Citations (77)
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Read on this site (38)
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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Jong-pil Yoon. (2022) Is historical thinking unnatural?. Educational Philosophy and Theory 54:7, pages 1022-1033.
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Brian Girard, Lauren McArthur Harris, Linda Kay Mayger, Taylor M. Kessner & Stephanie Reid. (2021) “There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices. Theory & Research in Social Education 49:2, pages 227-261.
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Gideon Boadu & Debra J. Donnelly. (2020) Toward Historical Understanding: Leveraging Cognitive Psychology for Progression in School History. The Social Studies 111:2, pages 61-73.
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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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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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Geena Kim. (2018) Holding the severed finger: Korean students’ understanding of historical significance. Journal of Curriculum Studies 50:4, pages 508-534.
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Dick Van Straaten, Arie Wilschut & Ron Oostdam. (2016) Making history relevant to students by connecting past, present and future: a framework for research. Journal of Curriculum Studies 48:4, pages 479-502.
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Susan R. Goldman, M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan & Project READI. (2016) Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist 51:2, pages 219-246.
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Eric B. Freedman. (2015) “What Happened Needs to Be Told”: Fostering Critical Historical Reasoning in the Classroom. Cognition and Instruction 33:4, pages 357-398.
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Keith C. Barton. (2015) Elicitation Techniques: Getting People to Talk About Ideas They Don’t Usually Talk About. Theory & Research in Social Education 43:2, pages 179-205.
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Tamara L. Shreiner. (2014) Using Historical Knowledge to Reason About Contemporary Political Issues: An Expert–Novice Study. Cognition and Instruction 32:4, pages 313-352.
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Lauren
McArthur Harris. (2012) Conceptual Devices in the Work of World Historians. Cognition and Instruction 30:4, pages 312-358.
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Shira
Eve Epstein & Jessica Lipschultz. (2012) Getting personal? Student talk about racism. Race Ethnicity and Education 15:3, pages 379-404.
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MichaelP. Marino. (2012) Urban Space as a Primary Source: Local History and Historical Thinking in New York City. The Social Studies 103:3, pages 107-116.
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Sohyun An. (2012) Korean American High School Students’ Perspectives on U.S. History. The Social Studies 103:1, pages 12-19.
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Chauncey Monte-Sano. (2011) Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation. Curriculum Inquiry 41:2, pages 212-249.
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Lauren
McArthur Harris & RobertB. Bain. (2010) Pedagogical Content Knowledge for World History Teachers: What is It? How Might Prospective Teachers Develop It?. The Social Studies 102:1, pages 9-17.
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Chauncey Monte-Sano. (2010) Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing. Journal of the Learning Sciences 19:4, pages 539-568.
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Thomas Hammond. (2010) “So What?” Students' Articulation of Civic Themes in Middle-School Historical Account Projects. The Social Studies 101:2, pages 54-59.
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Sohyun An. (2009) Learning US history in an age of globalization and transnational migration. Journal of Curriculum Studies 41:6, pages 763-787.
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GabrielA. Reich. (2009) Testing Historical Knowledge: Standards, Multiple-Choice Questions and Student Reasoning. Theory & Research in Social Education 37:3, pages 325-360.
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Michael Cromer & Penney Clark. (2007) Getting Graphic with the Past: Graphic Novels and the Teaching of History. Theory & Research in Social Education 35:4, pages 574-591.
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Jada Kohlmeier. (2006) “Couldn't she just leave?”: The Relationship Between Consistently Using Class Discussions and the Development of Historical Empathy in a 9th Grade World History Course. Theory & Research in Social Education 34:1, pages 34-57.
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Gary Fertig, Jennifer Rios–Alers & Kelly Seilbach. (2005) What's important about the past: American fourth graders' interpretations of historical significance. Educational Action Research 13:3, pages 435-452.
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John S. Wills
. (2005) ‘Some people even died’: Martin Luther King, Jr, the civil rights movement and the politics of remembrance in elementary classrooms. International Journal of Qualitative Studies in Education 18:1, pages 109-131.
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KeithC. Barton. (2005) “Best Not to Forget Them”: Secondary Students' Judgments of Historical Significance in Northern Ireland. Theory & Research in Social Education 33:1, pages 9-44.
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W.Guy Clarke & JohnK. Lee. (2004) The Promise of Digital History in the Teaching of Local History. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 78:2, pages 84-87.
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TyroneC. Howard. (2004) “Does Race Really Matter?” Secondary Students' Constructions of Racial Dialogue in the Social Studies. Theory & Research in Social Education 32:4, pages 484-502.
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Stéphane Lévesque. (2003) “Bin Laden is responsible; it was shown on tape”: Canadian High School Students' Historical Understanding of Terrorism. Theory & Research in Social Education 31:2, pages 174-202.
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Cynthia Hartzler-Miller. (2001) Making Sense of “Best Practice” in Teaching History. Theory & Research in Social Education 29:4, pages 672-695.
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Keith C. Barton. (2001) 'You'd Be Wanting to Know about the Past': Social contexts of children's historical understanding in Northern Ireland and the USA. Comparative Education 37:1, pages 89-106.
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S.G. Grant. (2001) It's Just the Facts, or is it? The Relationship between Teachers' Practices and Students' Understandings of History. Theory & Research in Social Education 29:1, pages 65-108.
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JohnS. Wills. (2001) Missing in Interaction: Diversity, Narrative, and Critical Multicultural Social Studies. Theory & Research in Social Education 29:1, pages 43-64.
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FransH. Doppen. (2000) Teaching and Learning Multiple Perspectives: The Atomic Bomb. The Social Studies 91:4, pages 159-169.
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Bruce A. VanSledright & Lisa Frankes. (2000) Concept- and Strategic-Knowledge Development in Historical Study: A Comparative Exploration in Two Fourth-Grade Classrooms. Cognition and Instruction 18:2, pages 239-283.
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StuartJ. Foster, JohnD. Hoge & RichardH. Rosch. (1999) Thinking Aloud about History: Children's and Adolescents' Responses to Historical Photographs. Theory & Research in Social Education 27:2, pages 179-214.
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Bruce Fehn & KimE. Koeppen. (1998) Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences. Theory & Research in Social Education 26:4, pages 461-484.
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Articles from other publishers (39)
Cathrine Sjölund Åhsberg. (2024) Students’ views of historical significance – a narrative literature review. History Education Research Journal 21:1.
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Johan van Driel, Jannet van Drie & Carla van Boxtel. (2022) Struggling with historical significance: Reasoning, reading, and writing processes. European Journal of Applied Linguistics 10:1, pages 185-211.
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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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Amalia M. Donovan & David N. Rapp. (2020) Look it up: Online search reduces the problematic effects of exposures to inaccuracies. Memory & Cognition 48:7, pages 1128-1145.
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Yolanda Blanco-Fernández, Alberto Gil-Solla, José J. Pazos-Arias, Manuel Ramos-Cabrer, Abdullah Daif & Martín López-Nores. (2020) Distracting users as per their knowledge: Combining linked open data and word embeddings to enhance history learning. Expert Systems with Applications 143, pages 113051.
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Mark Pearcy. (2017) The Flying Man: The Power of Visual Media in Social Education. Journal of Education 195:1, pages 39-46.
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Robert B. Bain. (2022) Rounding up Unusual Suspects: Facing the Authority Hidden in the History Classroom. Teachers College Record: The Voice of Scholarship in Education 108:10, pages 2080-2114.
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