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Comment: Spine creases, wear to binding and pages from reading. May contain limited notes, underlining or highlighting that does affect the text. Possible ex library copy, thatâ€TMll have the markings and stickers associated from the library. Accessories such as CD, codes, toys, may not be included.
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Thinking Historically: Educating Students for the 21st Century Paperback – Oct 17 2009


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Product details

  • Paperback: 240 pages
  • Publisher: University of Toronto Press, Scholarly Publishing Division (Oct. 17 2009)
  • Language: English
  • ISBN-10: 1442610999
  • ISBN-13: 978-1442610996
  • Product Dimensions: 15.2 x 1.3 x 22.9 cm
  • Shipping Weight: 386 g
  • Average Customer Review: Be the first to review this item
  • Amazon Bestsellers Rank: #605,734 in Books (See Top 100 in Books)
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Product description

Review

'Thinking Historically draws together a great many ideas about the nature of historical thinking and applies them to contemporary history education. Stéphane Lévesque shows a much wider familiarity with work on the theoretical foundations of history than many others writing in the field. He cites a wider variety of sources, includes more diverse perspectives, and brings new voices into the discussion of the aims and methods of historical learning. This book will be useful for teacher-educators, thoughtful history teachers, and anyone else interested in the intellectual foundations of history education.'

(Keith C. Barton, Professor of Teacher Education, University of Cincinnati)

'This volume offers a panoply of references to some of the best scholarship on historical thinking offered up by both history education researchers and historians. Stéphane Lévesque draws from empirical studies as well as from the discipline of historical thinking to create an important synthesis. From this comes a clearer understanding of how the foci of historical thinking come together and overlap. Lévesque's range of ideas is outstanding and the array of references and connections is unmatched by any other volume in the field.'

(Bruce Van Sledright, Professor, Department of Curriculum and Instruction, University of Maryland, College Park)

About the Author

Stéphane Lévesque is an associate professor of History Education in the Faculty of Education at the University of Ottawa.


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