The Scholarship of Teaching and Learning and the History Classroom

Bibliographic Data

ID5703274
AuthorsE Casper, S E Casper (University of Nevada, Reno, corresponding author), Textbooks And Teaching Contributing Editor
Year2011
Volume97
Issue4
Pages1048-1049
Publication date2011-03-01
Open AccessNo
TypeARTICLE
VenueJournal of American History (JOURNAL)
Journal identifiersISSN: 0021-8723 • E-ISSN: 1945-2314
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/jahist/jaq049
OpenAlexW2114038012
LanguageEN
Citations received1
References cited1

1 See, for example, the essays in Regan A. R. Gurung, Nancy L. Chick, and Aeron Haynie, eds., Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Sterling, 2009). The 2006 “Textbooks and Teaching” section of the Journal of American History focused specifically on the scholarship of teaching and learning (SoTL). See Gary J. Kornblith and Carol Lasser, “Beyond Best Practices: Taking Seriously the Scholarship of Teaching and Learning,” Journal of American History, 92 (March 2006), 1356–402. Before and since then, numerous essays in this section have exemplified the questions and methods of SoTL, notably Arlene Diaz, Joan Middendorf, David Pace, and Leah Shopkow, “The History Learning Project: A Department ‘Decodes’ Its Students,” ibid., 94 (March 2008), 1211–24. On the International Society for the Scholarship of Teaching and Learning in History, see HistorySOTL, http://www.indiana.edu/~histsotl/blog/. The Scholarship of Teaching and Learning and the History Classroom

Discipline · Mathematics education · Pace · Pedagogy · Political science · Scholarship · Scholarship of Teaching and Learning · Section (typography · Social science · Sociology · Teaching and learning center · Teaching method · Classics · Computer Science · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · History · Law · Psychology

Tools

Open DOISci-HubOpen Access