Bruce VanSledright
Biographic Data
| ID | 5181295 |
|---|---|
| NAME | Bruce VanSledright |
| GIVEN NAMES | Bruce |
| FAMILY NAME | VanSledright |
| SIGNATURE | VANSLEDRIGHT B |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 44 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 3 |
Elementary Social Studies
Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction—planning, implementation, and assessment—always with t…
The Challenge of Rethinking History Education
Introduction 1. Seeking a More Potent Approach to Teaching History 2. On the Limits of Collective Memorialization and Persistent Instruction 3. The Case of Thomas Becker-Using Knowledge of History as a Domain to Structure Pedagogical Choices 4. Learning History-What Do Students Know and What Can they Do With That Knowledge? 5. Teaching About Indian Removal-Describing and Unpacking the Investigative Approach 6. Assessing Student Learning 7. Theori…
A Tribute to Jere Brophy 1940 – 2009
Narratives of Nation-State, Historical Knowledge, and School History Education
Incoming Editors’ Statement and Description of Our Inaugural Issue
Clearing the Water? A Difficult Task of Balancing Aims and Rationales in Social Education
In Search of America's Past
Bruce VanSledright shows how young students can benefit from an investigative, inquiry-based approach to the study of history, as called for by the national standards. Addressing important questions about the teaching and learning of history in today's diverse classrooms, this volume conveys the results of an innovative teacher-research project using engaging stories of VanSledright's classroom experiences, provides examples and guidelines for te…
Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past
This article reports on one facet of a researcher–practitioner project undertaken with class of 23 diverse fifth graders. The project was rooted in taking recent history education reforms seriously. It was premised principally on reforms dealing with teaching practices found in the history standards and the research literature. As the researcher–practitioner, the author engaged the students in historical investigations to help them learn to think…
Reconstructing Andrew Jackson
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the historical background that the texts traverse, describe the texts and the specific readings themselves, and…
Storytelling, Imagination, and Fanciful Elaboration in Children's Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past
This article reports on one facet of a researcher–practitioner project undertaken with class of 23 diverse fifth graders. The project was rooted in taking recent history education reforms seriously. It was premised principally on reforms dealing with teaching practices found in the history standards and the research literature. As the researcher–practitioner, the author engaged the students in historical investigations to help them learn to think…
Reconstructing Andrew Jackson
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the historical background that the texts traverse, describe the texts and the specific readings themselves, and…
Storytelling, Imagination, and Fanciful Elaboration in Children's Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Reconstructing Andrew Jackson
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the historical background that the texts traverse, describe the texts and the specific readings themselves, and…
In Search of America's Past
Bruce VanSledright shows how young students can benefit from an investigative, inquiry-based approach to the study of history, as called for by the national standards. Addressing important questions about the teaching and learning of history in today's diverse classrooms, this volume conveys the results of an innovative teacher-research project using engaging stories of VanSledright's classroom experiences, provides examples and guidelines for te…
Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past
This article reports on one facet of a researcher–practitioner project undertaken with class of 23 diverse fifth graders. The project was rooted in taking recent history education reforms seriously. It was premised principally on reforms dealing with teaching practices found in the history standards and the research literature. As the researcher–practitioner, the author engaged the students in historical investigations to help them learn to think…
Clearing the Water? A Difficult Task of Balancing Aims and Rationales in Social Education
Narratives of Nation-State, Historical Knowledge, and School History Education
Incoming Editors’ Statement and Description of Our Inaugural Issue
The Challenge of Rethinking History Education
Introduction 1. Seeking a More Potent Approach to Teaching History 2. On the Limits of Collective Memorialization and Persistent Instruction 3. The Case of Thomas Becker-Using Knowledge of History as a Domain to Structure Pedagogical Choices 4. Learning History-What Do Students Know and What Can they Do With That Knowledge? 5. Teaching About Indian Removal-Describing and Unpacking the Investigative Approach 6. Assessing Student Learning 7. Theori…
A Tribute to Jere Brophy 1940 – 2009
Elementary Social Studies
Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction—planning, implementation, and assessment—always with t…
Psychology (10 works) · Educator Training and Historical Pedagogy (9 works) · Mathematics education (8 works) · Pedagogy (8 works) · Sociology (8 works) · Art (4 works) · Literature (4 works) · Computer Science (3 works) · Epistemology (3 works) · Historical Thinking (3 works)