Synopsis
This book provides a guide to good practice and its development in the teaching and learning of history in universities and colleges. Its wide range of contributors use a variety of approaches to examine recent thinking on the teaching of the subject, survey current practices, and provide practical advice to teachers and departments at a time of considerable change.
Library Journal
Historians Booth and Hyland, coeditors of History in Higher Education, have been very active in numerous projects focusing on the innovations needed in the teaching of history. Here, their contributors examine the effectiveness of conventional teaching practices and assess the benefits (and costs) of innovation. While no absolute solutions are given, the essays offer sound, practical advice on a wide range of issues. Part 1 looks at creating a context to enhance student learning in history and integrating information technology into the history curriculum; Part 2 looks at motivating students by active learning, teaching oral history, and fieldwork; and Part 3 looks at learning and assessment, e.g., reappraising the history essay, assessing student seminars, doing group work to develop collaborative learning, and learning from feedback. In jargon-free prose, the wide range of contributors present a variety of astute approaches, all of them excellent means of making history come alive. A select bibliography offers useful titles, and the index will help readers review the material. Readers can return to this book again and again. Highly recommended for academic libraries.--Leroy Hommerding, Fort Myers Beach P.L. Dist., FL Copyright 2000 Cahners Business Information.\