Citations (42)
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Alexander Benger. (2023) Social realism and school history: the role of the historical discipline in substantive knowledge selection. Journal of Curriculum Studies 55:6, pages 646-660.
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Nathalie Popa. (2023) How Meaning Making Cultivates Historical Consciousness: Identifying a Learning Trajectory and Pedagogical Guidelines to Promote It. The Social Studies 114:4, pages 139-159.
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Gideon Boadu. (2022) Historical significance and the challenges of African historiography: analysis of teacher perspectives. Pedagogy, Culture & Society 30:5, pages 639-657.
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Agnieszka Aya Marczyk, Lightning Jay & Abby Reisman. (2022) Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material. Cognition and Instruction 40:4, pages 517-539.
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James Miles & Lindsay Gibson. (2022) Rethinking presentism in history education. Theory & Research in Social Education 50:4, pages 509-529.
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Jong-pil Yoon. (2022) Is historical thinking unnatural?. Educational Philosophy and Theory 54:7, pages 1022-1033.
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Gideon Boadu. (2022) Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy. Educational Review 0:0, pages 1-25.
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Diego Miguel-Revilla. (2022) What is history education good for? A comparative analysis of students’ conceptions about the relevance of history. Journal of Curriculum Studies 54:1, pages 70-84.
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Rebecca Cairns. (2020) Deimperialising Asia-related history: An Australian case study. Curriculum Inquiry 50:2, pages 126-148.
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Brandon J. Haas. (2020) Bearing Witness: Teacher Perspectives on Developing Empathy through Holocaust Survivor Testimony. The Social Studies 111:2, pages 86-103.
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Daniel H. Bowen & Brian Kisida. (2020) Never Again: The Impact of Learning About the Holocaust on Civic Outcomes. Journal of Research on Educational Effectiveness 13:1, pages 67-91.
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Dick Van Straaten, Arie Wilschut, Ron Oostdam & Ruben Fukkink. (2019) Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study. Cognition and Instruction 37:4, pages 512-533.
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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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Dick van Straaten, Arie Wilschut & Ron Oostdam. (2019) Connecting past and present through case-comparison learning in history: views of teachers and students. Journal of Curriculum Studies 51:5, pages 643-663.
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John S. Wills. (2019) “Daniel was racist”: Individualizing racism when teaching about the Civil Rights Movement. Theory & Research in Social Education 47:3, pages 396-425.
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Geerte M. Savenije & Tsafrir Goldberg. (2019) Silences in a climate of voicing: teachers’ perceptions of societal and self-silencing regarding sensitive historical issues. Pedagogy, Culture & Society 27:1, pages 39-64.
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Andrew Mansfield. (2019) Confusion, contradiction and exclusion: the promotion of British values in the teaching of history in schools. The Curriculum Journal 30:1, pages 40-50.
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Hillary Parkhouse. (2018) Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms. Theory & Research in Social Education 46:2, pages 277-317.
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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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Wouter Smets. (2024) Four design principles for student learning of substantive historical concepts – a realistic review study. History Education Research Journal 21:1.
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Rebecca Cairns & Kerri Anne Garrard. (2023) ‘Learning from history is something that is important for the future’: Why Australian students think history matters. Policy Futures in Education 22:3, pages 369-382.
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Christina Hajisoteriou, Emilios A. Solomou & Mary Antoniou. (2023) What kind of history teaching may promote intercultural competence in culturally-diverse societies? Teachers’ reflections from a case of conflict. Frontiers in Education 8.
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Chana Teeger. (2023) (Not) Feeling the Past: Boredom as a Racialized Emotion. American Journal of Sociology 129:1, pages 1-40.
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Geerte M. Savenije, Bjorn G.J. Wansink & Albert Logtenberg. (2022) Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity. Teaching and Teacher Education 112, pages 103654.
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Dan Nuttall. (2021) What is the purpose of studying history? Developing students’ perspectives on the purposes and value of history education. History Education Research Journal 18:1.
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Svetlana Nikonova & Elena Bureyeva. (2021) Patriotic education as part of history classes for students of engineering universities. E3S Web of Conferences 274, pages 09013.
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Gideon Boadu. (2020) Re-positioning historical thinking: a framework for classroom practice. Social Studies Research and Practice 15:3, pages 277-289.
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Mimi Lee & Lauren McArthur Harris. (2023) Teachers’ organization of world history in South Korea: Challenges and opportunities for curriculum and practice. The Journal of Social Studies Research 44:4, pages 339-354.
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Riitta Tallavaara & Matti Rautiainen. (2020) What is important in history teaching? Student class teachers’ conceptions. History Education Research Journal 17:2.
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Dick van Straaten, Arie Wilschut & Ron Oostdam. (2018) Measuring students’ appraisals of the relevance of history: The construction and validation of the Relevance of History Measurement Scale (RHMS). Studies in Educational Evaluation 56, pages 102-111.
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