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- W2561908315 abstract "BEING A TEACHER is a multifaceted process situated in contexts that deeply influence one's experiences and development. History teachers face a number of challenges while simultaneously holding particular goals for history teaching. Drawing on interview data from focus teachers with different levels of teaching experience, this article presents the challenges that these history teachers face, with a particular emphasis on the issues they encounter when they address writing in history classes in California. Questions such as What challenges do history teachers who work in highly diverse neighborhoods face? and How do these challenges affect the teaching of writing in history? are explored in this article. The place of history in schools has been a topic of debate in recent reform efforts, which have been motivated by the low performance of students on history sections of national standardized tests such as the National Assessment of Educational Progress (NAEP) (Lapp, Grigg, & Tay-Lim, 2002) and have included a growing emphasis on accountability and standards. Improvement of history education has been at the center of the reform movement, including not only the Bradley Commission on History in the Schools and the national standards movement but also reform efforts in a number of individual states (Downey & Fischer, 2000). According to the National Council for the Social Studies (2004) standards, the primary purpose of the social studies is to help young people The History Teacher Volume 41 Number 3 May 2008 c Society for History Education" @default.
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- W2561908315 date "2008-05-01" @default.
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- W2561908315 title "History Doesn't Count: Challenges of Teaching History in California Schools." @default.
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