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Abstract
Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked history–social studies and focused primarily on math, English-language arts, and science. This article takes a step toward identifying and defining core history teaching practices. It presents and discusses the findings from a Delphi panel survey of 26 expert history educators—teachers, teacher educators, and educational researchers—focused on building consensus around a set of core teaching practices for secondary history education.
Notes
1. 1The number of words of feedback and suggestions are reported across rounds to indicate a level of panelist participation.
Additional information
Notes on contributors
Bradley Fogo
BRADLEY FOGO is a Clinical Researcher at the Center to Support Excellence in Teaching (CSET) at Stanford University, Stanford, CA 94305. He can be contacted at [email protected].