Understanding Pedagogical Reasoning in History Teaching through the Case of Cultivating Historical Empathy

References

• Bain , R. B. Teaching history as an epistemic act: Notes from a practitioner . Paper presented at the Annual Meeting of the American Historical Association . New York , NY . January .
   Google Scholar
• Bain , R. and Mirel , J. 2006 . Setting up camp at the great instructional divide: Educating beginning history teachers . Journal of Teacher Education , 57 ( 3 ) : 212 – 219 .
   Web of Science ®Google Scholar
• Ball , D. L. 1988 . The Subject Matter Preparation of Prospective Mathematics Teachers: Challenging the Myths. East Lansing , MI : National Center for Research on Teacher Education. .
   Google Scholar
• Ball , D. L. 2000 . Bridging practices: Intertwining content and pedagogy in teaching and learning to teach . Journal of Teacher Education , 51 ( 3 ) : 241 – 247 .
   Web of Science ®Google Scholar
• Ball , D. L. and McDiarmid , G. W. 1990 . “ The subject matter preparation of teachers. ” . In Handbook for Research on Teacher Education Edited by: Houston , W. R. 437 – 448 . New York : Macmillan. .
   Google Scholar
• Barnett , J. and Hodson , D. 2001 . Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know . Science Education , 85 ( 4 ) : 426 – 453 .
   Web of Science ®Google Scholar
• Barton , K. C. 1997 . “Bossed around by the queen”: Elementary students' understanding or individuals and institutions in history . Journal of Curriculum and Supervision , 12 ( 4 ) : 290 – 314 .
   Google Scholar
• Barton , K. C. 2005 . “I'm not saying these are going to be easy”: Wise practice in an urban elementary school. ” . In Wise Social Studies Teaching in an Age of High-Stakes Testing Edited by: Yeager , E. A and Davis , O. L. 11 – 31 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Barton , K. C. and Levstik , L. S. 2004 . Teaching History for the Common Good. Mahwah , NJ : Lawrence Erlbaum Associates. .
   Google Scholar
• Bohan , C. H. and Davis , O. L. 1998 . Historical constructions: How social studies student teachers' historical thinking is reflected in their writing of history . Theory and Research in Social Education , 26 ( 2 ) : 173 – 197 .
   Web of Science ®Google Scholar
• Brophy , J. 1999 . Elementary students learn about Native Americans: The development of knowledge and empathy . Social Education , 63 ( 1 ) : 39 – 45 .
   Google Scholar
• Carlsen , W. S. and Wilson , S. M. Responding to student questions: The effects of teacher subject-matter knowledge and experience on teacher discourse strategies . Paper presented at the Annual Meeting of the American Educational Research Association . New Orleans , LA . April .
   Google Scholar
• Carlsen , W. S. 1991 . Effects of new biology teachers' subject-matter knowledge on curricular planning . Science Education , 75 ( 6 ) : 631 – 647 .
   Web of Science ®Google Scholar
• Carlsen , W. S. 1993 . Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms . Journal of Research in Science Teaching , 30 ( 5 ) : 471 – 481 .
   Web of Science ®Google Scholar
• Carlsen , W. S. 1999 . “ Domains of teacher knowledge. ” . In Examining pedagogical content knowledge: The construct and its implications for science education. Edited by: Gess-Newsome , J. and Lederman , N. G. Dordrecht , , Netherlands : Kluwer. .
   Google Scholar
• Clandinin , D. J. and Connelly , F. M. 1996 . “ Teacher as curriculum maker. ” . In Handbook of Research on Curriculum Edited by: Jackson , P. W. 363 – 401 . New York : Macmillan. .
   Google Scholar
• Cochran , K. F. , DeRuiter , J. A. and King , R. A. 1993 . Pedagogical Content Knowing: An integrative model for teacher preparation . Journal of Teacher Education , 44 ( 4 ) : 263 – 272 .
   Web of Science ®Google Scholar
• Cunningham , D. L. 2003 . Professional Practice and Perspectives in the Teaching of Historical Empathy. Oxford University. . Unpublished DPhil
   Google Scholar
• Cunningham , D. L. 2006 . “ Capturing candor: Accessing teachers' thinking about the cultivation of historical empathy. ” . In Research Methods in Social Studies Education: Contemporary Issues and Perspectives Edited by: Barton , K. C. 183 – 206 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Cunningham , D. L. An empirical framework for understanding how teachers conceptualise and cultivate historical empathy in students . Journal of Curriculum Studies. , (in press)
   Web of Science ®Google Scholar
• Dickinson , A. K. 1984 . “ Assessment, examinations and historical understanding. ” . In Learning History Edited by: Dickinson , A. K. , Lee , P. J. and Rogers , P. J. 187 – 209 . London : Heinemann. .
