2,138
Views
13
CrossRef citations to date
0
Altmetric
Articles

Topic variability and criteria in interpretational history teaching

, &

References

  • Barton, K. C., & Levstik, L. S. (2003). Why don’t more history teachers engage students in interpretation? Social Education, 67, 358–362.
  • Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Erlbaum.
  • Barton, K. C., & McCully, A. W. (2005). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies, 37, 85–116.10.1080/0022027032000266070
  • Bekerman, Z., & Zembylas, M. (2010). Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education. Teaching and Teacher Education, 26, 507–515.10.1016/j.tate.2009.06.010
  • Board of Examinations. (2013). College voor Examens, geschiedenis HAVO & VWO, syllabus centraal examen 2015 op basis van domein A en B van het examenprogramma [History HAVO and VWO, syllabus national exam 2015, based on domain A and B of the curriculum]. Retrieved December 2015, from http://www.examenblad.nl
  • Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction in theories and methods (4th ed.). New York, NY: Pearson Education Group.
  • Carretero, M. (2011). Constructing patriotism. Teaching of history and historical memory in globalized world. Charlotte, NC: Information Age Publishing.
  • Chapman, A. (2011). Historical interpretations. In  I. Davies (Ed.), Debates in history teaching (pp. 96–109). London: Routledge.
  • Chi, M. T. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271–315.10.1207/s15327809jls0603_1
  • Clark, A. (2009). Teaching the nation’s story: Comparing public debates and classroom perspectives on history education in Australia and Canada. Journal of Curriculum Studies, 41, 745–762.10.1080/00220270903139635
  • Den Heyer, K., & Abbott, L. (2011). Reverberating echoes: Challenging teacher candidates to tell and learn from entwined narrations of Canadian history. Curriculum Inquiry, 41, 610–635.10.1111/j.1467-873X.2011.00567.x
  • Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. London: Sage.
  • Erdmann, E., & Hassberg, W. (Eds.). (2011). Facing—Mapping—Bridging diversity. Foundation of a European discourse on history education: Vol 1. Facing-mapping-bridging diversity. Schwalbach/Ts.: Wochenshau Verlag.
  • Fallace, T., & Neem, J. N. (2005). Historiographical thinking: Towards a new approach to preparing history teachers. Theory and Research in Social Education, 33, 329–346.10.1080/00933104.2005.10473285
  • Feldman, A., & Kropf, A. (1999). Teachers as curriculum decision makers: The selection of topics for high school physics. Journal of Curriculum and Supervision, 14, 241–259.
  • Friedrichsen, P., & Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science-teaching orientations. Journal of Science Teacher Education, 14, 291–309.10.1023/B:JSTE.0000009551.37237.b3
  • Goldberg, T. (2013). “It’s in my veins”: Identity and disciplinary practice in students’ discussions of a historical issue. Theory and Research in Social Education, 41, 33–64.10.1080/00933104.2012.757265
  • Goldberg, T., Schwarz, B. B., & Porat, D. (2011). “Could they do it differently?”: Narrative and argumentative changes in students’ writing following discussion of “hot” historical issues. Cognition and Instruction, 29, 185–217.10.1080/07370008.2011.556832
  • Havekes, H., Coppen, P. A., Luttenberg, J., & Boxtel, C. (2012). Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 11, 72–93.
  • Havekes, H., de Vries, J., & Aardema, A. (2010). Active historical thinking: Designing learning activities to stimulate domain specific thinking. Teaching History, 139, 52–59.
  • Hewson, P. W., Hewson, M. G. A’B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15, 191–209.10.1080/0260747890150302
  • James, J. H. (2008). Teachers as protectors: Making sense of preservice teachers’ resistance to interpretation in elementary history teaching. Theory and Research in Social Education, 36, 172–205.10.1080/00933104.2008.10473372
  • Kinloch, N. (1998). Learning about the Holocaust: Moral or historical question? Teaching History, 93, 44–46.
  • Klein, S. E. E. (2010). Teaching history in the Netherlands: Teachers’ experiences of a plurality of perspectives. Curriculum Inquiry, 40, 614–634.10.1111/j.1467-873X.2010.00514.x
  • Koetsier, C. P. (1995). Bridging the gap between initial teacher training and teacher induction. Journal of Education for Teaching, 21, 333–346.10.1080/02607479550038545
  • Leat, D. (1998). Thinking through geography. Cambridge: Chris Kingston Publishing.
  • Lee, P., & Ashby, R. (2000). Progression in historical understanding among students ages 7–14. In P. Sterns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history (pp. 199–222). New York: NYU Press.
  • Lévesque, S. (2008). Thinking historically: Educating students for the twenty-first century. Toronto: University of Toronto Press.
  • Levisohn, J. A. (2010). Negotiating historical narratives: An epistemology of history for history education. Journal of Philosophy of Education, 44(1), 1–21.10.1111/jope.2010.44.issue-1
  • Lorenz, C. (1995). Beyond good and evil? The German empire of 1871 and modern German historiography. Journal of Contemporary History, 30, 729–765.10.1177/002200949503000408
  • Maggioni, B., Van Sledright, B., & Alexander, P. (2009). Walking on the borders: A measure of epistemic cognition in history. The Journal of Experimental Education, 77, 187–214.10.3200/JEXE.77.3.187-214
