Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-23T12:28:56.391Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching History and Historians

Published online by Cambridge University Press:  24 February 2017

Gerald L. Gutek
Gerald L. Gutek*
Affiliation:
Loyola University Chicago, taught the history of education at that institution from 1963 to 1998
*
Readers may contact Gutek at [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Essay Review
Information
History of Education Quarterly , Volume 46 , Issue 3 , Fall 2006 , pp. 409 - 417
Copyright
Copyright © 2006 History of Education Society 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

He earned his master's degrees from the University of Illinois in history (1959) and education (1964). Professor Gutek has written several major textbooks in the history and philosophy of education, as well as a coauthored book with Patricia Gutek, Experiencing America's Past: A Travel Guide to Museum Villages.

References

1 Seixas, Peter “Schreiber! Die Kinder! Or, Does Postmodern History Have a Place in the Schools?“ in Stearns, Peter N. et al., Knowing Teaching and Learning History (New York: New York University Press, 2000), 19–37.Google Scholar

2 Wertsch, James “Is it Possible to Teach Beliefs, as Well as Knowledge About History?“ in Stearns et al., Knowing Teaching, 38–50.Google Scholar

3 Rosenzweig, Roy “How Americans Think About the Past: Implications from a National Survey for the Teaching of History,“ in Stearns, et al., Knowing Teaching, 262–283.Google Scholar

4 Levsitk, Linda S. “Articulating the Silences: Teachers’ and Adolescents’ Conceptions of Historical Significance,“ in Stearns, et al., Knowing Teaching, 284–305.Google Scholar

5 Nash, Gary B. “The ‘Convergence’ Paradigm in Studying Early American History in the Schools,“ in Stearns, et al, Knowing Teaching, 102–120.Google Scholar

6 Dunn, Ross E. “Constructing World History in the Classroom,“ in Stearns, et al., Knowing Teaching, 121–142.Google Scholar