Citations (24)
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David Bussell. (2024) Historical Thinking in the Classroom: A Multiple-Case Study. The Social Studies 115:3, pages 129-145.
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Paul G. Fitchett & Tina L. Heafner. (2018) Teacher Quality or Quality Teaching? Eighth Grade Social Studies Teachers’ Professional Characteristics and Classroom Instruction as Predictors of U.S. History Achievement. RMLE Online 41:9, pages 1-17.
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Lisa K. Pennington. (2018) Hello from the other side: museum educators’ perspectives on teaching the Holocaust. Teacher Development 22:5, pages 607-631.
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Emma S. Thacker, Adam M. Friedman, Paul G. Fitchett, Wayne Journell & John K. Lee. (2018) Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry. The Social Studies 109:2, pages 85-100.
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Kevin W. Meuwissen. (2017) “Happy Professional Development at an Unhappy Time”: Learning to Teach for Historical Thinking in a High-Pressure Accountability Context. Theory & Research in Social Education 45:2, pages 248-285.
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Jennifer L. Green, Walter W. Stroup & Pamela S. Fellers. (2017) Defining Program Effects: A Distribution-Based Perspective. Statistics and Public Policy 4:1, pages 1-10.
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Lauren McArthur Harris, Jennifer Palacios Wirz, Elizabeth R. Hinde & Michael Libbee. (2015) Exploring Teachers’ Use of Resources to Integrate Geography and History. Journal of Geography 114:4, pages 158-167.
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Kathryn Hintz. (2014) “A Better Vision of What Social Studies Can Be”: How Elementary Teachers’ Philosophies Influence Their Use of the History Alive! Textbook. Theory & Research in Social Education 42:1, pages 96-126.
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Ting Zhang, Judith Torney-Purta & Carolyn Barber. (2012) Students' Conceptual Knowledge and Process Skills in Civic Education: Identifying Cognitive Profiles and Classroom Correlates. Theory & Research in Social Education 40:1, pages 1-34.
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Edsoulla Chung. (2022) Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection. SAGE Open 12:1, pages 215824402110710.
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Serina A. Cinnamon, Mabel O. Rivera & Heather Kimberly Dial Sellers. (2021) Teaching disciplinary literacy through historical inquiry: Training teachers in disciplinary literacy and historical inquiry instructional practices. The Journal of Social Studies Research 45:4, pages 241-252.
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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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Ricky Dale MullinsJr.Jr., Thomas Williams, David Hicks & Sara Brooke Mullins. (2023) Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners. The Journal of Social Studies Research 44:1, pages 195-208.
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Silvia Pessoa, Thomas D. Mitchell & Ryan T. Miller. (2018) Scaffolding the argument genre in a multilingual university history classroom: Tracking the writing development of novice and experienced writers. English for Specific Purposes 50, pages 81-96.
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Shanedra D. Nowell. (2023) “It's about the Why”: Social Studies Teachers’ Perceptions and Pedagogy of Common Core Literacy Integration. The Journal of Social Studies Research 41:1, pages 63-73.
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Emma S. Thacker. (2023)
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Susan De La Paz, Ralph Ferretti, Daniel Wissinger, Laura Yee & Charles MacArthur. (2012) Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies. Written Communication 29:4, pages 412-454.
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