The History Learning Project: A Department "Decodes" Its Students

Díaz, Arlene; Middendorƒ, Joan; Pace, David; Shopkow, Leah

doi:10.2307/25095328

Cited by 45 publications

(27 citation statements)

References 4 publications

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“…Bloom's taxonomy can be applied to the development of all historical skills, but we focused on using it to develop what teachers of history often call 'critical historical thinking' (Anderson and Krathwohl 2001;Díaz et al 2008) and the evidence found in the tutorial assignments suggests that the students responded.…”

Section: Methodsmentioning

confidence: 99%

Expanding assessment methods and moments in history

Pont

Brailsford

2011

Assessment & Evaluation in Higher Education

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History courses at The University of Auckland are typically assessed at two or three moments during a semester. The methods used normally employ two essays and a written examination answering questions set by the lecturer. This study describes an assessment innovation in 2008 that expanded both the frequency and variety of activities completed by 182 undergraduates taking a course on the history of African-American freedom struggles. All week-by-week tutorial assignments were collected for textual analysis to see if students were moving beyond the recollection and regurgitation of facts (surface learning) and instead were dealing with the deeper historical issues. The quality of student work coupled with our own classroom observations indicate that innovative assessment methods at regular moments during the semester made a positive difference to the student learning experience.

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Section: Methodsmentioning

confidence: 99%

Expanding assessment methods and moments in history

Pont

Brailsford

2011

Assessment & Evaluation in Higher Education

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“…We also speculate that one of the factors contributing to the successful redesign of CRP245 was that we had the experience with our target audience to be able to "deconstruct our discipline" (Middendorf & Pace, 2004;Diaz, Middendorf, Pace, & Shopkow, 2008) in terms that were understandable to our students. One of the elements that make this case study noteworthy was the strong connection between the characteristics of our students and the curriculum: because our students were unusual, the resulting curriculum was unusual as well.…”

Section: Discussionmentioning

confidence: 99%

An Active Learning Approach to Teach Advanced Multi-predictor Modeling Concepts to Clinicians

Samsa

Thomas

Lee

et al. 2012

Journal of Statistics Education

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“…There was a strong belief that the disciplinary community had a plethora of untold stories, since little investigation had occurred in the field, particularly not in the Australian higher education sector. Similar studies had been undertaken in the United Kingdom by Booth (2011a, b) and in the United States by Díaz et al (2008). Yet, prior to the historical thinking study in Australia, disciplinary-wide research had been limited to a single, but important, investigation on postgraduate history (Millar and Peel 2007).…”

Section: Introductionmentioning

confidence: 90%

Global Innovation of Teaching and Learning in Higher Education

Layne

Lake²

2015

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Volume 11Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the 'well-being' agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middlelevel leadership in schools and higher education. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through Rights Link at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Foreword by James Wisdom Global Innovation of Teaching and Learning in Higher Education: Transgressing BoundariesThis is an ambitious book, for reasons which signal t...

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The History Learning Project: A Department "Decodes" Its Students

Cited by 45 publications

References 4 publications

Expanding assessment methods and moments in history

Expanding assessment methods and moments in history

An Active Learning Approach to Teach Advanced Multi-predictor Modeling Concepts to Clinicians

Global Innovation of Teaching and Learning in Higher Education

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