   Google Scholar
• Doppen , F. H. 2000 . Teaching and learning multiple perspectives: The atomic bomb . The Social Studies , 91 ( 4 ) : 159 – 169 .
   Google Scholar
• Dunkin , M. J. , Welch , A. , Merritt , A. , Phillips , R. and Craven , R. 1998 . Teachers' explanations of classroom events: Knowledge and beliefs about teaching civics and citizenship . Teaching and Teacher Education , 14 ( 2 ) : 141 – 151 .
   Web of Science ®Google Scholar
• Evans , R. W. 1989 . Teacher conceptions of history . Theory and Research in Social Education , 17 ( 3 ) : 210 – 240 .
   Google Scholar
• Evans , R. W. 1990 . Teacher conceptions of history revisited: Idealogy, curriculum, and student belief . Theory and Research in Social Education , 28 ( 2 ) : 101 – 138 .
   Google Scholar
• Fickel , L. 2006 . “ Paradox of practice: Expanding and contracting curriculum in a high- stakes climate. ” . In Measuring History: Cases of State-Level Testing Across the United States Edited by: Grant , S. G. 57 – 74 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Foster , S. J. 1999 . Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain? . The Social Studies , 90 : 18 – 24 .
   Google Scholar
• Foster , S. J. 2001 . “ Historical empathy in theory and practice: Some final thoughts. ” . In Historical Empathy and Perspective Taking in the Social Studies Edited by: Davis , O. L. , Yeager , E. A. and Foster , S. J. 167 – 181 . Oxford : Rowman & Littlefield. .
   Google Scholar
• Foster , S. J. and Yeager , E. A. 1999 . “You've got to put together the pieces”: English 12-year-olds encounter and learn from historical evidence . Journal of Curriculum and Supervision , 14 ( 4 ) : 286 – 317 .
   Google Scholar
• Gillaspie , M. K. and Davis , O. L. 1997/1998 . Historical constructions: How elementary student teachers' historical thinking is reflected in their writing of history . International Journal of Social Education , 12 : 35 – 45 .
   Google Scholar
• Glaser , B. G. and Strauss , A. L. 1967 . The Discovery of Grounded Theory: Strategies for Qualitative Research. New York : Aldine DeGruyter. .
   Google Scholar
• Grant , S. G. 2001 . It's just the facts, or is it? The relationship between teachers' practices and students' understandings of history . Theory and Research in Social Education , 29 ( 1 ) : 65 – 108 .
   Google Scholar
• Grant , S. G. 2003 . History lessons: Teaching, Learning, and Testing in U.S. High School Classrooms. Mahwah , NJ : Lawrence Erlbaum Associates. .
   Google Scholar
• Grant , S. G. 2005 . “ More journey than end: A case study of ambitious teaching. ” . In Wise Social Studies Teaching in an Age of High-Stakes Testing Edited by: Yeager , E. A and Davis , O. L. 117 – 130 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Grant , S. G. 2006 . Measuring History: Cases of State-Level Testing Across the United States. Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Grossman , P. 1989 . A study in contrast: Sources of pedagogical content knowledge for secondary English . Journal of Teacher Education , 40 ( 5 ) : 24 – 31 .
   Web of Science ®Google Scholar
• Grossman , P. , Wilson , S. M. and Shulman , L. S. 1989 . “ Teachers of substance: The subject matter knowledge of teachers. ” . In The Knowledge Base for the Beginning Teacher Edited by: Reynolds , M. 23 – 36 . New York : Pergamon. .
   Google Scholar
• Grossman , P. , Smagorinsky , P. and Valencia , S. 1999 . Appropriating tools for teaching English: A theoretical framework for research on learning to teach . American Journal of Education , 108 ( 1 ) : 1 – 29 .
   Web of Science ®Google Scholar
• Gudmundsdottir , S. 1990 . “ Curriculum stories: Four case studies of social studies teaching. ” . In Insights into Teacher Thinking and Practice Edited by: Day , C. and Pope , M. 107 – 118 . London : Falmer. .
   Google Scholar
• Gunning , D. 1978 . The Teaching of History. London : Croom Helm. .
   Google Scholar
• Hartzler-Miller , C. 2001 . Making sense of “best practice” in teaching history . Theory and Research in Social Education , 29 ( 4 ) : 672 – 695 .
   Google Scholar
• Hashweh , M. Z. 1987 . Effects of subject-matter knowledge in the teaching of biology and physics . Teaching and Teacher Education , 3 ( 2 ) : 109 – 120 .
