Learning to teach history writing: discovering what works


Harris, Richard J. and Foreman-Peck, Lorraine (2001) Learning to teach history writing: discovering what works. Educational Action Research, 9, (1), 97-109. (doi:10.1080/09650790100200141).

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Description/Abstract

Statistics indicated under achievement by 18-year old Advanced (A) level history students in a mixed comprehensive school, by comparison with their results in the General Certificate of Secondary Education (GCSE) at 16. Further investigation highlighted a weakness in essay writing. A teaching strategy was developed to improve essay writing by (a) clarifying the purpose of essay writing; (b) enhancing essay structuring; (c) ensuring students obtained a firm understanding of the topics studied; and (d) providing students with appropriate study skills to enable them to work effectively. An action plan which drew heavily on the ideas of phenomenography (Hounsell, 1984, 1987), was devised to tackle these areas. The results of students who were taught in this way and who took their examinations in 1998 showed a dramatic improvement over the previous three years

Item Type: Article
ISSNs: 0965-0792 (print)
Related URLs:
Keywords: history teaching, essay writing, sixth form teaching, action research
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 12447
Date Deposited: 17 Nov 2004
Last Modified: 27 Mar 2014 18:03
URI: http://eprints.soton.ac.uk/id/eprint/12447

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