Archive for September, 2015

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2015 KATH Writing Award Winners

Congratulations to all our 2015 KATH Writing Award winners!

Results are in from the George C. Herring Graduate Student Writing Award committee chair, Dr. Melanie Goan. The winner is:

Mel Kapitan, University of Kentucky
for her research paper
“Rebellion in Speech and Monks in Seclusion:
Hildemar of Corbie’s Expositio regulam Sancti Benedicti
and the Community of Monks in Ninth-Century Civate”
Sponsored by University of Kentucky History professor, Dr. Gretchen Starr-LeBeau

According to the KATH Betts Award committee chair Dr. Randolph Hollingsworth, the judges for the Raymond F. Betts Undergraduate Student Writing Award have selected the winner to be:

Sarah Fox, Western Kentucky University
for her research paper
“Soviet Influence on the Music of Socialist Republics”
Sponsored by Western Kentucky University History professor, Dr. Marc Eagle

And the winner of the Thomas D. Clark Undergraduate Student Writing Award is:

Mattie Bruton, Transylvania University
for her research paper
“Sallie Southall Cotten: Womanhood, Racial Purity, and Defining ‘Progress’ in the New South”
Sponsored by Transylvania University History professor, Dr. Melissa McEuen

From Cheryl Caskey, the committee chair for the Anita Sanford Tolson Student Writing Award for high school students, the winner is:

Amir Abou-Jaoude, Henry Clay High School, Fayette County Public Schools
for his research paper
“Richard Wagner and the Legacy of the Leitmotif”
Sponsored by Henry Clay High School social studies teacher, Jonathan McClintock

Please join the 2015 KATH Board in celebrating these students and their faculty sponsors at the 40th Annual Meeting on Saturday, October 3rd in Owensboro. Register to attend now – using our secure online payment process. Download the KATH conference brochure here (.pdf file).

Posted September 29, 2015 by Randolph Hollingsworth

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Articles

CFP: History Teacher

In Spotlight on September 3, 2015 by Randolph Hollingsworth Tagged: ,

The History Teacher invites papers on topics related to learning objectives and assessment in K-16 history classrooms for a special issue to run in 2016.

Learning objectives and assessment models can offer considerable potential for helping educators understand, deliver, improve, and judge the effectiveness of history teaching and learning. In recent years, we have seen a surge in new and revised assessment models in history education including, Common Core’s Literacy Standards for History/Social Studies, the recent extensive redesign of the Advanced Placement courses, the creation of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, and the American Historical Association’s Tuning Project.

This special issue seeks to explore new and revised history instruction models and raise questions about the role of learning objectives and assessment in history education. The special issue welcomes papers related but not limited to:

  1. Contemporary Views of Assessment in History Classrooms
  2. New Approaches, Methods & Techniques in Evaluation and Assessment
  3. Learning Outcomes, Curriculum Design & Evaluation
  4. The Reliability of Assessment in History Education

The History Teacher is the most widely recognized journal in the United States supporting all areas of history education, pre-collegiate through university-level, with practical and insightful professional analyses of both traditional and innovative teaching techniques. The History Teacher is one of the key journals in the field of history education and research.

Manuscripts are due by November 15, 2015.

Contact Info:

The History Teacher Society for History Education, Inc.
California State University Long Beach
1250 Bellflower Blvd.
 Long Beach, CA 90840-1601 

Contact Email: jane.dabel@csulb.edu

URL: http://www.thehistoryteacher.org/

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