   Web of Science ®Google Scholar
• Husbands , C. , Kitson , A. and Pendry , A. 2003 . Understanding History Teaching. Buckingham : Open University Press. .
   Google Scholar
• John , P. D. 1991 . The professional craft knowledge of the history teacher . Teaching History , 64 : 8 – 12 .
   Google Scholar
• Kohlmeier , J. 2005 . The power of a woman's story: A three-step approach to historical significance in high school world history . International Journal of Social Education , 20 ( 1 ) : 64 – 75 .
   Google Scholar
• Lee , P. J. and Ashby , R. 2001 . “ Empathy, perspective taking, and rational understanding. ” . In Historical Empathy and Perspective Taking in the Social Studies Edited by: Davis , O. L. Jr. , Yeager , E. A. and Foster , S. J. 21 – 50 . Oxford : Rowman & Littlefield. .
   Google Scholar
• Lee , P. J. , Dickinson , A. K. and Ashby , R. 1997 . “Just another emperor”: Understanding action in the past . International Journal of Educational Research , 27 : 233 – 244 .
   Google Scholar
• Leinhardt , G. and Greeno , J. G. 1986 . The cognitive skill of teaching . Journal of Educational Psychology , 78 ( 2 ) : 75 – 95 .
   Web of Science ®Google Scholar
• Levstik , L. S. 2001 . “ Crossing the empty spaces: Perspective taking in New Zealand adolescents' understanding of national history. ” . In Historical Empathy and Perspective Taking in the Social Studies Edited by: Davis , O. L. Jr. , Yeager , E. A. and Foster , S. J. 69 – 96 . Oxford : Rowman & Littlefield. .
   Google Scholar
• Libresco , A. S. 2005 . “ How she stopped worrying and learned to love the test…sort of. ” . In Wise Social Studies Teaching in an Age of High-Stakes Testing Edited by: Yeager , A and Davis , O. L. 33 – 49 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Ma , L. 1999 . Knowing and Teaching Elementary Mathematics. Mahwah , NJ : Lawrence Erlbaum Associates. .
   Google Scholar
• Marks , R. 1990 . Pedagogical content knowledge: From a mathematical case to a modified conception . Journal of Teacher Education , 41 ( 3 ) : 3 – 11 .
   Web of Science ®Google Scholar
• McCully , A. , Pilgrim , N. , Sutherland , A. and McMinn , T. 2002 . “Don't worry, Mr. Trimble. We can handle it.” Balancing the rational and the emotional in the teaching of contentious topics . Teaching History , 106 : 6 – 12 .
   Google Scholar
• McCutcheon , G. and Milner , H. R. 2002 . A contemporary study of teacher planning in a high school English class . Teachers and Teaching: Theory and Practice , 8 ( 1 ) : 81 – 94 .
   Google Scholar
• McDiarmid , G. W. 1994 . “ Understanding history for teaching: A study of the historical understanding of prospective teachers. ” . In Cognitive and Instructional Processes in History and the Social Sciences Edited by: Voss , J. F. and Carretero , M. 159 – 186 . Hillsdale , NJ : Lawrence Erlbaum Associates. .
   Google Scholar
• McDiarmid , G. W. , Ball , D. L. and Anderson , C. W. 1989 . “ Why staying one chapter ahead doesn't really work: Subject-specific pedagogy. ” . In Knowledge Base for the Beginning Teacher Edited by: Reynolds , M. C. 193 – 205 . Oxford : Pergamon. .
   Google Scholar
• McDiarmid , G. W. and Vinten-Johansen , P. 2000 . “ A catwalk across the Great Divide: Redesigning the history teaching methods course. ” . In Knowing, Teaching, and Learning History. Edited by: Seixas , P. , Stearns , P. and Wineburg , S. New York : NYU Press. .
   Google Scholar
• Onosko , J. J. 1991 . Barriers to the promotion of higher-order thinking in social studies . Theory and Research in Social Education , 19 ( 4 ) : 341 – 366 .
   Google Scholar
• Pintrich , P. R. 1990 . “ Implications of psychological research on student learning and college teaching for teacher education. ” . In Handbook of Research on Teacher Education - 1st edition Edited by: Houston , W. R. 826 – 857 . New York : Macmillan. .
   Google Scholar
• Reynoldson , F. 1997 . Indians of North America. Oxford : Heinemann. .
   Google Scholar
• Riley , K. L. 2001 . “ The Holocaust and historical empathy: The politics of understanding. ” . In Historical Empathy and Perspective Taking in the Social Studies Edited by: Davis , O. L. Jr. , Yeager , E. A. and Foster , S. J. 139 – 166 . Oxford : Rowman & Littlefield. .
