Focus:
We welcome manuscripts on teaching any historical subject, time period, or region.
Here are some questions that may be addressed...
other questions as well as
proposals from foreign perspectives are encouraged.
- What pedagogical approach should
be used in teaching an undergraduate or graduate history class?
- As our understanding of history and historical development changes,
how
should we adjust our teaching methods to reflect these changes?
- What types of methods work best at each level--high school, community
college, undergraduate, graduate?
- How appropriate or effective are currently broadly popular methods,
such as cooperative learning (i.e. group work), service learning, and
educational games, for the history classroom?
- How much should we adapt old methods or move to completely new
approaches? In other words, how and how far should we teach beyond the
textbook?
- How can we assess the relative effectiveness of new methods for
teaching history?
- What do we teach
and/or should we teach in a secondary school history class: memory, heritage,
myth, or reading and writing? How much history should be required in a school
curriculum?
- What educational technology is useful for teaching history?
- How can we effectively use educational technology to promote
historical
understanding?
- What is
the effect of computer-based technology on historical scholarship and teaching?
Who May Submit:
Faculty, administrators, librarians and graduate students.
Please identify your submission with keyword: HISTORY-5
Academic Exchange Quarterly print edition
since 1997 a subscription based journal
has authors and readers in 50+ countries
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