
|Author||: K. N. Chitnis|
|Editor||: Atlantic Publishers & Dist|
The Need For Following The Correct And Standard Research Methodology Is Increasingly Felt When More And More Research Works And Learned Monographs Are Coming Out On History Dealing With Social, Economic, Cultural And Other Varied Aspects Of Life, And Thus The Writing Of A Critical, Unbiased And Authentic History Is The Need Of The Hour. It Has Been Well Said In This Book That The Life Breath Of History Is Interpretation, Which Also Gives A Definite Viewpoint To A Work Of History. It Lays That Objectivity, If Carried To An Extreme, Results In Dry And Lifeless Cataloguing Of Events And Subjectivity, If Carried To An Extreme, Results In A Highly Biased Work Often Divorced From Reality, And That An Ideal Work Would Be One That Combines Subjectivity With Objectivity In Due Proportion Without Upholding The One At The Cost Of The Other.The Present Book Deals With The Different Processes Involved In Writing A Good And Authentic Historical Work. Right From The Heuristic Or The Search For Reliable And Credible Historical Sources Such As Archaeological, Epigraphical, Numismatical, Literary, And Archival, It Brings Into Relief The Important Features Of Analytical Operations Aimed At Ascertaining The Credibility Of Sources By Way Of External And Internal Criticism, Synthetic Operations Aimed At Finding Out A Connected, Meaningful And, If Possible, Enlightening Account Of Facts And Forces, Interpreting Them Properly, And Finally The Exposition, In A Powerful And Impressive Style, Of The Fruits Of All This Research And Thinking. The Book Further Shows How Interpretation Itself Is Properly Done By Means Of Various Processes Such As Generalisation, The Argument From Statistics, Analogy, Hypothesis And The Like.A Special Feature Of The Work Is That The Examples Of Books, Authors, References, Etc. Are Mostly Indian. It Gives Minute Rules And Regulations Essential While Writing A Good Research Work. It Is A Constant Companion To The History Scholars In Their Research Journey While For The Teachers Of The Subject It Is An Ideal Reference Book.
|Author||: Tracey Loughran|
|Editor||: Bloomsbury Publishing|
*** PROSE Award Winner (2018) in the Textbook/Humanities Category *** A Practical Guide to Studying History is the perfect guide for students embarking on degree-level study. The book: - introduces students to the concepts of historical objectivity, frameworks and debate - explains the differences in aims, methods and audiences for different types of history - explores the relationship between the skills developed during a history undergraduate degree and the practice of professional history - helps students develop the practical skills required to read historical writing critically, write good essays, and participate in historical debates - includes study questions, further reading lists, text boxes, maps and illustrations The book incorporates case studies taken from a range of regions and periods, reflecting the varied nature of historical study at university, and helps students to understand history, and to practice it successfully: it is an indispensable guide to studying history.
|Author||: Richard E. Neustadt|
|Editor||: Simon and Schuster|
“A convincing case that careful analysis of the history, issues, individuals, and institutions can lead to better decisions—in business as well as in government” (BusinessWeek). Two noted professors offer easily remembered rules for using history effectively in day-to-day management of governmental and corporate affairs to avoid costly blunders. “An illuminating guide to the use and abuse of history in affairs of state” (Arthur Schlesinger).