Title: Preparing Student Teachers for a World History Curriculum in New York
Abstract: committed to the idea that all citizens can and should be educated, though this goal may be more comforting than practical. But today's task lies in reaching for the quality standards that made American education the envy and model of the world. This challenge faces every discipline struggling to find relevance to popular education while keeping in line with the values of reflection and knowledge. What role do professional organizations play in defining curriculum in a period of declining funds and influence? Are there lessons to be gained from the earlier periods when American money and power were on the rise? New York, as an educational reform leader, is a blueprint for current reform initiatives, and a guide to what we face next. New York's teacher preparation and world history teaching models are recognized for their quality, but are also notable for their deficiencies, particularly in issues left unaddressed. The changes of the last decade offer an opportunity to assess both successes and potential fissures, most especially in relation to world history and the education of world history teachers. New York's example identifies issues that are rising over the horizon and are likely to affect a number of other states over the upcoming decade. Nearly two decades ago, concerns with the historical literacy of Americans led to the establishment of the Bradley Commission on History in
Publication Year: 2009
Publication Date: 2009-11-01
Language: en
Type: article
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Cited By Count: 1
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