An Historian's Life : Max Crawford and the Politics of Academic Freedom. by Anderson, Fay

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Parallel Curriculum Units for Social Studies, Grades 6-12. by Purcell, Jeanne H.

Table of Contents: “…Cover -- Contents -- About the Editors -- About the Contributors -- Introduction: A Brief History of the Parallel Curriculum Model (PCM) -- Chapter 1 -- Becoming a Geographer (Grade 6) -- Chapter 2 -- Through the Looking Glass: A Unit for Reading/Writing/Social Studies Intervention Classes (Middle School) -- Chapter 3 -- Subversion and Controversy: Sociological Considerations of Humor, a Cross-Curricular Unit in Sociology and Literature (Grades 7 and 8) -- Chapter 4 -- True Story-Telling: How Historians Construct the Past (Grade 10) -- Index.…”
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Why don't students like school? : a cognitive scientist answers questions about how the mind works and what it means for your classroom / Daniel T. Willingham. by Willingham, Daniel T.

Table of Contents: “…-- What's the secret to getting students to think like scientists, mathematicians, and historians? -- How should I adjust my teaching for different types of learners? …”

Why don't students like school? a cognitive scientist answers questions about how the mind works and what it means for your classroom / Daniel T. Willingham. by Willingham, Daniel T.

Table of Contents: “…-- What's the secret to getting students to think like scientists, mathematicians, and historians? -- How should I adjust my teaching for different types of learners? …”
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The cradle of culture and what children know about writing and numbers before being taught / Liliana Tolchinsky. by Tolchinsky Landsmann, Liliana

Table of Contents: “…What Children Know and We Have Already Forgotten About Writing and Numerals -- What Philosophers Say About Representational Means That May Help Us to Understand What Makes Writing and Numerals so Special -- What Historians Say About the Origin and History of Writing and Numerals -- What Children Know About Writing Before Being Formally Taught to Write -- What Children Know About Numerals Before Being Formally Taught and Immediately Afterward -- What Children Know About the Relations Between Writing and Number Notation -- The Effect of Writing on Children and Grown-ups Once It Has Been Learned -- Closing Reflections on Notational Systems, Boomerangs, and Circles.…”
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The Drive to Learn : What the East Asian Experience Tells Us about Raising Students Who Excel. by Grove, Cornelius N.

Table of Contents: “…Discovery Step 7: Thinking like a Historian; Ch08. Discovery Step 8: Revealing How Parents Think; Ch09. …”
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Past, Present, and Future Possibilities for Philosophy and History of Education Finding Space and Time for Research / edited by Stefan Ramaekers, Naomi Hodgson.

Table of Contents: “…At the Intersection of Anecdotal Stories and Great Narratives: Reflections on the Cooperation between Educational Historians and Educational Philosophers -- 3. Seeing the Points of Connection -- 4. …”
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Discovering John Dewey in the Twenty-First Century Dialogues on the Present and Future of Education / by C. Gregg Jorgensen. by Jorgensen, C. Gregg

Table of Contents: “…Reason and Rhetorical Questions: Walter Feinberg -- 11. A Historian Focused on Democracy: Robert B. Westbrook -- 12. …”
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Knowledge at the Crossroads? Physics and History in the Changing World of Schools and Universities / by Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor. by Yates, Lyn, Woelert, Peter, Millar, Victoria, O'Connor, Kate

Table of Contents: “…-- Chapter 8 Inward and outward facing knowledge: Curriculum purposes and slippages -- Part III Universities -- Chapter 9 'What does your discipline look like and how does it matter?' Historians and physicists talk -- Chapter 10 Disciplines and interdisciplinarity -- Chapter 11 Performance measurement and management -- Part IV: Knowledge, disciplinarity and the future -- Chapter 12 Regulation and governance in Australia: Implications for knowledge work -- Chapter 13 Genericism and specialisation: An ongoing problematic for schools and universities -- Chapter 14 Knowledge, disciplines, identities and the structuring of education.…”
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Learning to practise : professional education in historical and contemporary perspective / edited by Ruby Heap, Wyn Millar, and Elizabeth Smyth.

