Citations (47)
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Anne Murray-Orr & Jennifer Mitton. (2023) Learning routines that reflect teachers’ asset-based pedagogies: Creating breathing spaces for students. Cogent Education 10:1.
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Ting Huang, Jing Zhou, Si Chen & Emerson Barnett. (2023) “I’m concerned about actually doing it”: The struggles of pre-service teachers becoming change agents. Middle School Journal 54:4, pages 37-50.
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Rachelle S. Savitz, Hazel Vega Quesada, Mihaela Gazioglu & Shauna Hines-Farmer. (2023) A Geography Teacher’s Approach to Literacy Integration. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 96:1, pages 11-22.
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Xianxuan Xu, Leslie W. Grant & James H. Stronge. (2022) Dispositions and Practices of Effective Teachers: Meeting the Needs of At-Risk Minority Students in China. Chinese Education & Society 55:3, pages 147-164.
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Brad Fogo, Abby Reisman & Joel Breakstone. (2019) Teacher adaptation of document-based history curricula: results of the Reading Like a Historian curriculum-use survey. Journal of Curriculum Studies 51:1, pages 62-83.
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Daniel R. Wissinger, Stephen P. Ciullo & Elizabeth J. Shiring. (2018) Historical Literacy Instruction for All Learners: Evidence From a Design Experiment. Reading & Writing Quarterly 34:6, pages 568-586.
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Emma S. Thacker, John K. Lee, Paul G. Fitchett & Wayne Journell. (2018) Secondary Social Studies Teachers’ Experiences Planning and Implementing Inquiry Using the Inquiry Design Model. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:4-5, pages 193-200.
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Richard Harris & Rosemary Reynolds. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education 44:2, pages 139-155.
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Jennifer Mitton-Kükner & Anne Murray Orr. (2018) A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth. Pedagogies: An International Journal 13:1, pages 19-35.
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Marjan de Groot-Reuvekamp, Anje Ros & Carla van Boxtel. (2018) Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”. Theory & Research in Social Education 46:1, pages 35-67.
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Abby Reisman. (2017) Integrating Content and Literacy in Social Studies: Assessing Instructional Materials and Student Work From a Common Core-Aligned Intervention. Theory & Research in Social Education 45:4, pages 517-554.
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Linda Kucan, Byeong-Young Cho & Hyeju Han. (2017) Introducing the Historical Thinking Practice of Contextualizing to Middle School Students. The Social Studies 108:5, pages 210-218.
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Lamont E. Maddox & John W. Saye. (2017) Using Hybrid Assessments to Develop Civic Competency in History. The Social Studies 108:2, pages 55-71.
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Peter Seixas. (2016) Translation and its discontents: key concepts in English and German history education. Journal of Curriculum Studies 48:4, pages 427-439.
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Articles from other publishers (33)
Susan De La Paz, Cameron Butler, Daniel M. Levin & Mark K. Felton. (2022) Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science. Learning Disability Quarterly 47:2, pages 70-83.
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Eric B. Freedman, Tina Y. Gourd, Bianca Schamberger & Amira S. Nash. (2024) “Reminds Me How Much You Ought to be Thinking About”: Advancing History Teachers’ Vetting and Adaption of Digital Curriculum Materials. The Journal of Social Studies Research.
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Lisa L. Ortmann & Sydney Stumme‐Berg. (2023) Developing responsive disciplinary literacies for student teaching in social studies. Journal of Adolescent & Adult Literacy 67:4, pages 239-252.
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Jason Fitzgerald. (2023) The learner's pathway to argumentation: an analysis of social studies inquiry design. Social Studies Research and Practice 18:3, pages 198-217.
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Susan De La Paz, Josue Otarola & Cameron Butler. (2023) Using virtual teacher PD to support implementation of a historical literacy curriculum. Social Studies Research and Practice 18:2, pages 164-179.
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Ralph P. Ferretti. (2023) When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-truth. Written Communication 40:2, pages 300-332.
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Marcel Mierwald, Thomas Lehmann & Nicola Brauch. (2021) Writing about the past: the impact of different authentic instructional material on students’ argument writing in history. European Journal of Psychology of Education 37:1, pages 163-184.
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Marlies ter Beek, Marie-Christine Opdenakker, Marjolein I. Deunk, Jan-Willem Strijbos & Tim Huijgen. (2022) Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability. History Education Research Journal 19:1.
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France Legault, Benjamin Lille, Isabelle Carignan & Patrick Plante. (2022) L’enseignement explicite de stratégies de lecture adaptées à différents environnements et médiums pour soutenir le développement de la littératie et la démarche d’analyse de sources en histoire du Québec et du Canada. Revue de recherches en littératie médiatique multimodale 15.
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Christine Anne Royce. 2022. Designing Effective Distance and Blended Learning Environments in K-12. Designing Effective Distance and Blended Learning Environments in K-12
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Robert Walldén & Pia Nygård Larsson. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history. Linguistics and Education 65, pages 100960.
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David Rosenlund. (2020) ‘Continuity and change’, large‐scale assessment and equity: a study of gender‐related differences regarding conceptual knowledge. The Curriculum Journal 32:2, pages 315-333.
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Justin D. Garwood, John W. McKenna, Garrett J. Roberts, Stephen Ciullo & Mikyung Shin. (2019) Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis. Behavior Modification 45:1, pages 147-176.
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Robert Walldén. (2020) “It was that Trolle thing” Negotiating history in Grade 6: A matter of teachers’ text choice. Linguistics and Education 60, pages 100884.
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Michael P. Marino & Margaret S. Crocco. (2023) The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers’ lesson planning. The Journal of Social Studies Research 44:1, pages 151-167.
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Melissa Wrenn & Adam Reed. (2019) Developing Academic Discourse Through Literacy and the 2016 U.S. Presidential Election: A Design‐Based Approach. Journal of Adolescent & Adult Literacy 63:2, pages 189-200.
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Philipp Marti, Kristine Gollin & Monika Waldis. (2019) Zur Praxis und Reflexion historischen Schreibens im Geschichtsunterricht: Fallbasierte Ergebnisse einer Interviewstudie mit Lehrkräften an Deutschschweizer Gymnasien. Zeitschrift für Geschichtsdidaktik 18:1, pages 166-187.
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Linda Kucan, Emily Rainey & Byeong‐Young Cho. (2018) Engaging Middle School Students in Disciplinary Literacy Through Culturally Relevant Historical Inquiry. Journal of Adolescent & Adult Literacy 63:1, pages 15-27.
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Miranda Suzanne Fitzgerald & Annemarie Sullivan Palincsar. (2019) Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review. Review of Research in Education 43:1, pages 227-248.
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Julie E. Learned. (2018) Doing History: A Study of Disciplinary Literacy and Readers Labeled as Struggling. Journal of Literacy Research 50:2, pages 190-216.
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