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Cognition and Instruction Volume 37, 2019 - Issue 4
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Articles

Assessment of Historical Analysis and Argumentation (AHAA): A New Measure of Document-Based Historical Thinking

Abby ReismanUniversity of Pennsylvania, Philadelphia, USA; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-1567-1611
ORCID Icon,
Emily BrimsekNational Center on Education and the Economy, Washington, USA
&
Claire HollywoodNational Center on Education and the Economy, Washington, USA
Pages 534-561 | Published online: 10 Jul 2019

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Read on this site (2)

Natalia Albornoz Muñoz & Christian Sebastián Balmaceda. (2022) Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking. Journal of Curriculum Studies 54:4, pages 445-465.
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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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Articles from other publishers (5)

David Rosenlund & Magnus Persson. (2023) Historically restricted or historically empowered? Differences in access to historical content knowledge between low‐ and high‐SES pupils. The Curriculum Journal.
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Pilar Rivero Gracia, Borja Aso Morán & Silvia García-Ceballos. (2023) Progresión del pensamiento histórico en estudiantes de secundaria: fuentes y pensamiento crítico. Revista Electrónica de Investigación Educativa 25, pages 1-16.
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Sarah W. Beck & Andrew O. del Calvo. (2022) Using Dialogic Writing Assessment to Support the Development of Historical Literacy. Literacy 57:1, pages 61-71.
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Pengyuan Liu & Jue Wen. (2022) Exploring the Application of the Random Matrix Thinking Model in Teaching English Predicate Constructions. Mathematical Problems in Engineering 2022, pages 1-11.
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Marcela Alejandra Ruiz Zúñiga & Rodrigo Henríquez. (2022) ¿Cómo responden los estudiantes a problemas históricos?. Perfiles Educativos 44:176.
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