Abstract
For the past ten years, I have taught the Roots of Urban Education, a graduate-level course for preservice art teachers and librarians, and have used the course as a pedagogical case study to help improve my teaching. Given that this is the only history course students in the teacher education program are required to take, the course emphasizes depth over breadth through a place-based study of schooling during key reform eras in twentieth-century New York City. I documented, analyzed, and revised my teaching, with special focus on my expectation that students would develop historical habits of mind and that such competencies would be relevant for future teachers.
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