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Issues in History Teaching

reviewed by Bruce VanSledright - 2002

coverTitle: Issues in History Teaching
Author(s): James Arthur and Robert Phillips (eds.)
Publisher: Routledge/Falmer, New York
ISBN: 0415206685, Pages: 241, Year: 2000
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As I write this review, the U.S. Congress is set to debate President Bush’s plan to make education in this country look more like that in the UK. In the Bush plan, the national government would get into the business of funding schools directly (e.g., vouchers), influencing the structure of the teaching profession (e.g., financial incentives for prospective teachers), and holding the nation’s schools accountable (e.g., using national tests to judge progress, meter out rewards, and impose sanctions). It’s not difficult to imagine that some vestige of a national curriculum would also result at some point, particularly as a consequence of national testing. But Americans are not quite there—yet. Reading this edited volume in light of the Bush education plan, and a U.S. Congressional debate it will provoke, offers interesting opportunities to ask if we Americans are staring into a vision of our own future here, regulations, inspections, standardizations, and all. And do we like what we see? If such matters interest you, and you are curious... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 104 Number 1, 2002, p. 32-36
https://www.tcrecord.org ID Number: 10743, Date Accessed: 6/15/2021 3:07:15 PM

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About the Author
  • Bruce VanSledright
    University of Maryland
    E-mail Author
    Professor VanSledright does research on the teaching and learning of history in schools. Much of his research has been case-based, detailed studies of how teachers go about teaching the subject. His reports on how students learn history in those teachers’ classes have focused on the ways in which the students read history texts. Recently, he taught American history to fifth graders in a local elementary school. This researcher-practitioner study was designed to test reforms that call for teaching young children to practice history by investigating it themselves. This involved inviting students to read, analyze, interpret and evaluate primary and secondary historical sources with an eye toward using them to build a deeper understanding of past events. A book about this project is forthcoming from Teachers College Press
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