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Hosting Teacher Development at Historical Sites: The Benefits for Classroom Teaching

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Title: Hosting Teacher Development at Historical Sites: The Benefits for Classroom Teaching
Language: English
Authors: Burns, Adam
Source: Teaching History. Dec 2017 (169):36-43.
Availability: Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Peer Reviewed: Y
Page Count: 8
Publication Date: 2017
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Faculty Development, History Instruction, Historic Sites, Foreign Countries, History, Historical Interpretation, Social Studies
Geographic Terms: Virginia, United Kingdom
ISSN: 0040-0610
Abstract: Many previous contributors to "Teaching History" have demonstrated the power of site visits to stimulate young people's engagement and enrich their understanding of history. It is usually assumed, however, that the young people themselves will have the opportunity to visit the site in question--an assumption that cannot always be realised. Acknowledging this constraint, Burns draws on the experience of 16 teachers who attended a week-long residential professional development programme at Monticello, the home of US President Thomas Jefferson, to demonstrate how extended site visits for teachers, enriched by access to specialist history expertise and relevant archival research, can equip them to transform their students' learning. Opportunities for UK teachers to engage in such programmes are obviously limited--but they do exist--and Burns' analysis clearly illustrates the value of sustained, subject-rich, site-specific CPD. [A list of combined references and notes is included.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://www.history.org.uk/publications/categories/300/resource/9281/teaching-history-169-a-time-and-a-place
Accession Number: EJ1166031
Database: ERIC
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  Data: Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
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  Data: Many previous contributors to "Teaching History" have demonstrated the power of site visits to stimulate young people's engagement and enrich their understanding of history. It is usually assumed, however, that the young people themselves will have the opportunity to visit the site in question--an assumption that cannot always be realised. Acknowledging this constraint, Burns draws on the experience of 16 teachers who attended a week-long residential professional development programme at Monticello, the home of US President Thomas Jefferson, to demonstrate how extended site visits for teachers, enriched by access to specialist history expertise and relevant archival research, can equip them to transform their students' learning. Opportunities for UK teachers to engage in such programmes are obviously limited--but they do exist--and Burns' analysis clearly illustrates the value of sustained, subject-rich, site-specific CPD. [A list of combined references and notes is included.]
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