Table of Contents: “…Belle Choné Oliver and the Christian Medical association of India / Ruth Compton Brouwer -- Degrees of difference : the students in three professional schools at the University of Toronto, 1910 to the 1950s / Wyn Millar, Ruby Heap, and Bob Gidney -- "Just one of the gang" : women at the University of Toronto's Faculty of Applied Science and Engineering, 1939-50 / Ruby Heap and Ellen Scheinberg -- Women becoming professional scholars : historians and physicists / Alison Prentice -- Gender, class, and legal education : standing in the shadow of the learned gentleman / Jean McKenzie Leiper -- Education and the quest for professional status : the case of Ontario's dental hygienists / Tracey L. …”
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Teaching the Discipline of History in an Age of Standards edited by Jennifer Clark, Adele Nye.

Table of Contents: “…TLO 2: Demonstrate an understanding of a variety of conceptual approaches to interpreting the past -- Chapter 12. TLO 3: How historians influence the present and future -- Chapter 13. …”
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Educational Research: Ethics, Social Justice, and Funding Dynamics edited by Paul Smeyers, Marc Depaepe.

Table of Contents: “…Between Research Ethics and Other Interests: Challenges for Historians of Education -- 5. Research Ethics and the Case of Positionality -- 6. …”
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Education beyond Europe : models and traditions before modernities / edited by Cristiano Casalini, Edward Choi, and Ayenachew A. Woldegiyorgis.

Table of Contents: “…Woldegiyorgia -- Premodern Ottoman educational institutions / Mustafa Gündüz -- Education in early modern Russia : beyond the "Petrine Revolution" / Igor Fedyukin -- Educational traditions in the Principality of Transylvania (1541-1691) Edit Szegedi -- Educational traditions in the early modern Baltics, 1400-1800 / Inese Runce -- In the name of the barefoot historians : in-between spaces within the Icelandic educational system / Sigurður Gylfi Magnússon and Davíð Ólafsson"…”
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Radical Teaching in Turbulent Times Martin Duberman’s Princeton Seminars, 1966–1970 / by Robert L. Hampel. by Hampel, Robert L.

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Digital Scholarship in the Tenure, Promotion and Review Process. by Andersen, Deborah Lines

Table of Contents: “…Valuing Digital Scholarship in the Tenure, Promotion, and Review Process: A Survey of Academic Historians; 4. Rewards for Scholarly Communication; Part II. …”
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Jewish and Hebrew Education in Ottoman Palestine through the Lens of Transnational History by Talia Tadmor-Shimony, Nirit Raichel. by Tadmor-Shimony, Talia, Raichel, Nirit

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History of Universities, Volume XXII/1. by Feingold, Mordechai

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History of Universities, Volume XXIII/1. by Feingold, Mordechai

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Learning That Lasts : Challenging, Engaging, and Empowering Students with Deeper Instruction. by Berger, Ron, 1954-

Table of Contents: “…Deepening Literacy Instruction in the Content AreasChoosing Engaging TEXTS; Crafting Challenging Learning Targets; Doing Worthy Work: The Task; IN PRACTICE; For the Love of Literacy; Launching the Text with Wonder; Grappling with Meaning; Constructing Understanding; Writing with Purpose; Refining Quality; The Critical Moves of Deeper Literacy Instruction; SCHOOLWIDE IMPLEMENTATION; Supporting Literacy Instruction in Every Classroom; Key Leadership Actions; COMMON CHALLENGES; NOTES; Chapter 3 Creating Scientists and Historians; OVERVIEW; Confronting Complex Questions.…”
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Fostering the Liberal Arts in the 21st-Century Community College : New Directions for Community Colleges, Number 163. by Kroll, Keith

Table of Contents: “….; Beyond the Classroom "Box" and Back: Public History, Service Learning, and Oral History; Acting Up in the Classroom: Historical Drama and Re-Acting to the Past; Modeling Learning: Community College Historians and Research; Conclusion; References; 7: Loving All Your Neighbors: Why Community Colleges Need the Academic Study of Religion; References; 8: How Interdisciplinary Liberal Arts Programs Prepare Students for the Workforce and for Life; Why Teach Liberal Arts in Our Community Colleges?…”
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