Teaching and Learning History

Geoff has worked in secondary education, initial teacher training and in-service teacher education, as well as teaching on BA and MA history courses and supervising post-graduate students. He has been particularly concerned with developing active and independent forms of learning; with devising learning approaches that enhance students’ key skills and hence their employability; and with promoting the use of ICT as a learning medium

• The State of the DisciplineProgression and DifferentiationContent MattersThe Historian′s Skills and Qualities of MindLearning and TeachingAssessment Issues

′This book, informed by exceptionally wide inquiry into current history teaching practices in the English-speaking world, is a real achievement. The authors convey current context and challenges with great insight, and they move through possibilities in sequencing, content, skills and assessment, without strident comment, extending our knowledge of options and pitfalls in the process′ - Peter N. Stearns, Provost, George Mason University′Comprehensive, persuasive, and at all times accessible in style and argument, this text both encourages and empowers university historians to review and enhance their teaching practices. All key facets of programme development are explored with reference to an extensive and well-chosen range of international examples. The chapter on the historian′s skills and qualities of mind is one of several that I will be referring to frequently′ - Jeanine Graham, Senior Lecturer, History, University of Waikato′In providing such a clear, informative and thoughtful exploration of the current state of history in higher education, and in helping to raise the quality of critical debate about its future, this book contributes greatly to the growing scholarship of teaching and learning in the discipline. It should also become a vital resource for all historians who wish to honour the old dictum that, in teaching as in research, the one duty we owe history is to rewrite it′ - Professor Paul Hyland, Director of History in the Subject Centre for History, Classics and Archaeology′... presents a valuable overview of both the recent and current state of undergraduate history teaching and learning as well as a nuanced discussion of specific aspects of the ways in which concepts such as benchmarking, transferable skills, progression, differentiation and assessment criteria are continuing to impact on the discipline ... the varied findings make fascinating reading ... this book should be required reading for everyone involved in teaching history: there is plenty here for us all to learn from′ - ESCalate ′[E]xtremely useful... provides a thought-provoking and useful discussion concerning the task of actually teaching history at university level... This timely book needs to be read widely, and the many issues it raises should command our closest attention′ - Higher Education Review