Professor Peter Gordon – författare

This is an up-to-date guide for teachers and parents, administrators, governors , students and others to help the find their way about the increasingly complex world of education. The main section provides a dictionary that is more than a simple set of definitions: many words in education have been put into some kind of historical context to become fully meaningful. The second part gives some important landmarks from the nineteenth century to the present time, and also provides a list of political heads of education since state education was established. The final section is devoted to a list of acronyms and abbreviations, both of which have been the subject of multiple definitions in recent years.

This is an up-to-date guide for teachers and parents, administrators, governors , students and others to help the find their way about the increasingly complex world of education. The main section provides a dictionary that is more than a simple set of definitions: many words in education have been put into some kind of historical context to become fully meaningful. The second part gives some important landmarks from the nineteenth century to the present time, and also provides a list of political heads of education since state education was established. The final section is devoted to a list of acronyms and abbreviations, both of which have been the subject of multiple definitions in recent years.

What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education?

The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students'' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers'' own ideas about teaching. Featuring contributions from authors throughout the world, including the USA, Canada, Portugal, Brazil, Taiwan and the UK, the book provides interesting studies of how history is both taught and received in these different countries.Understanding History contributes to current knowledge of successful teaching: that teachers must take into accounts students'' preconceptions that they bring to the classroom as well as accepting the complexity and importance of their own professional knowledge. The book will be of interest to anyone studying or researching history education as well as teachers of history throughout the world.

What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education?

The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students'' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers'' own ideas about teaching. Featuring contributions from authors throughout the world, including the USA, Canada, Portugal, Brazil, Taiwan and the UK, the book provides interesting studies of how history is both taught and received in these different countries.Understanding History contributes to current knowledge of successful teaching: that teachers must take into accounts students'' preconceptions that they bring to the classroom as well as accepting the complexity and importance of their own professional knowledge. The book will be of interest to anyone studying or researching history education as well as teachers of history throughout the world.