Articulating the Silences: Teachers' and Adolescents' Conceptions of Historical Significance (English)
- New search for: Levstik, L. S.
- New search for: Levstik, L. S.
- New search for: Stearns, P. N.
- New search for: Seixas, P. C.
- New search for: Wineburg, S. S.
In:
Knowing, teaching and learning history: national and international perspectives
;
284-305
;
2000
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ISBN:
- Conference paper / Print
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Title:Articulating the Silences: Teachers' and Adolescents' Conceptions of Historical Significance
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Contributors:
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Conference:Conference, Knowing, teaching and learning history: national and international perspectives ; 1998 ; Pittsburgh, PA
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Published in:
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Publisher:
- New search for: New York University Press
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Place of publication:New York
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Publication date:2000-01-01
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Size:22 pages
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ISBN:
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Type of media:Conference paper
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Type of material:Print
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Language:English
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Keywords:
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Source:
© Metadata Copyright the British Library Board and other contributors. All rights reserved.
Table of contents conference proceedings
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 19
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Schweigen! die Kinder! or, Does Postmodern History Have a Place in the Schools?Seixas, P. et al. | 2000
- 38
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Is It Possible to Teach Beliefs, as Well as Knowledge about History?Wertsch, J. V. et al. | 2000
- 51
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Teaching and Learning History in CanadaMorton, D. et al. | 2000
- 63
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Dilemmas and Delights of Learning HistoryLowenthal, D. et al. | 2000
- 83
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The Caliph's Coin: The Currency of Narrative Frameworks in History TeachingShemilt, D. et al. | 2000
- 102
-
The "Convergence" Paradigm in Studying Early American History in the SchoolsNash, G. B. et al. | 2000
- 121
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Constructing World History in the ClassroomDunn, R. E. et al. | 2000
- 143
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The Educational Backgrounds of History TeachersRavitch, D. et al. | 2000
- 156
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A Catwalk across the Great Divide: Redesigning the History Teaching Methods CourseMcDiarmid, G. W. / Vinten-Johansen, P. et al. | 2000
- 178
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"What's This New Crap? What's Wrong with the Old Crap?" Changing History Teaching in Oakland, CaliforniaWeintraub, S. et al. | 2000
- 199
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Progression in Historical Understanding among Students Ages 7-14Lee, P. / Ashby, R. et al. | 2000
- 223
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Lessons on Teaching and Learning in History from Paul's PenLeinhardt, G. et al. | 2000
- 246
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Methods and Aims of Teaching History in Europe: A Report on Youth and Historyvon Borries, B. et al. | 2000
- 262
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How Americans Use and Think about the Past: Implications from a National Survey for the Teaching of HistoryRosenzweig, R. et al. | 2000
- 284
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Articulating the Silences: Teachers' and Adolescents' Conceptions of Historical SignificanceLevstik, L. S. et al. | 2000
- 306
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Making Historical SenseWineburg, S. et al. | 2000
- 331
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Into the Breach: Using Research and Theory to Shape History InstructionBain, R. B. et al. | 2000
- 353
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Making Connections: The Interdisciplinary Community of Teaching and Learning HistoryGutierrez, C. et al. | 2000
- 375
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A Case Study of Developing Historical Understanding via Instruction: The Importance of Integrating Text Components and Constructing ArgumentsVoss, J. F. / Wiley, J. et al. | 2000
- 390
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Historical Understanding: Beyond the Past and into the PresentBoix-Mansilla, V. et al. | 2000
- 419
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Getting Specific about Training in Historical Analysis: A Case Study in World HistoryStearns, P. N. et al. | 2000
- 437
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The Sourcer's Apprentice: A Tool for Document-Supported InstructionBritt, M. A. / Perfetti, C. A. / Van Dyke, J. A. / Gabrys, G. et al. | 2000