From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

References

• Ashby, Rosalyn. “Understanding Historical Evidence. Teaching and Learning Challenges.” In Debates in History Teaching, edited by Ian Davies, 137–47. New York, NY: Routledge, 2011.
   Google Scholar
• Au, Wayne. “High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis.” Educational Researcher 36, no. 5 (2007): 258–67.
   Google Scholar
• Authors (2008).
   Google Scholar
• Barton, Keith. “Primary Sources in History: Breaking through the Myths.” Phi Delta Kappan 86, no. 10 (2005): 745–53.
   Web of Science ®Google Scholar
• Barton, Keith. “Research on Students' Ideas about History.” In the Handbook of Research in Social Studies Education, edited by Linda Levstik and Cynthia Tyson, 239–58. New York, NY: Routledge, 2008.
   Google Scholar
• Barton, Keith, and Linda Levstik. Teaching History for the Common Good. Mahwah, NJ: Erlbaum, 2004.
   Google Scholar
• Brooks, Sarah. “Teaching for Historical Understanding in the Advanced Placement Program: A Case Study.” The History Teacher 47, no. 1 (2013): 61–76.
   Google Scholar
• 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. Washington, DC: National Council for the Social Studies, 2013.
   Google Scholar
• Caldwell, Kathy. “Non-participant Observation: Using Video Tapes to Collect Data in Nursing Research.” Nurse Researcher 13, no. 2 (2005): 42–54.
   PubMedGoogle Scholar
• Counsell, Christine. “Historical Knowledge and Historical Skills. A Distracting Dichotomy.” In the Issues in History Teaching, edited by James Arthur and Robert Phillips, 54–71. London, UK: Routledge Falmer, 2000.
   Google Scholar
• Counsell, C. “Disciplinary Knowledge for all, the Secondary History Curriculum and History Teachers' Achievement.” Curriculum Journal 22, no.2 (2011), 201–225.
   Google Scholar
• Counsell, C., R. Foster, M. Georgiou, M. Samani, M. Partridge, and H. Samani. “Bridging the Divide with a Question and a Kaleidoscope. Designing an Enquiry in a Challenging setting.” Teaching History 149 (2012): 50–59.
   Google Scholar
• Cuban, Larry. Teaching History Then and Now: A Story of Stability and Change in Schools. Cambridge, MA: Harvard Education Press, 2016.
   Google Scholar
• Derry, Sharon, Roy Pea, Brigid Barron, Randi Engle, Frederick Erickson, Hall Goldman, Ricki Koschmann, Timothy Lemke, Jay Sherin, Miriam Bruce, and Sherin Bruce.“Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics.” Journal of the Learning Sciences 19, no. 1 (2010): 3–53.
   Web of Science ®Google Scholar
• Ercikan, Kadriye, and Peter Seixas. “Issues in Designing Assessment of Historical Thinking.” Theory into Practice 54 (2015): 255–62.
   Web of Science ®Google Scholar
• Fogo, Brad. “Core Practices for Teaching History: The Results of a Delphi Panel Survey.” Theory and Research in Social Education 42, no. 2 (2014): 151–96.
   Google Scholar
• Goodwin, Charles. “Professional Vision.” American Anthropologist 96, no. 3 (1994): 606–33.
   Web of Science ®Google Scholar
• Grant, S. G. History Lessons: Teaching, Learning, and Testing in U.S. High School Classrooms. Mahweh, NJ: Lawrence Erlbaum Associates, Publishers, 2003.
   Google Scholar
• Grant, S. G., ed. Measuring History: Cases of State-Level Testing across the United States. Greenwich, CT: Information Age Publishing, 2006.
   Google Scholar
• Hall, Katie, and Christine Counsell. “Silk Purse From a Sow's Ear? Why Knowledge Matters and Why the Draft History NC Will Not Improve It.” Teaching History 151 (2013): 21–26.
   Google Scholar
• Hicks, D. “Continuity and Constraint: Case Studies of Becoming a Teacher of History in England and the United States.” In W.J. Warren & D.A. Cantu (Eds.) History Education 101: The Past, Present, and Future of Teacher Preparation (pp. 97–134) Charlotte, NC: Information Age Press, 2008.
   Google Scholar
• Hicks, David, Peter Doolittle, and John Lee. “Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources.” Theory and Research in Social Education 32, no. 2 (2004): 213–47.
   Google Scholar
• Lee, Peter. “Making Sense of Historical Accounts.” Canadian Social Studies 32, no. 1 (1998): 52–54.
   Google Scholar
• Lee, Peter. “Putting Principles into Practice: Understanding History.” In How Students Learn: History in the Classroom, edited by M. Suzanne Donovan and John D. Bransford, 31–77. Washington, DC: The National Academies Press, 2005.
   Google Scholar
• Lee, Peter. “History Education and Historical Literacy.” In Debates in History Teaching, edited by I. Davies, 63–72. New York, NY: Routledge, 2011.
   Google Scholar
• Levstik, Linda. “Negotiating the History Landscape.” Theory and Research in Social Education 24 (1996): 394.
   Google Scholar
• National Council for the Social Studies (NCSS). 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: NCSS, 2013.
   Google Scholar
• Pendry, Anna, Chris Husbands, James Arthur, and Joe Davison. History Teachers in the Making: Professional Learning. Philadelphia, PA: Open University Press, 1998.
   Google Scholar
• Potter, Jonathan, and Alexa Hepburn. “Qualitative Interviews in Psychology. Problems and Possibilities.” Qualitative Research in Psychology 2 (2005): 281–307.
   Google Scholar
• Reisman, Avishag. ““The Document-Based Lesson”: Bringing Disciplinary Inquiry into History Classrooms with Adolescent Struggling Readers.” Journal of Curriculum Studies 44 (2012): 233–64.
   Web of Science ®Google Scholar
• Saye, John, and SSIRC. “Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests.” Theory and Research in Social Education 41, no. 1 (2013): 89–132.
   Google Scholar
• Thornton, Stephen. J. “Teacher as Curricular-Instructional Gatekeeper in Social Studies.” In Handbook of Research on Social Studies Teaching and Learning, edited by James P. Shaver, 237–48. New York, NY: MacMillan Publishing Company, 1991.
   Google Scholar
• Tyack, David, and William Tobin. “The ‘Grammar’ of Schooling. Why Has It Been So Hard To Change?” American Educational Research Journal 31, no. 3 (1994): 453–79.
   Web of Science ®Google Scholar
• VanSledright, Bruce. In Search of America's Past: Learning to Read History in Elementary School. New York, NY: Teachers College Press, 2002.
   Google Scholar
• VanSledright, Bruce. The Challenge of Rethinking History Education: On Practices, Theory and Policy. New York, NY: Routledge, 2011.
   Google Scholar
• Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press: 2001.
   Google Scholar
• Wineburg, Sam, and Daisy Martin. “Tampering with History: Adapting Primary Sources for Struggling Readers.” Social Education 73, no. 5 (2009): 212–16.
   Google Scholar