  • Maggioni, L., & Parkinson, M. (2008). The role of teacher epistemic cognition, epistemic beliefs and calibration in instruction. Educational Psychology Review, 20, 445–461.10.1007/s10648-008-9081-8
  • Martell, C. C. (2013). Learning to teach history as interpretation: A longitudinal study of beginning teachers. The Journal of Social Studies Research, 37, 17–31.10.1016/j.jssr.2012.12.001
  • Meesbergen, G. (2014). Reflecties op het vergruisde beeld. De Nederlandse Opstand in de historiografie [Reflections on the crushed image. The Dutch Revolt in the historiography]. Skript Historisch Tijdschrift, 30, 147–160.
  • Monte-Sano, C. (2011). Learning to open up history for students: Preservice teachers’ emerging pedagogical content knowledge. Journal of Teacher Education, 62, 260–272.10.1177/0022487110397842
  • Monte-Sano, C., & Budano, C. (2013). Developing and enacting pedagogical content knowledge for teaching history: An exploration of two novice teachers’ growth over three years. Journal of the Learning Sciences, 22, 171–211.10.1080/10508406.2012.742016
  • National Council for the Social Studies. (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: Author.
  • Onwuegbuzie, A. J., & Leech, N. L. (2007). A call for qualitative power analyses. Quality & Quantity, 41, 105–121.10.1007/s11135-005-1098-1
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart & Winston.
  • Pettigrew, A., Salmons, P., & Foster, S. (2009). Teaching about the Holocaust in English secondary schools: An empirical study of national trends, perspectives and practice. London: Institute of Education, University of London.
  • Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. In P. R. Pintrich (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 389–414). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Raviv, A., Bar-Tal, D., Raviv, A., Biran, B., & Sela, Z. (2003). Teachers’ epistemic authority: Perceptions of students and teachers. Social Psychology of Education, 6, 17–42.10.1023/A:1021724727505
  • Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research practice: A guide for social science students and researchers. London: Sage.
  • Salmons, P. (2003). Teaching or preaching? The Holocaust and intercultural education in the UK. Intercultural Education, 14, 139–149.10.1080/14675980304568
  • Savenije, G., Van Boxtel, C., & Grever, M. (2014). Sensitive ‘heritage’ of slavery in a multicultural classroom: Pupils’ ideas regarding significance. British Journal of Educational Studies, 62, 127–148.10.1080/00071005.2014.910292
  • Seixas, D. P., & Morton, T. (2013). The big six historical thinking concepts. Toronto: Nelson College Indigenous.
  • Sheppard, M. G. (2010). Difficult histories in an urban classroom (Unpublished doctoral dissertation). University of Minnesota, Minneapolis.
  • Thelen, D. (1989). Memory and American history. The Journal of American History, 75, 1117–1129.10.2307/1908632
  • Van Drie, J. (2005). Learning about the past with new technologies. Fostering historical reasoning in computer-supported collaborative learning (Unpublished doctoral dissertation). Enschede, The Netherlands: Utrecht University.
  • Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20, 87–110.10.1007/s10648-007-9056-1
  • Van Sledright, B. (2002). Confronting history’s interpretive paradox while teaching fifth graders to investigate the past. American Educational Research Journal, 39, 1089–1115.10.3102/000283120390041089
  • Van Sledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32, 109–146.10.3102/0091732X07311065
  • Van Sledright, B. (2011). The challenge of rethinking history education: On practices, theories, and policy. Abingdon: Routledge.
  • Van Sledright, B., & Reddy, K. (2014). Changing epistemic beliefs? An exploratory study of cognition among prospective history teacher. Revista Tempo E Argumento, 6, 28–68.10.5965/21751803
  • Wansink, B. G. J., Akkerman, S. F., Vermunt, J. D., Haenen, J. P., & Wubbels, T. (2015). Epistemological tensions in prospective Dutch history teachers’ beliefs about the objectives of secondary education. The Journal of Social Studies Research. Available at: http://dx.doi.org/10.1016/j.jssr.2015.10.003
  • Wansink, B. G. J., Akkerman, S. F., & Wubbels, T. (2016). The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation. Teaching and Teacher Education, 56, 94–105.10.1016/j.tate.2016.02.005
  • Wilson, S. M., & Wineburg, S. S. (1993). Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30, 729–769.10.3102/00028312030004729
  • Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
  • Yeager, E. A., & Van Hover, S. (2006). Virginia vs. Florida: Two beginning history teachers’ perceptions of the influence of high-stakes tests on their instructional decision-making. Social Studies Research and Practice, 1, 340–358.
  • Zanazanian, P., & Moisan, S. (2012). Harmonizing two of history teaching’s main social functions: Franco-Québécois history teachers and their predispositions to catering to narrative diversity. Education Sciences, 2, 255–275.10.3390/educsci2040255
  • Zembylas, M., & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers’ perceptions and emotions. Theory and Research in Social Education, 40, 107–133.10.1080/00933104.2012.670591