Professor Peter Gordon – författare

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.

It is important that all those concerned with education - parents, teachers, administrators and policymakers - should have a reasonable understanding of the present system and how it has developed, sometimes over a period of many years. This work traces the development of Western educational ideas from the Greek society of Socrates, Plato and Aristotle, to the ideas and ideologies behind some of the controversial issues in education today.This book discusses the continuous development of educational thought over three millennia. The focus upon the history of ideas in this volume is partly an attempt to move history of education away from an approach based on 'great men' to technological, economic and political influences on ideas and beliefs. It reviews many issues, ranging from the purposes of education from the earliest times, to the challenge of postmodernism in the present century. The authors provide an accessible and thought-provoking guide to the educational ideas that underlie practice.

This dictionary is the first attempt to identify systematically the large heterogeneous group of women's organisations that grew up from the early 19th century up to the beginning of the modern women's movement, from women abolitionists and Chartists through Social workers, nurses, suffragists and sexual reformers to women pilots, journalists and cricketers. The work brings together over 500 separate entities on a wide variety of societies, associations, clubs, unions and other professional, social and political bodies organised by women or for men.

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.

It is important that all those concerned with education - parents, teachers, administrators and policymakers - should have a reasonable understanding of the present system and how it has developed, sometimes over a period of many years. This work traces the development of Western educational ideas from the Greek society of Socrates, Plato and Aristotle, to the ideas and ideologies behind some of the controversial issues in education today.This book discusses the continuous development of educational thought over three millennia. The focus upon the history of ideas in this volume is partly an attempt to move history of education away from an approach based on 'great men' to technological, economic and political influences on ideas and beliefs. It reviews many issues, ranging from the purposes of education from the earliest times, to the challenge of postmodernism in the present century. The authors provide an accessible and thought-provoking guide to the educational ideas that underlie practice.

This dictionary is the first attempt to identify systematically the large heterogeneous group of women's organisations that grew up from the early 19th century up to the beginning of the modern women's movement, from women abolitionists and Chartists through Social workers, nurses, suffragists and sexual reformers to women pilots, journalists and cricketers. The work brings together over 500 separate entities on a wide variety of societies, associations, clubs, unions and other professional, social and political bodies organised by women or for men.