Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's History Alive! and completely online curricula. They include the jargon of authentic methods, such as primary sources, cooperative learning, differentiated instruction, and access to technology; yet the craft of teaching is removed, and an experience that should be marked by discovery and reflection is replaced with comparatively empty processes. This volume provides systematic models and examples of ways that history teachers can compete with and effectively halt this transformation. The alternatives the authors present are based on collaborative models that address the art of teaching for pre-service and practicing secondary history teachers as well as collegiate history educators. Relying on original research, and a maturing body of secondary literature on historical thinking, this book illuminates how collaboration can create real historical learning.

Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's History Alive! and completely online curricula. They include the jargon of authentic methods, such as primary sources, cooperative learning, differentiated instruction, and access to technology; yet the craft of teaching is removed, and an experience that should be marked by discovery and reflection is replaced with comparatively empty processes. This volume provides systematic models and examples of ways that history teachers can compete with and effectively halt this transformation. The alternatives the authors present are based on collaborative models that address the art of teaching for pre-service and practicing secondary history teachers as well as collegiate history educators. Relying on original research, and a maturing body of secondary literature on historical thinking, this book illuminates how collaboration can create real historical learning.

Most object-oriented or functional languages are higher order languages, i.e. ones in which the means of manipulation (e.g. object or function) can itself be manipulated. This 1998 book contains a collection of original articles about recent developments in operational semantics for higher order programming languages by some of the leading researchers in the field. Operational techniques are important because they are closer to implementations and language definitions than more abstract mathematical techniques such as denotational semantics. One of the exciting developments reflected by the book is that mathematical structures and techniques used in denotational semantics (such as fixpoint induction) may be recovered from a purely operational starting point. The book surveys and introduces techniques such as contextual equivalence, applicative bisimulation, logical relations, improvement relations, explicit models of memory management, and labelling techniques for confluence properties. It treats a variety of higher order languages, based on functions, processes and objects, with and without side effects, typed and untyped.