Interactive and Collaborative Professional Development for In-Service History Teachers

References

• Ball, D. L., and D. K. Cohen. “Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by L. Darling-Hammond and G. Sykes, 3–22. San Francisco, CA: Jossey‐Bass, 1999.
   Google Scholar
• Borko, Hilda. “Professional Development and Teacher Learning: Mapping the Terrain.” Educational Researcher 33, no. 8 (2004): 3–15.
   Google Scholar
• Borko, Hilda, Karen Koellner, Jennifer Jacobs, and Nanette Seago. “Using Video Representations of Teaching in Practice-Based Professional Development Programs.” ZDM 43, no. 1 (2011): 175–87.
   Google Scholar
• Brown, A. L. “Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings.” The Journal of the Learning Sciences 2, no. 2 (1992): 141–78.
   Google Scholar
• Callahan, C. “Analyzing Historical Photographs to Promote Civic Competence.” Social Studies Research and Practice 8, no. 1 (2013a):77–88.
   Google Scholar
• Callahan, C. “Thinking Historically about the Depression Era.” Social Studies Research and Practice 8, no. 2 (2013b):25–42.
   Google Scholar
• Callahan, C. “Creating or Capturing Reality? Historical Photographs of the Progressive Era.” The Social Studies 106, no. 2 (2015):57–71.
   Google Scholar
• Callahan, C., J. Saye, and T. Brush. “Educative Curriculum Materials to Develop Social Studies Teachers' Professional Teaching Knowledge.” International Journal of Social Education, 24, no. 2 (2013):5–33.
   Google Scholar
• Callahan, C., J. Saye, and T. Brush. 2014. “Social Studies Teachers' Interactions with Second Generation Web-based Educative Curricula.” Journal of Social Studies Research, 38, no. 3 (2014):129–141.
   Google Scholar
• Coburn, C., and W. Penuel. “Research-Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions.” Educational Researcher 45, no. 1 (2016): 48–54.
   Web of Science ®Google Scholar
• Collins, A., D. Joseph, and K. Bielaczyc. “Design Research: Theoretical and Methodological Issues.” Journal of Learning Sciences 13, no. 1 (2004): 15–42.
   Web of Science ®Google Scholar
• Creswell, J. Qualitative Inquiry and Research Design: Choosing among the Five Traditions. 3rd ed. Thousand Oaks, CA: Sage, 2012.
   Google Scholar
• Creswell, J. 30 Essential Skills for the Qualitative Researcher. Thousand Oaks, CA: Sage Publications, 2016.
   Google Scholar
• Denzin, N. The Research Act: A Theoretical Introduction to Sociological Methods. New Brunswick, NJ: Aldine Transaction, 2009.
   Google Scholar
• Design-Based Research Collective. “Designed-Based Research: An Emerging Paradigm for Educational Inquiry.” Educational Researcher 32, no. 1 (2003): 5–8.
   Google Scholar
• Desimone, Laura. “Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38, no. 3 (2009): 181–99.
   Web of Science ®Google Scholar
• Earp, J., M. Ott, and F. Pozzi. “Facilitating Educators Knowledge Sharing with Dedicated Information Systems.” Computers in Human Behavior 29 (2013): 445–55.
   Web of Science ®Google Scholar
• Engel, M., B. Jacob, and F. C. Curran. “New Evidence on Teacher Labor Supply.” American Educational Research Journal 51, no. 1 (2014): 36–72.
   Web of Science ®Google Scholar
• Estes, T., S. Mintz, and M. Gunter. Instruction: A Models Approach. 6th ed. Boston, MA: Pearson, 2011.
   Google Scholar
• Fenn, E., E. Newman, K. Pezdek, and M. Garry. “The Effect of Nonprobative Photographs on Truthiness Persists over Time.” Acta psychologica 144, no. 1 (2013): 207–11.
   PubMed Web of Science ®Google Scholar
• Garet, Michael, Andrew Porter, Laura Desimone, Beatrice Birman, and Kwang Suk Yoon. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38, no. 4 (2001): 915–45.
   Web of Science ®Google Scholar
• Geertz, C. The Interpretation of Cultures: Selected Essays. Vol. 5019. New York, NY: Basic Books, 1973.
   Google Scholar
• Gersten, R., J. Dimino, M. Jayanthi, J. Kim, and L. Santoro. “Teacher Study Group Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms.” American Educational Research Journal 47, no. 3 (2010): 694–739.
   Web of Science ®Google Scholar
• Goldstein, E. Cognitive Psychology: Connecting Mind, Research, and Everyday Experience. 2nd ed. Boston, MA: Cengage Learning, 2008.
   Google Scholar
• Goos, M. “Knowledge for Teaching Secondary School Mathematics: What Counts?” International Journal of Mathematical Education in Science and Technology 44, no. 7 (2013): 972–83.
   Google Scholar
• Grant, S. G. “Opportunities Lost: Teachers Learning About the New York State Social Studies Framework.” Theory & Research in Social Education 25, no. 3 (1997): 259–87.
   Web of Science ®Google Scholar
• Grant, S. G. History Lessons: Teaching, Learning, and Testing in Us High School Classrooms. New York, NY: Routledge, 2003.
   Google Scholar
• Harris, D., W. Ingle, and S. Rutledge. “How Teacher Evaluation Methods Matter for Accountability: A Comparative Analysis of Teacher Effectiveness Ratings by Principals and Teacher Value-Added Measures.” American Educational Research Journal 51, no. 1 (2014): 73–112.
   Web of Science ®Google Scholar
• Heller, J., K. Daehler, N. Wong, M. Shinohara, and L. Miratrix. “Differential Effects of Three Professional Development Models on Teacher Knowledge and Student Achievement in Elementary Science.” Journal of Research in Science Teaching, 49, no. 3 (2012): 333–62.
   Web of Science ®Google Scholar
• Hicks, David, and Stephanie van Hover. “Revisiting the ‘Sleeping Giant’ Metaphor: Is It Still Sleeping in the Commonwealth of Virginia, and Is It Still Really a Giant?” Teacher Education 14, no. 2 (2014): 141–57.
   Google Scholar
• Hiebert, J., R. Gallimore, and J. W. Stigler. “A Knowledge Base for Teaching the Profession: What Would It Look Like and How We Can Get One.” Educational Researcher 31, no. 5 (2002): 3–15.
   Google Scholar
• Hiebert, J., and A. Morris. “Teaching, Rather Than Teachers, as a Path toward Improving Classroom Instruction.” Journal of Teacher Education 63, no. 2 (2012): 92–102.
   Web of Science ®Google Scholar
• Hill, H., M. Beisiegel, and R. Jacob. “Professional Development Research: Consensus, Crossroads, and Challenges.” Educational Researcher 42, no. 9 (2013): 476–87.
   Web of Science ®Google Scholar
• Levstik, L., and K. Barton. Doing History: Investigating with Children in Elementary and Middle Schools. 4th ed. New York, NY: Taylor & Francis, 2011.
   Google Scholar
• Lewis, Catherine. Lesson Study: The Core of Japanese Professional Development. Washington, DC: National Science Foundation, 2000.
   Google Scholar
• Lochmiller, C., and J. Lester. An Introduction to Educational Research: Connecting Methods to Practice. Los Angeles, CA: Sage, 2017.
   Google Scholar
• Maxwell, J. Qualitative Research Design: An Interactive Approach. Los Angeles, CA: Sage, 2013.
   Google Scholar
• McBer, Hay. “Research into Teacher Effectiveness.” Early Professional Development of Teachers 68 (2001).
   Google Scholar
• Meirink, J., P. Meijer, N. Verloop, and T. Bergen. “Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning.” Teaching and Teacher Education 25 (2009): 89–100.
   Web of Science ®Google Scholar
• Miles, Matthew B, A Michael Huberman, and Johnny Saldana. Qualitative Data Analysis: A Methods Sourcebook. Los Angeles, CA: SAGE Publications, Incorporated, 2014.
   Google Scholar
• National Council for the Social Studies. “A Vision of Powerful Teaching and Learning in Social Studies.” Social Education 72, no. 5 (2008): 277–80.
   Google Scholar
• National Council for the Social Studies. The College, Career, and Civic Life (C3) Framework for the Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. Silver Springs, MD: NCSS, 2013.
   Google Scholar
• Newmann, F., G. Wehlage, and S. Lamborn. “The Significance and Sources of Student Engagement.” In Student Engagement and Achievement in American Secondary Schools, edited by F. M. Newmann, 11–39. New York, NY: New York Teachers College Press, 1992.
   Google Scholar
• Oliver, Donald W., and James P. Shaver. Teaching Public Issues in the High School. Boston, MA: Houghton Mifflin, 1966.
   Google Scholar
• Orlich, D., R. Harder, R. Callahan, M. Trevisan, A. Brown, and D. Miller. Teaching Strategies: A Guide to Effective Instruction. 10th ed. Wadsworth, Australia: Cengage Learning, 2013.
   Google Scholar
• Parker, Walter, and Diana Hess. “Teaching with and for Discussion.” Teaching and Teacher Education 17, no. 3 (2001): 273–89.
   Web of Science ®Google Scholar
• Penuel, William R, Barry J. Fishman, Ryoko Yamaguchi, and Lawrence P Gallagher. “What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation.” American Educational Research Journal 44, no. 4 (2007): 921–58.
   Web of Science ®Google Scholar
• Ryan, K., J. Cooper, and C. Bolick. Those Who Can, Teach. 14th ed. Boston, MA: Cengage Learning, 2015.
   Google Scholar
• Saldana, J. “An Introduction to Codes and Coding.” The Coding Manual for Qualitative Researchers (2009): 1–31.
   Google Scholar
• Säljö, R. “Digital Tools and Challenges to Institutional Traditions of Learning: Technologies, Social Memory and the Performative Nature of Learning.” Journal of Computer Assisted Learning 26, no. 1 (2010): 53–64.
   Web of Science ®Google Scholar
• Samuels, A., and G. Samuels. “Using Norman Rockwell Paintings as a Window to the Black Experience.” Social Studies Research and Practice 9, no. 1 (2014): 129–45.
   Google Scholar
• Saye, J., J. Kohlmeier, T. Brush, L. Mitchell, and C. Farmer. “Using Mentoring to Develop Professional Teaching Knowledge for Problem-based Historical Inquiry.” Theory and Research in Social Education 37, no. 1 (2009):6–41.
   Google Scholar
• Saye, J., and T. Brush. “Promoting civic competence through problem-based history learning environments.” In Civic learning in teacher education: International perspectives on education for democracy in the preparation of teachers, edited by G. Hamot, J. Patrick and R. Leming. Bloomington, Indiana: ERIC Clearinghouse for Social Studies/Social Science Education, 2004.
   Google Scholar
• Scott, Nora. “The Cat of Bastet.” The Metropolitan Museum of Art Bulletin 17, no. 1 (1958): 1–7.
   Google Scholar
• Stigler, James W., and James Hiebert. The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. New York, NY: Simon and Schuster, 2009.
   Google Scholar
• Sykes, G. “Reform of and as Professional Development.” Phi Delta Kappan 77 (1996): 465–67.
   Web of Science ®Google Scholar
• van Hover, S. “The Professional Development of Social Studies Teachers.” In Handbook of Research in Social Studies Education, edited by L. Levstik and C. Tyson, 352–72. New York, NY: Routledge, 2008.
   Google Scholar
• VanSledright, B. Assessing Historical Thinking and Understanding: Innovative Designs for New Standards. New York, NY: Routledge, 2014.
   Google Scholar
• VanSledright, B., and M. Limón. “Learning and Teaching Social Studies: A Review of the Cognitive Research in History and Geography.” In Handbook of Educational Psychology, edited by P. Alexander and P. Winne, 545–70. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2006.
   Google Scholar
• Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.
   Google Scholar
• Windschitl, M. “Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Changes Facing Teachers.” Review of Educational Research 72, no. 2 (2002): 131–75.
   Web of Science ®Google Scholar
• Wineburg, S. “Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence.” Journal of Educational Psychology 83 (1991): 73–87.
   Web of Science ®Google Scholar
• Wineburg, S. “Historical Thinking and Other Unnatural Acts.” Phi Delta Kappan 80, no. 7 (1999): 488–500.
   Web of Science ®Google Scholar
• Wineburg, S., and A. Reisman. “Disciplinary Literacy in History.” Journal of Adolescent & Adult Literacy 58, no. 8 (2015): 636–39.
   Web of Science ®Google Scholar
• Wineburg, S., D. Martin, and C. Monte-Sano. Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. Chicago, IL: Teachers, 2012.
   Google Scholar