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The Social Studies Volume 107, 2016 - Issue 6
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Original Articles

From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

Stephanie van HoverCurriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia, USACorrespondence[email protected]
,
David HicksSchool of Education, Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA
&
Hilary DackDepartment of Middle, Secondary, and K–12 Education, University of North Carolina-Charlotte, Charlotte, Virginia, USA
Pages 209-217 | Received 03 Mar 2016, Accepted 17 Jun 2016, Published online: 01 Sep 2016

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Daniel Josiah Thomas$suffix/text()$suffix/text(), Terrance J. Lewis & Marcus Wayne Johnson. (2023) Centering Black Perspectives Within the Social Studies Curriculum: Carter G. Woodson’s Textbooks and the Teaching of Black Critical Patriotism. The Social Studies 114:6, pages 330-342.
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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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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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Lightning Jay. (2021) Revisiting Lexington Green: Implications for Teaching Historical Thinking. Cognition and Instruction 39:3, pages 306-327.
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Gisela Ernst-Slavit & Steven J. Morrison. (2018) “Unless You Were Native American…Everybody Came From Another Country:” Language and Content Learning in a Grade 4 Diverse Classroom. The Social Studies 109:6, pages 309-323.
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Amato Nocera, Victoria Newton & Shiyan Jiang. “They created segregation with the economy”: Using AI for a student-driven inquiry into redlining in the social studies classroom. Theory & Research in Social Education 0:0, pages 1-40.
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Articles from other publishers (8)

Sarah K. Clark & Rebecca K. Hunter. 2024. Cultivating Literate Citizenry Through Interdisciplinary Instruction. Cultivating Literate Citizenry Through Interdisciplinary Instruction 38 59 .
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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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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Susanna Soininen. (2022) Teaching historical thinking in practice: a study of US history teachers’ views on using primary sources in AP and IB history lessons. History Education Research Journal 19:1.
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Diego Miguel-Revilla, Mercedes Calle-Carracedo & María Sánchez-Agustí. (2020) Fostering engagement and historical understanding with a digital learning environment in secondary education. E-Learning and Digital Media 18:4, pages 344-360.
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Bradley Kraft. (2023) Emmerich R. & Kloser, H. (Producers) & Emmerich, R. (Director). (2019) Midway [Action/War]. Usa: Lionsgateemmerich R. & Kloser, H. (Producers) & Emmerich, R. (Director). (2019) Midway [Action/War]. Usa: Lionsgate. The Journal of Social Studies Research 45:2, pages 150-153.
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Christine Baron, Sherri Sklarwitz & M. Yianella Blanco. (2020) Assessment of teachers’ gains across multiple historic site-based professional development programs. Teaching and Teacher Education 93, pages 103077.
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Nicholas E. Coddington. (2023) “Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices. The Journal of Social Studies Research 44:2, pages 219-238.
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