Abstract
First, a confession. I have never been a particularly good long-term planner. I’m more apt to follow my nose, focusing on little more than the ground most directly in front of me, impulsively following some curiosity that has sparked my interest, like a hound in the woods sniffing out a fox.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Favorite Works
Others
Alexander, P. (2001). Toward a model of academic development: Schooling and the acquisition of knowledge. Educational Researcher, 29, 28–33, 44.
Brophy, J. (1990). Teaching social studies for understanding and higher order applications. The Elementary School Journal, 9, 351–418.
Cherryholmes, C. H. (1999). Reading pragmatism. New York: Teachers College Press
Cohen, D. K., Moffitt, S., & Goldin, S. (2007). Policy and practice: The dilemma. American Journal of Education, 113, 515–548.
Collingwood, R. G. (1946/1994). The idea of history. Oxford: Oxford University Press.
Dewey, J. (1910). How we think. Boston: D.C. Heath.
Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive ppproach. New York: Holt, Rinehart, and Winston.
Lee, P., & Shemilt, D. (2003). A scaffold, not a cage: Progression and progression models in history. Teaching History, 113, 13–24.
Lowenthal, D. (1998). The heritage crusade and the spoils of history. Cambridge: Cambridge University Press.
Novick, P. (1988). That noble dream: The “objectivity question” and the American historical profession. Cambridge: Cambridge University Press.
Rorty, R. (1989). Contingency, irony, and solidarity. Cambridge: Cambridge University Press.
Scholes, R. (1989). Protocols of reading. New Haven: Yale University Press.
Shulman, L. The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass.
Sklar, J. N. (1985). Ordinary vices. Cambridge: Harvard University Press.
Vygotsky, L. (1986). Thought and language (edited by A. Koluzin). Boston: MIT.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Vansledright, B. (2014). The Poorly Planned Trajectory of a Slow but Impulsive Apprentice. In: Woyshner, C. (eds) Leaders in Social Education. Leaders in Educational Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-665-3_18
Download citation
DOI: https://doi.org/10.1007/978-94-6209-665-3_18
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-665-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)