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Original Articles

The Influence of Author Visibility on High School Students Solving a Historical Problem

Pages 197-248 | Published online: 07 Jun 2010

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

Read on this site (15)

Michal Honig & Dan Porat. (2019) Reading biographical texts: a gateway to historical disciplinary reading. Journal of Curriculum Studies 51:5, pages 619-642.
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Ross Collin & Gabriel A. Reich. (2015) Literacy models and the reconstruction of history education: a comparative discourse analysis of two lesson plans. Journal of Curriculum Studies 47:4, pages 462-485.
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Ivar Bråten, Jason L. G. Braasch, Helge I. Strømsø & Leila E. Ferguson. (2015) Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology 36:4, pages 315-349.
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Sivan Zakai. (2015) The stories of our national past: History and heritage in a Jewish high school. Curriculum Inquiry 45:2, pages 219-243.
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HelgeI. Strømsø, Ivar Bråten, M. Anne Britt & LeilaE. Ferguson. (2013) Spontaneous Sourcing Among Students Reading Multiple Documents. Cognition and Instruction 31:2, pages 176-203.
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Nahla Nola Bacha, Rima Bahous & Mona Nabhani. (2012) High schoolers’ views on academic integrity. Research Papers in Education 27:3, pages 365-381.
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Avishag Reisman. (2012) Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools. Cognition and Instruction 30:1, pages 86-112.
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Susan De La Paz, Nathaniel Malkus, Chauncey Monte-Sano & Elizabeth Montanaro. (2011) Evaluating American History Teachers' Professional Development: Effects on Student Learning. Theory & Research in Social Education 39:4, pages 494-540.
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Gabriel A. Reich. (2011) Testing collective memory: Representing the Soviet Union on multiple-choice questions. Journal of Curriculum Studies 43:4, pages 507-532.
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JefferyD. Nokes. (2010) Preparing Novice History Teachers to Meet Students’ Literacy Needs. Reading Psychology 31:6, pages 493-523.
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AlanS. Marcus, RichardJ. Paxton & Peter Meyerson. (2006) “The Reality of it All”: History Students Read the Movies. Theory & Research in Social Education 34:4, pages 516-552.
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Articles from other publishers (39)

