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Archaeological Field Schools: A Guide for Teaching in the Field [Minkštas viršelis]

  • Formatas: Paperback / softback, 192 pages, aukštis x plotis: 229x152 mm, weight: 317 g
  • Išleidimo metai: 31-Mar-2009
  • Leidėjas: Left Coast Press Inc
  • ISBN-10: 1598740075
  • ISBN-13: 9781598740073
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 192 pages, aukštis x plotis: 229x152 mm, weight: 317 g
  • Išleidimo metai: 31-Mar-2009
  • Leidėjas: Left Coast Press Inc
  • ISBN-10: 1598740075
  • ISBN-13: 9781598740073
Kitos knygos pagal šią temą:
Jane Baxter’s practical guide about how to run a successful field school offers archaeologists ways to maximize the educational and training benefits of these experiences.


The field school is often described as a ?rite of passage” among archaeologists. They are considered essential for the appropriate training of students for academic or professional archaeological careers, and are perhaps the only universal experience in an increasingly diverse array of archaeological career paths. Jane Baxter’s practical guide about how to run a successful field school offers archaeologists ways to maximize the educational and training benefits of these experiences. She presents a wide range of pedagogical theories and techniques that can be used to place field schools in an educational, as well as an archaeological, context. Baxter then offers a ?how to” guide for the design of field schools, including logistical, legal, and personnel issues as well as strategies for integrating research and teaching in the field. Replete with checklists, forms, and cogent examples, the author gives directors and staff a set of ?best practices” for designing and implementing a school.
Acknowledgments 9(2)
The Archaeological Institution of Field Schools
11(12)
The Development of an Institution
12(4)
How We Talk about Field Schools Today
16(2)
About This Book
18(5)
PART 1: FIELD SCHOOL TEACHING: PEDAGOGY AND PRACTICE
23(56)
Contemporary Climates: Teaching Archaeology and Field School Training
25(22)
Cultural Resource Management Training
26(7)
Working with the Public
33(4)
The RPA and Field School Certification
37(2)
Teaching as an Ethical Issue
39(1)
Field Schools as Learning Communities
40(2)
Lines of Convergence
42(1)
Points of Contention
43(4)
Pedagogical Concerns and Field School Development
47(18)
Developing Teaching Goals
48(3)
Translating Teaching Goals into Student Learning Outcomes
51(3)
The Idea of Experiential Learning
54(6)
Experiential Learning and Learning Communities
60(1)
Assessing Learning in the Field
61(4)
Structuring Experiential Learning in the Field
65(14)
Abstract Conceptualization
66(4)
Active Experimentation
70(4)
Concrete Experience
74(1)
Reflective Observation
75(4)
PART 2: FIELD SCHOOL LOGISTICS
79(106)
Legal and Administrative Issues
81(16)
Universities and Off-Site Programs
82(1)
Site Agreements and Permissions
83(4)
Health, Safety, and Liability
87(4)
Liability Waivers
90(1)
FERPA
91(2)
Insurance
93(1)
University Police or Public Safety Offices
94(1)
Contracts and Providers
94(2)
Connect on Your Campus
96(1)
Personnel Issues
97(28)
Defining Your Role as a Project Director and an Instructor
97(4)
Staff and Organizational Structure
101(8)
Graduate Student Supervisors
102(3)
Professional Project Staff
105(1)
Codirector or Go It Alone?
106(3)
Health and Safety
109(5)
Identifying Hazards at Your Site
109(2)
Collecting Personal Information
111(1)
Mitigating Risks for Students
112(2)
Standards of Dress and Personal Appearance
114(1)
Field Etiquette and Interpersonal Issues
115(6)
Setting Standards of Behavior
115(3)
Student-Generated Standards of Behavior
118(1)
Working Together in the Field
119(2)
Standards and Protocols for Public Interaction
121(4)
Logistical Concerns
125(30)
Before the Program Starts
126(18)
Finding a Site
126(7)
Getting Equipment Together
133(6)
Recruiting Students
139(5)
Logistics in the Field
144(5)
Transportation
144(1)
Food and Lodging
145(3)
Field Facilities
148(1)
Special Cases
149(6)
International Field Schools
149(4)
Commuter Field Schools
153(2)
Balancing Teaching, Research, and Disciplinary Standards
155(30)
Pressure Points
156(3)
Maintaining Disciplinary Standards of Conduct
156(1)
Field Schools as Annual ``Money Makers''
157(1)
Field Schools as the Only Research Outlets
158(1)
Structural Suggestions for Those Seeking Balance
159(4)
Working with Graduate Students Undergraduates
163(4)
Working with Graduate Students
163(2)
Working with Undergraduate Students
165(2)
APPENDICES
Appendix 1: RPA Guidelines and Standards for Archaeological Field Schools
167(6)
Appendix 2: Sample Safety Handout
173(4)
Appendix 3: A Summary of the Family Education Rights and Privacy Act (FERPA)
177(2)
Appendix 4: Sample Archaeological Field School Participant Information Form
179(2)
Appendix 5: Sample Handout of What Students Should and Should Not Bring to a Field School on a Daily Basis
181(2)
Appendix 6: Sample Guideline Sheet for Students and the Media
183(2)
References 185(6)
Index 191(1)
About the Author 192
Jane Eva Baxter is Associate Professor of Anthropology at DePaul University in Chicago. An historical archaeologist, Professor Baxter has a doctorate from the University of Michigan. She is author of numerous articles and the book Archaeology of Childhood and has directed field schools in the United States and the Bahamas.