   Google Scholar
• Romanowski , M. 1996 . “ Issues and influences that shape the teaching of U.S. history. ” . In Advances in Research on Teaching: Vol. 6. Teaching and Learning History Edited by: Brophy , J. 291 – 312 . Greenwich , CT : JAI Press. .
   Google Scholar
• Rosenstone , R. A. 1994 . “ The historical film: Looking at the past in a postliterate age. ” . In Learning History in America: Schools, Culture and Politics Edited by: Kramer , L. , Reid , D. and Barney , W. 141 – 160 . Minneapolis , MN : University of Minnesota Press. .
   Google Scholar
• Roth , K. J. 1996 . “ Making learners and concepts central: A learner-centered, conceptual change approach to fifth-grade American history planning and teaching. ” . In Advances in Research on Teaching: Vol. 6. Teaching and Learning History Edited by: Brophy , J. 115 – 182 . Greenwich , CT : JAI Press. .
   Google Scholar
• Segall , A. 1999 . Critical history: Implications for history/ social studies education . Theory and Research in Social Education , 27 ( 3 ) : 358 – 374 .
   Web of Science ®Google Scholar
• Segall , A. 2006 . “ Teaching history in an age of accountability: Measuring history or measuring up to it?. ” . In Measuring History: Cases of State-Level Testing Across the United States Edited by: Grant , S. G. 105 – 132 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Seixas , P. 1996 . “ Conceptualizing the growth of historical understanding. ” . In The Handbook of Education and Human Development Edited by: Olson , D. and Torrance , N. 765 – 783 . Cambridge , MA : Blackwell. .
   Google Scholar
• Seixas , P. 1998 . Student teachers thinking historically . Theory and Research in Social Education , 26 ( 3 ) : 310 – 341 .
   Web of Science ®Google Scholar
• Slekar , T. D. 1998 . Epistemological entanglements: Preservice elementary school teachers' ‘Apprenticeship of observation’ and the teaching of history . Theory and Research in Social Education , 26 ( 4 ) : 485 – 507 .
   Web of Science ®Google Scholar
• Shemilt , D. 1987 . “ Adolescent ideas about evidence and methodology in history. ” . In The History Curriculum for Teachers Edited by: Portal , C. 39 – 61 . London : Falmer. .
   Google Scholar
• Shulman , L. S. 1986 . Those who understand: Knowledge growth in teaching . Educational Researcher , 15 ( 2 ) : 4 – 14 .
   Google Scholar
• Shulman , L. 1987 . Knowledge and teaching: Foundations of the new reform . Harvard Educational Review , 57 ( 1 ) : 1 – 22 .
   Web of Science ®Google Scholar
• Sturtevant , E. G. 1996 . Lifetime influences on the literacy-related instructional beliefs of experienced high school history teachers: Two comparative case studies . Journal of Literacy Research , 28 ( 2 ) : 227 – 257 .
   Web of Science ®Google Scholar
• Thornton , S. J. What counts as subject matter knowledge for teaching? . Paper presented at the Annual Meeting of the American Educational Research Association . Chicago , IL . April .
   Google Scholar
• Van Hover , S. D. 2006 . “ Teaching history in the Old Dominion: The impact of Virginia's accountability reform on seven secondary beginning history teachers. ” . In Measuring History: Cases of State-Level Testing Across the United States Edited by: Grant , S. G. 195 – 219 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Van Hover , S. D. and Yeager , E. A. 2003 . “Making” students better people? A case study of a beginning history teacher . International Social Studies Forum , 3 ( 1 ) : 219 – 232 .
   Google Scholar
• VanSledright , B. 1996 . “ Closing the gap between school and disciplinary history?: Historian as high school history teacher. ” . In Advances in Research on Teaching: Vol. 6. Teaching and Learning History Edited by: Brophy , J. 257 – 289 . Greenwich , CT : JAI Press. .
   Google Scholar
• VanSledright , B. 2002 . Confronting history's interpretive paradox while teaching fifth graders to investigate the past . American Educational Research Journal , 39 ( 4 ) : 1089 – 1115 .
   Web of Science ®Google Scholar
• VanSledright , B. and Kelly , C. 1998 . Reading American history: The influence of using multiple sources on six fifth graders . The Elementary School Journal , 98 : 239 – 265 .
   Web of Science ®Google Scholar
• Verloop , N. , van Driel , J. and Meijer , P. 2001 . Teacher knowledge and the knowledge base of teaching . International Journal of Educational Research , 35 : 441 – 461 .
