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Journal of Curriculum Studies Volume 22, 1990 - Issue 4
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Original Articles

Engagement and cognitive challenge in thoughtful social studies classes: a study of student perspectives

Robert B. StevensonView further author information
Pages 329-341 | Published online: 29 Sep 2006

Citations (24)

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Elin Thuen, Edvin Bru & Terje Ogden. (2007) Coping Styles, Learning Environment and Emotional and Behavioural Problems. Scandinavian Journal of Educational Research 51:4, pages 347-368.
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RobertB. Stevenson. (2006) Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate. Environmental Education Research 12:3-4, pages 277-290.
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Edvin Bru. (2006) Factors Associated with Disruptive Behaviour in the Classroom. Scandinavian Journal of Educational Research 50:1, pages 23-43.
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JudithL. Pace. (2003) Using ambiguity and entertainment to win compliance in a lower-level US History class. Journal of Curriculum Studies 35:1, pages 83-110.
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JohnW. Saye & Thomas Brush. (1999) Student Engagement with Social Issues in a Multimedia-supported Learning Environment. Theory & Research in Social Education 27:4, pages 472-504.
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JohnR. Baird & Christopher Penna. (1997) Perceptions of challenge in science learning. International Journal of Science Education 19:10, pages 1195-1209.
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S.G. Grant. (1997) Opportunities Lost: Teachers Learning about the New York State Social Studies Framework. Theory & Research in Social Education 25:3, pages 259-287.
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Beverly Fazio. (1992) Students as Historians—Writing Their School's History. The Social Studies 83:2, pages 64-67.
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FredM. Newmann. (1991) Promoting Higher Order Thinking in Social Studies: Overview of a Study of 16 High School Departments. Theory & Research in Social Education 19:4, pages 324-340.
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P.T. Knight, A. Farmer & J. Hewitt. (1991) Implementation and change in the National Curriculum: History in the 1990s. Education 3-13 19:2, pages 17-22.
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P. Knight. (1991) Good Practice and Teacher Education. A Study of History in Key Stage Two of the English National Curriculum. Journal of Education for Teaching 17:2, pages 201-212.
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Cameron McCartney & Francis Schrag. (1990) Departmental and school leadership in promoting higher‐order thinking. Journal of Curriculum Studies 22:6, pages 529-543.
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JosephJ. Onosko. (1990) Comparing teachers’ instruction to promote students’ thinking. Journal of Curriculum Studies 22:5, pages 443-461.
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Articles from other publishers (11)

N. Leigh Boyd. 2017. Remote Work and Collaboration. Remote Work and Collaboration 347 370 .
N. Leigh Boyd. 2016. Handbook of Research on Mobile Learning in Contemporary Classrooms. Handbook of Research on Mobile Learning in Contemporary Classrooms 181 203 .
Tor StornesEdvin Bru. (2011) Perceived motivational climates and self-reported emotional and behavioural problems among Norwegian secondary school students. School Psychology International 32:4, pages 425-438.
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Elin ThuenEdvin Bru. (2009) Are Changes in Students' Perceptions of the Learning Environment Related to Changes in Emotional and Behavioural Problems?. School Psychology International 30:2, pages 115-136.
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Dan W. Rea. (2016) Optimal Motivation for Talent Development. Journal for the Education of the Gifted 23:2, pages 187-216.
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Elin Thuen & Edvin Bru. (2016) Learning Environment, Meaningfulness of Schoolwork and on-Task-Orientation among Norwegian 9th Grade Students. School Psychology International 21:4, pages 393-413.
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Clark A. Chinn & Richard C. Anderson. (2022) The Structure of Discussions that Promote Reasoning. Teachers College Record: The Voice of Scholarship in Education 100:2, pages 315-368.
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John R. Baird. 1998. International Handbook of Science Education. International Handbook of Science Education 153 167 .
John R. Baird & Chris Penna. (1996) Challenge in learning and teaching science. Research in Science Education 26:3, pages 257-269.
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RICHARD BRANNEN. (2007) Teacher identities: Hearing the voices of students with special educational needs. Support for Learning 11:2, pages 57-61.
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JERE BROPHY & JANET ALLEMAN. (2016) Activities as Instructional Tools: A Framework for Analysis and Evaluation. Educational Researcher 20:4, pages 9-23.
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