Citations (16)
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Read on this site (9)
Roy Weintraub. (2023) Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust. Journal of Curriculum Studies 55:6, pages 720-733.
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Agustín de la Herrán Gascón, Pablo Rodríguez Herrero & Bianca Fiorella Serrano Manzano. (2022) Do parents want death to be included in their children’s education?. Journal of Family Studies 28:4, pages 1320-1337.
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Sohyun An. (2022) Navigating a Curriculum of American Exceptionalism: An Asian American Child’s Story. Multicultural Perspectives 24:2, pages 62-74.
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Maren Tribukait. (2021) Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education 49:4, pages 540-569.
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Lauren McArthur Harris, Stephanie F. Reid, Volker Benkert & Jason Bruner. (2019) Investigating comparative genocide teaching in two high school classrooms. Theory & Research in Social Education 47:4, pages 497-525.
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James Miles. (2019) Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian Residential Schools. Theory & Research in Social Education 47:4, pages 472-496.
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Magdalena H. Gross & Christine Min Wotipka. (2019) Students’ Understanding of the History of Enslavement in America: Differences by Race, Ethnicity, and Gender. The Social Studies 110:5, pages 220-236.
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Diana I. Popescu. (2019) Eulogy of a different kind: Letters to Henio and the unsettled memory of the Holocaust in contemporary Poland. Holocaust Studies 25:3, pages 273-299.
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Ehaab D. Abdou. (2017) Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks. Theory & Research in Social Education 45:3, pages 378-412.
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Articles from other publishers (7)
Nathalie Popa. (2021) Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning. Review of Educational Research 92:2, pages 171-208.
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Susan De La Paz, Daniel R. Wissinger, Magdalena Gross & Cameron Butler. (2021) Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students. Reading and Writing 35:2, pages 353-376.
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Cosme J. Gómez Carrasco, Jairo Rodríguez-Medina & Ramón López-Facal. 2022. Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Controversial Issues and Social Problems for an Integrated Disciplinary Teaching
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Yonghee Suh, Brian Daugherity & Danielle Hartsfield. (2023) Planning to teach difficult history through historical inquiry: The case of school desegregation. The Journal of Social Studies Research 45:2, pages 71-83.
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Sara A. Levy & Maia Sheppard. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
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David Ludvigsson. 2018. Teaching the Discipline of History in an Age of Standards. Teaching the Discipline of History in an Age of Standards
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Michal Bilewicz, Marta Witkowska, Silviana Stubig, Marta Beneda & Roland Imhoff. 2017. History Education and Conflict Transformation. History Education and Conflict Transformation
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