Terry Haydn
Biographic Data
| ID | 2174539 |
|---|---|
| NAME | Terry Haydn |
| GIVEN NAMES | Terry |
| FAMILY NAME | Haydn |
| SIGNATURE | HAYDN T |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0003-1384-4803 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Learning to Teach History in the Secondary School
In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of his…
Learning to Teach History in the Secondary School
'An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I'm sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.' – Michael Duffy, Times Educational Supplement 'A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England wo…
Learning to Teach History in the Secondary School
In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. The aim of this textbook is to enable student teachers to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. This is the third edition of a textbook that has establ…
What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK
Approximately 7 out of 10 pupils in England choose to exercise their right to drop history as a school subject as soon as they are able to do so (at the age of 13 or 14). However, this 30% overall take‐up rate conceals massive variations between schools, with over 80% of pupils continuing to study the subject in some schools, and under 5% in others. The study which was funded by the Qualifications and Curriculum Authority sought to gain greater i…
Identity and School History
The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils’ ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to deli…
Teaching the Holocaust in School History - By Lucy Russell
Teaching the Holocaust in School History. By Lucy Russell. Pp. 154. London and New York: Continuum. 2006. £65 (hbk). ISBN 0-8264-9082-4 (hbk)
The strange death of the comprehensive school in England and Wales, 1965–2002
The past 25 years have seen an accelerating erosion of the comprehensive ‘ideal’ in England and Wales. Parental choice has replaced centralized LEA allocation of pupils, systems for engineering a balanced social mix in schools have been largely abandoned, and the introduction of ‘league tables’ to measure the comparative effectiveness of individual schools has led to a polarization of secondary school intakes—the very opposite of what the origina…
Learning to Teach History in the Secondary School
Designed for all students learning to teach in secondary schools, and particularly those on school-based Initial Teacher Training courses, the books in this best-selling series complement our key textbook Learning to Teach in the Secondary School and its companion Starting to Teach in the Secondary School. Each book in the series applies underpinning theory and addresses practical issues to support students in school and in the higher education i…
The Book Versus the Screen
Compared to the book, the electronic screen has had a very brief history as an educational aid, but its development and use in educational contexts has generated considerable comment in the few decades of its existence. It is therefore possible for historians of education to consider the statements and claims which have been made for the merits of screen‐based learning, as against more traditional modes of education. This paper analyses differing…
Identity and School History
The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils’ ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to deli…
The strange death of the comprehensive school in England and Wales, 1965–2002
The past 25 years have seen an accelerating erosion of the comprehensive ‘ideal’ in England and Wales. Parental choice has replaced centralized LEA allocation of pupils, systems for engineering a balanced social mix in schools have been largely abandoned, and the introduction of ‘league tables’ to measure the comparative effectiveness of individual schools has led to a polarization of secondary school intakes—the very opposite of what the origina…
The Book Versus the Screen
Compared to the book, the electronic screen has had a very brief history as an educational aid, but its development and use in educational contexts has generated considerable comment in the few decades of its existence. It is therefore possible for historians of education to consider the statements and claims which have been made for the merits of screen‐based learning, as against more traditional modes of education. This paper analyses differing…
Learning to Teach History in the Secondary School
Designed for all students learning to teach in secondary schools, and particularly those on school-based Initial Teacher Training courses, the books in this best-selling series complement our key textbook Learning to Teach in the Secondary School and its companion Starting to Teach in the Secondary School. Each book in the series applies underpinning theory and addresses practical issues to support students in school and in the higher education i…
The strange death of the comprehensive school in England and Wales, 1965–2002
The past 25 years have seen an accelerating erosion of the comprehensive ‘ideal’ in England and Wales. Parental choice has replaced centralized LEA allocation of pupils, systems for engineering a balanced social mix in schools have been largely abandoned, and the introduction of ‘league tables’ to measure the comparative effectiveness of individual schools has led to a polarization of secondary school intakes—the very opposite of what the origina…
Identity and School History
The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils’ ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to deli…
Teaching the Holocaust in School History - By Lucy Russell
Teaching the Holocaust in School History. By Lucy Russell. Pp. 154. London and New York: Continuum. 2006. £65 (hbk). ISBN 0-8264-9082-4 (hbk)
Learning to Teach History in the Secondary School
In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. The aim of this textbook is to enable student teachers to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. This is the third edition of a textbook that has establ…
What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK
Approximately 7 out of 10 pupils in England choose to exercise their right to drop history as a school subject as soon as they are able to do so (at the age of 13 or 14). However, this 30% overall take‐up rate conceals massive variations between schools, with over 80% of pupils continuing to study the subject in some schools, and under 5% in others. The study which was funded by the Qualifications and Curriculum Authority sought to gain greater i…
Learning to Teach History in the Secondary School
'An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I'm sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.' – Michael Duffy, Times Educational Supplement 'A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England wo…
Learning to Teach History in the Secondary School
In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of his…
Educator Training and Historical Pedagogy (8 works) · Pedagogy (8 works) · Mathematics education (6 works) · Psychology (6 works) · Sociology (6 works) · Education (4 works) · Étude et enseignement (Secondaire) (4 works) · Great britain (4 works) · History (4 works) · History (4 works)