Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You! VAM Sham BAM
more >>

Announcements

Call for book chapter proposal: Diverse Leadership Landscapes, Exploring the Terrain

Call for Manuscripts

CALL FOR PAPERS IMMIGRATION, BEING IMMIGRANT OR REFUGEE IN THE CONTEXT OF EDUCATION POLICIES IN THE WORLD- IJEP 2018 ISSUES

Call for Papers- International Journal of Management, Economics and Social Sciences

make a post | more >>

Teaching History for the Common Good

reviewed by Chauncey Monte-Sano � September 28, 2006

Title: Teaching History for the Common Good
Author(s): Keith Barton and Linda Levstik
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805839305 , Pages: 288, Year: 2004
Search for book at Amazon.com

In Teaching History for the Common Good, Keith Barton and Linda Levstik explain the connections between the purposes and practices of teaching history. In particular, the authors make a case for history education as a vehicle for “preparing students for participatory democracy” (p. 28). As a teacher educator and a history education researcher, I enjoyed reading this volume. I especially appreciated the authors’ use of examples from research on students’ historical thinking to illustrate the opportunities and drawbacks inherent in particular approaches to history. From the beginning, Barton and Levstik situate themselves in a sociocultural perspective and emphasize the concept of mediated action. Instead of arguing for the value of the historical discipline in and of itself, the authors explicitly link disciplinary understandings and ways of thinking to citizenship education. With this synthesis of purposes and tools of history education, the authors make a worthwhile contribution to the body of... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: September 28, 2006
http://www.tcrecord.org ID Number: 12744, Date Accessed: 7/17/2018 12:10:45 AM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Chauncey Monte-Sano University of Maryland�College Park E-mail Author CHAUNCEY MONTE-SANO is Assistant Professor in the College of Education at the University of Maryland�College Park. A National Board Certified high school history teacher and current teacher educator, her teaching interests include preparing candidates to teach all students to think historically. Her research examines how high school students learn to think historically and write evidence-based essays, as well as the kinds of teaching practices that foster growth in these areas.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: