Advanced search
Publication Cover
Theory & Research in Social Education Volume 47, 2019 - Issue 1
Submit an article Journal homepage
3,155
Views
12
CrossRef citations to date
0
Altmetric
Features

Understanding what teachers gain from professional development at historic sites

Christine BaronTeachers College, Columbia UniversityCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-2046-9880View further author information
ORCID Icon,
Sherri SklarwitzTufts UniversityORCID Iconhttp://orcid.org/0000-0003-2384-847XView further author information
ORCID Icon,
Hyeyoung BangBowling Green State UniversityORCID Iconhttp://orcid.org/0000-0001-8550-7924View further author information
ORCID Icon &
Hanadi ShataraTeachers College, Columbia UniversityORCID Iconhttp://orcid.org/0000-0003-2926-5806View further author information
ORCID Icon
Pages 76-107 | Published online: 18 Jul 2018

Citations (12)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (3)

Christine Baron, Sherri Sklarwitz & Nicholas Coddington. (2021) Hidden in plain sight: museum educators’ role in teacher professional development. Teacher Development 25:5, pages 567-584.
Read now
Maia Sheppard, Karen Kortecamp, Sarah Jencks, Jake Flack & Alexandria Wood. (2019) Connecting Theory and Practice: Using Place-Based Learning in Teacher Professional Development. Journal of Museum Education 44:2, pages 187-200.
Read now
Krystal Kornegay Rose, Sarah Cahill & Christine Baron. (2019) Providing Teachers With What They Need: Re-thinking Historic Site-based Professional Development After Small-scale Assessment. Journal of Museum Education 44:2, pages 201-209.
Read now

Articles from other publishers (9)

Joseph McAnulty. (2024) Reacting to Black Lives Matter on Social Media: Pedagogical Implications for Social Studies Education. The Journal of Social Studies Research.
Crossref
Dave Powell. (2023) PCK in place and with a purpose: a case of historic site-based professional development on hallowed ground at Gettysburg. Social Studies Research and Practice 18:2, pages 151-163.
Crossref
Nicola Morea. (2022) Investigating change in subjectivity: The analysis of Q-sorts in longitudinal research. Research Methods in Applied Linguistics 1:3, pages 100025.
Crossref
Janie Hubbard & Oluseyi Matthew Odebiyi. (2021) Examining elementary social studies preservice teachers’ dispositional thinking about museum pedagogy. The Journal of Social Studies Research 45:4, pages 227-239.
Crossref
Yonghee Suh, Brian Daugherity & Danielle Hartsfield. (2023) Planning to teach difficult history through historical inquiry: The case of school desegregation. The Journal of Social Studies Research 45:2, pages 71-83.
Crossref
Martin Stolare, David Ludvigsson & Cecilia Trenter. (2021) The educational power of heritage sites. History Education Research Journal 18:2.
Crossref
Adrian Lundberg, Renske de Leeuw & Renata Aliani. (2020) Using Q methodology: Sorting out subjectivity in educational research. Educational Research Review 31, pages 100361.
Crossref
Christine Baron, Sherri Sklarwitz, Hyeyoung Bang & Hanadi Shatara. (2019) What Teachers Retain From Historic Site-Based Professional Development. Journal of Teacher Education 71:4, pages 392-408.
Crossref
Lisa Zachrich, Allison Weller, Christine Baron & Christiane Bertram. (2020) Historical experiences: A framework for encountering complex historical sources. History Education Research Journal 17:2.
Crossref

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.