David A. Cook & Lee P. Skrupky. (2022) Measuring Personalization, Embodiment, and Congruence in Online Learning: A Validation Study. Academic Medicine 98:3, pages 357-366.
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Marc Kropman, Jannet van Drie & Carla van Boxtel. (2022) The influence of multiperspectivity in history texts on students’ representations of a historical event. European Journal of Psychology of Education.
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Evelyn Eika & Frode Eika Sandnes. (2022) Starstruck by journal prestige and citation counts? On students’ bias and perceptions of trustworthiness according to clues in publication references. Scientometrics 127:11, pages 6363-6390.
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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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Marcel Mierwald, Thomas Lehmann & Nicola Brauch. (2021) Writing about the past: the impact of different authentic instructional material on students’ argument writing in history. European Journal of Psychology of Education 37:1, pages 163-184.
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Marina Kogan, Maria Kopylovskaya, Anna Gavrilova & Elena Vdovina. 2022. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games 331 346 .
Chia‐Hui Cheng, Ivar Bråten, Fang‐Ying Yang & Christian Brandmo. (2021) Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science . Journal of Research in Science Teaching 58:7, pages 980-1009.
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Annemiek Houwen, Carla van Boxtel & Paul Holthuis. (2020) Dutch students’ understanding of the interpretative nature of textbooks when comparing two texts about a significant event in the development of democracy. History Education Research Journal 17:2.
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Carla van Boxtel, Jannet van Drie & Gerhard Stoel. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education 97 117 .
Jason Endacott, Matt Dingler & Joe O’Brien. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education 541 573 .
Theodore M. Christou & Christopher W. Berg. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education 3 19 .
Simon Flynn & Mark Hardman. (2019) The Use of Interactive Fiction to Promote Conceptual Change in Science. Science & Education 28:1-2, pages 127-152.
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Teresa Oteíza, Rodrigo Henríquez & Valentina Canelo. (2018) Language resources to negotiate historical thinking in history classroom interactions. Linguistics and Education 47, pages 1-15.
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Eva Wennås Brante & Helge I. Strømsø. (2017) Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills. Educational Psychology Review 30:3, pages 773-799.
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Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 61 91 .
Richard J. Paxton & Alan S. Marcus. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 579 601 .
Abby Reisman & Sarah McGrew. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 527 550 .
장성민. (2017) Investigation on the Predictive Model of the Writer’s Writing -from-Sources as a Learning Acitivity. korean language education research 52:2, pages 371-423.
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Jie Y. Park. (2016) “He Didn't Add More Evidence”: Using Historical Graphic Novels to Develop Language Learners' Disciplinary Literacy. Journal of Adolescent & Adult Literacy 60:1, pages 35-43.
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Bruce VanSledright & Liliana Maggioni. 2016. Handbook of Research on Professional Development for Quality Teaching and Learning. Handbook of Research on Professional Development for Quality Teaching and Learning 252 280 .
Ruth Colvin Clark. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 842 882 .
Rodrigo Henríquez & Marcela Ruiz. (2014) Chilean students learn to think historically: Construction of historical causation through the use of evidence in writing. Linguistics and Education 25, pages 145-157.
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Tze Wei Liew, Su-Mae Tan & Rouzbeh Seydali. (2014) Learners' Field Dependence and the Effects of Personalized Narration on Learners' Computer Perceptions and Task-Related Attitudes in Multimedia Learning. Journal of Educational Technology Systems 42:3, pages 255-272.
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Øistein Anmarkrud, Ivar Bråten & Helge I. Strømsø. (2014) Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences 30, pages 64-76.
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Jörn Töpper, Manuela Glaser & Stephan Schwan. (2014) Extending social cue based principles of multimedia learning beyond their immediate effects. Learning and Instruction 29, pages 10-20.
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Teresa Oteíza, Constanza Dalla Porta & Mabelin Garrido. (2014) La evidencialidad en la construcción de la significación histórica por estudiantes de Licenciatura de Historia1. Onomázein Revista de lingüística filología y traducción:1, pages 57-80.
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Rodrigo Henríquez & Valentina Canelo. (2014) Géneros históricos y construcción de la significación histórica: el caso de los estudiantes de Licenciatura en Historia. Onomázein Revista de lingüística filología y traducción:1, pages 138-160.
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Paul Ginns, Andrew J. Martin & Herbert W. Marsh. (2013) Designing Instructional Text in a Conversational Style: A Meta-analysis. Educational Psychology Review 25:4, pages 445-472.
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Ivar Bråten, Leila E. Ferguson, Helge I. Strømsø & Øistein Anmarkrud. (2012) Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education 28:3, pages 879-902.
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Mimi Lee. (2023) Promoting historical thinking using the explicit reasoning text. The Journal of Social Studies Research 37:1, pages 33-45.
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Susan De La Paz. 2012. Learning About Learning Disabilities. Learning About Learning Disabilities 325 353 .
Ruth Colvin Clark & Richard E. Mayer. 2011. e-Learning and the Science of Instruction. e-Learning and the Science of Instruction 425 452 .
Ivar Bråten, Helge I. Strømsø & Ladislao Salmerón. (2011) Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction 21:2, pages 180-192.
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Ivar Bråten, Helge I. Strømsø & M. Anne Britt. (2011) Trust Matters: Examining the Role of Source Evaluation in Students' Construction of Meaning Within and Across Multiple Texts. Reading Research Quarterly 44:1, pages 6-28.
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Chauncey Monte-Sano. (2017) Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices. American Educational Research Journal 45:4, pages 1045-1079.
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Terry Inglese, Richard E. Mayer & Francesca Rigotti. (2007) Using audiovisual TV interviews to create visible authors that reduce the learning gap between native and non-native language speakers. Learning and Instruction 17:1, pages 67-77.
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M. Chiara Levorato & Barbara Arfé. (2016) Children's beliefs about authorship. International Journal of Behavioral Development 30:6, pages 550-558.
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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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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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