Citations (39)
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Dick van Straaten, Arie Wilschut & Ron Oostdam. (2019) Connecting past and present through case-comparison learning in history: views of teachers and students. Journal of Curriculum Studies 51:5, pages 643-663.
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Mark Smith, Joel Breakstone & Sam Wineburg. (2019) History Assessments of Thinking: A Validity Study. Cognition and Instruction 37:1, pages 118-144.
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Sivan Zakai. (2018) History that matters: How students make sense of historical texts. Journal of Jewish Education 84:2, pages 161-195.
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Dick Van Straaten, Arie Wilschut & Ron Oostdam. (2016) Making history relevant to students by connecting past, present and future: a framework for research. Journal of Curriculum Studies 48:4, pages 479-502.
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Adam P. Nilsen. (2016) Navigating Windows Into Past Human Minds: A Framework of Shifting Selves in Historical Perspective Taking. Journal of the Learning Sciences 25:3, pages 372-410.
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Natasha Hakimali Merchant. (2016) Between a Rock and a Hard Place: Shia Ismaili Muslim Girls Negotiate Islam in the Classroom. Diaspora, Indigenous, and Minority Education 10:2, pages 98-111.
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Eric B. Freedman. (2015) “What Happened Needs to Be Told”: Fostering Critical Historical Reasoning in the Classroom. Cognition and Instruction 33:4, pages 357-398.
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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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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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Tamara L. Shreiner. (2014) Using Historical Knowledge to Reason About Contemporary Political Issues: An Expert–Novice Study. Cognition and Instruction 32:4, pages 313-352.
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Sohyun An, Myung Jung Kim & Stacy Delacruz. (2014) U.S. History through the Eyes of South Korean Youth. The Social Studies 105:4, pages 165-174.
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Sohyun An. (2012) Korean American High School Students’ Perspectives on U.S. History. The Social Studies 103:1, pages 12-19.
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Sohyun An. (2009) Learning US history in an age of globalization and transnational migration. Journal of Curriculum Studies 41:6, pages 763-787.
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Simone Schweber. (2006) “Breaking Down Barriers” or “Building Strong Christians”: Two Treatments of Holocaust History. Theory & Research in Social Education 34:1, pages 9-33.
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Articles from other publishers (25)
Colleen Fitzpatrick. (2022) “Courage, loyalty, and cruelty”: learning history in a classical Christian school. Social Studies Research and Practice 17:2, pages 183-195.
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Gregory J. Cramer & Christopher A. Fons. (2021) What teachers in the United States should know about undocumented students. Citizenship Teaching & Learning 16:1, pages 29-48.
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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.
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Hillary Parkhouse & Bryan P. Arnold. (2019) “We're Rags to Riches”: Dual Consciousness of the American Dream in Two Critical History Classrooms. Teachers College Record: The Voice of Scholarship in Education 121:9, pages 1-40.
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Stéphane Lévesque & Penney Clark. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
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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
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Jeffery D. Nokes & Susan De La Paz. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
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Michael S. Knapp. (2016) The Practice of Designing Qualitative Research on Educational Leadership: Notes for Emerging Scholars and Practitioner-Scholars. Journal of Research on Leadership Education 12:1, pages 26-50.
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Martin Merkt, Michael Werner & Wolfgang Wagner. (2017) Historical thinking skills and mastery of multiple document tasks. Learning and Individual Differences 54, pages 135-148.
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Jamie Colwell & David Reinking. (2016) A Formative Experiment to Align Middle-School History Instruction with Literacy Goals. Teachers College Record: The Voice of Scholarship in Education 118:12, pages 1-42.
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Christine Baron. (2016) Using Embedded Visual Coding to Support Contextualization of Historical Texts. American Educational Research Journal 53:3, pages 516-540.
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Jonah Hassenfeld. (2016) Negotiating Critical Analysis and Collective Belonging: Jewish American Students Write the History of Israel. Contemporary Jewry 36:1, pages 55-84.
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Sam Wineburg & Abby Reisman. (2015) Disciplinary Literacy in History. Journal of Adolescent & Adult Literacy 58:8, pages 636-639.
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Christine Baron & Christina Dobbs. (2015) Expanding the Notion of Historical Text Through Historic Building Analysis. Journal of Adolescent & Adult Literacy 58:6, pages 462-471.
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Edda Sant, Neus González-Monfort, Antoni Santisteban Fernández, Joan Pagès Blanch & Montserrat Oller Freixa. (2016) How do Catalan Students Narrate the History of Catalonia When They Finish Primary Education?. McGill Journal of Education 50:2-3, pages 341-362.
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J. Spencer Clark & Steven P. Camicia. (2023) Fostering Preservice Teachers’ Sense of Historical Agency through the use of Nonfiction Graphic Novels. The Journal of Social Studies Research 38:1, pages 1-13.
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Alan McCully. (2012) History teaching, conflict and the legacy of the past. Education, Citizenship and Social Justice 7:2, pages 145-159.
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Keith C. Barton & Alan W. Mccully. (2010) “You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters with History. Teachers College Record: The Voice of Scholarship in Education 112:1, pages 142-181.
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Simone Schweber. (2016) Donning Wigs, Divining Feelings, and Other Dilemmas of Doing Research in Devoutly Religious Contexts. Qualitative Inquiry 13:1, pages 58-84.
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Simone Schweber. (2006) Fundamentally 9/11: The Fashioning of Collective Memory in a Christian School. American Journal of Education 112:3, pages 392-417.
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Reed Stevens, Sam Wineburg, Leslie Rupert Herrenkohl & Philip Bell. (2016) Comparative Understanding of School Subjects: Past, Present, and Future. Review of Educational Research 75:2, pages 125-157.
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William Gaudelli. (2019) Critically Reading Race on Television: Implications for Leadership toward Democratic Education. Journal of School Leadership 15:3, pages 262-283.
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Dan A. Porat. (2016)
It’s Not Written Here, But This Is What Happened:
Students’ Cultural Comprehension of Textbook Narratives on the Israeli–Arab Conflict
. American Educational Research Journal 41:4, pages 963-996.
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Simone Schweber & Rebekah Irwin. (2022) “Especially Special”: Learning about Jews in a Fundamentalist Christian School. Teachers College Record: The Voice of Scholarship in Education 105:9, pages 1693-1719.
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Simone Schweber & Rebekah Irwin. (2003) “Especially Special”: Learning about Jews in a Fundamentalist Christian School. Teachers College Record: The Voice of Scholarship in Education 105:9, pages 1693-1719.
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