Citations (38)
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Eric B. Claravall, Elizabeth Isidro & Robin Irey. (2023) Historical Reasoning among Middle School Students with Learning Differences: Exploring the Use of Multiple Sources in Writing. Reading & Writing Quarterly 0:0, pages 1-25.
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Mikko Puustinen & Amna Khawaja. (2021) Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms. Journal of Curriculum Studies 53:1, pages 16-31.
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Hilary Dack & Nicholas Triplett. (2020) Novice social studies teachers’ implementation of differentiation: A longitudinal multicase study. Theory & Research in Social Education 48:1, pages 32-73.
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Tim Huijgen, Paul Holthuis, Carla van Boxtel & Wim van de Grift. (2019) Promoting historical contextualisation in classrooms: an observational study. Educational Studies 45:4, pages 456-479.
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Janis Harmon, Marcos Antuna, Lucinda Juarez, Karen D. Wood & Jean Vintinner. (2018) An investigation of high school social studies teachers' understandings of vocabulary teaching and learning. Reading Psychology 39:3, pages 271-302.
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Abby Reisman. (2017) Integrating Content and Literacy in Social Studies: Assessing Instructional Materials and Student Work From a Common Core-Aligned Intervention. Theory & Research in Social Education 45:4, pages 517-554.
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Sheri Berkeley, Margaret E. King-Sears, Jessica Vilbas & Sarah Conklin. (2016) Textbook Characteristics That Support or Thwart Comprehension: The Current State of Social Studies Texts. Reading & Writing Quarterly 32:3, pages 247-272.
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Jeffery D. Nokes. (2014) Elementary Students’ Roles and Epistemic Stances During Document-Based History Lessons. Theory & Research in Social Education 42:3, pages 375-413.
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Bradley Fogo. (2014) Core Practices for Teaching History: The Results of a Delphi Panel Survey. Theory & Research in Social Education 42:2, pages 151-196.
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McArthur Harris. (2012) Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course. Theory & Research in Social Education 40:3, pages 230-259.
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Colleen Fitzpatrick, Stephanie van Hover, Vonna Hemmler & Ariel Cornett. How do we know what they know? A case study of classroom-based assessment with multilingual learners. Theory & Research in Social Education 0:0, pages 1-35.
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Articles from other publishers (27)
Sarah K. Clark & Rebecca K. Hunter. 2024. Cultivating Literate Citizenry Through Interdisciplinary Instruction. Cultivating Literate Citizenry Through Interdisciplinary Instruction
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Maya Shifra Resnick. (2023) Teachers' presentation of higher-order thinking questions and student engagement: Missing out on HOT opportunities. Thinking Skills and Creativity 50, pages 101412.
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Susan De La Paz, Josue Otarola & Cameron Butler. (2023) Using virtual teacher PD to support implementation of a historical literacy curriculum. Social Studies Research and Practice 18:2, pages 164-179.
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Pedro Miralles-Sánchez, Cosme J. Gómez-Carrasco & Jairo Rodríguez-Medina. (2023) Design and validation of two tools to observe and analyze history lessons in secondary education. Frontiers in Education 8.
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Marjolein Wilke, Fien Depaepe & Karel Van Nieuwenhuyse. (2023) Fostering Secondary Students’ Historical Thinking: A Design Study in Flemish History Education. Journal of Formative Design in Learning 7:1, pages 61-81.
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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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Amna Khawaja & Mikko Puustinen. (2022) Recontextualising history in primary school: discourses in the classroom. History Education Research Journal 19:1.
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Marc-André Éthier, David Lefrançois & Catherine Déry. (2022) Utilisation d’Assassin’s Creed Origins en classe d’histoire, rétention de connaissances déclaratives et intérêt des élèves pour l’Égypte antique. Revue de recherches en littératie médiatique multimodale 15.
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Rachelle S. Savitz, Susan Cridland-Hughes & Mihaela Gazioglu. (2021) Debate as a tool to develop disciplinary practices and student agency. Teaching and Teacher Education 102, pages 103341.
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Virginie Martel & Jean-François Boutin. (2021) Lecture dialectique (et multimodale) de la fiction historique (bande dessinée) au primaire : conception et mise à l’essai d’un dispositif didactiqueDialectical (and multimodal) reading of historical fiction (comics) with elementary school students: Design and testing of a learning unitLectura dialéctica (y multimodal) de obras de ficción histórica (cómic) con alumnos de primaria: concepción e implementación de un dispositivo didáctico. Revue des sciences de l'éducation 47:3, pages 77.
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Sébastien Boucher, Anderson Araújo-Oliveira & Geneviève Therriault. (2021) L’articulation des croyances et des pratiques dans l’enseignement des sciences humaines et sociales au secondaire : quelles pistes pour l’accompagnement des enseignants débutants ?. Phronesis 10:2-3, pages 65-85.
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Elise Langan & Salika Lawrence. (2021) Which Came First: Literacy or Social Studies? How Primary Sources Can Bridge the Divide. Excelsior: Leadership in Teaching and Learning 13:3.
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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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Christina L. Dobbs, Jacy Ippolito & Megin Charner‐Laird. (2016) Layering Intermediate and Disciplinary Literacy Work: Lessons Learned From a Secondary Social Studies Teacher Team. Journal of Adolescent & Adult Literacy 60:2, pages 131-139.
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