   Google Scholar
• Webeck , M. L. , Salinas , C. S. and Field , S. L. 2005 . “ A good teacher in Texas: Conversations about wisdom in middle school social studies practice. ” . In Wise Social Studies Teaching in an Age of High-Stakes Testing Edited by: Yeager , E. A and Davis , O. L. 69 – 88 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• White , J. J. What about the content in pedagogical content knowledge? . Paper presented at the Annual Meeting of the American Educational Research Association . Chicago , IL . April .
   Google Scholar
• Wilen , W. W. and White , J. J. 1991 . “ Interaction and discourse in social studies classrooms. ” . In Handbook of Research on Social Studies Teaching and Learning Edited by: Shaver , J. 483 – 495 . New York : Macmillan. .
   Google Scholar
• Wiley , J. and Voss , J. F. 1996 . The effects of “playing historian” on learning in history . Applied Cognitive Psychology , 10 : S63 – S72 .
   Web of Science ®Google Scholar
• Wilson , S. M. A case concerning content: Using case studies to teach subject matter . Paper presented at the Annual Meeting of the American Educational Research Association . San Francisco , CA . March .
   Google Scholar
• Wilson , S. M. Mastodons, maps, and Michigan: Exploring uncharted territory while teaching elementary school social studies . Paper presented at the Annual Meeting of the American Educational Research Association . Boston , MA . April .
   Google Scholar
• Wilson , S. M. 1991 . “ Parades of facts, stories of the past: What do novice history teachers need to know?. ” . In Teaching Academic Subjects to Diverse Learners Edited by: Kennedy , M. M. 99 – 116 . New York : Teachers College Press. .
   Google Scholar
• Wilson , S. M. 2001 . “ Research on history teaching. ” . In Handbook of Research on Teaching, Fourth Edition Edited by: Richardson , V. 527 – 544 . Washington , DC : American Educational Research Association. .
   Google Scholar
• Wilson , S. M. , Shulman , L. S. and Richert , A. E. 1987 . “ ‘150 different ways’ of knowing: Representations of knowledge in teaching. ” . In Exploring Teachers' Thinking Edited by: Calderhead , J. 104 – 124 . London : Cassell. .
   Google Scholar
• Wilson , S. M. and Wineburg , S. S. 1988 . Peering at history through different lenses: The role of disciplinary perspectives in teaching history . Teachers College Record , 89 ( 4 ) : 525 – 539 .
   Web of Science ®Google Scholar
• Wilson , S. M. and Wineburg , S. S. 1993 . Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers . American Educational Research Journal , 30 ( 4 ) : 729 – 769 .
   Web of Science ®Google Scholar
• Wineburg , S. S. 1991a . Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence . Journal of Educational Psychology , 83 ( 1 ) : 73 – 87 .
   Web of Science ®Google Scholar
• Wineburg , S. S. 1991b . On the reading of historical texts: Notes on the breach between school and academy . American Educational Research Journal , 28 ( 3 ) : 495 – 519 .
   Web of Science ®Google Scholar
• Wineburg , S. S. 1994 . “ The cognitive representation of historical texts. ” . In Teaching and Learning in History Edited by: Leinhardt , G. , Beck , L. and Stainton , C. 85 – 135 . Hillsdale , NJ : Lawrence Erlbaum Associates. .
   Google Scholar
• Wineburg , S. 1997 . Beyond “breadth and depth”: Subject matter knowledge and assessment . Theory into Practice , 36 ( 4 ) : 255 – 261 .
   Web of Science ®Google Scholar
• Wineburg , S. 1998 . Reading Abraham Lincoln: An expert / expert study in the interpretation of historical texts . Cognitive Science , 22 ( 3 ) : 319 – 346 .
   Web of Science ®Google Scholar
• Wineburg , S. 2001 . Historical Thinking and Other Unnatural Acts. Philadelphia , PA : Temple University Press. .
   Google Scholar
• Wineburg , S. S. and Fournier , J. 1994 . “ Contextualized thinking in history. ” . In Cognitive and Instructional Processes in History and the Social Sciences Edited by: Carretero , M. and Voss , J. 285 – 308 . Hillsdale , NJ : Lawrence Erlbaum Associates. .
   Google Scholar
• Wineburg , S. S. and Wilson , S. M. 1991 . “ Subject-matter knowledge in the teaching of history. ” . In Advances in Research on Teaching: Vol. 2 Edited by: Brophy , J. 305 – 347 . Greenwich , CT : JAI Press. .
   Google Scholar
• Yeager , E. A. 2005 . “ Introduction: The “wisdom of practice” in the challenging context of standards and high-stakes testing. ” . In Wise Social Studies Teaching in an Age of High-Stakes Testing Edited by: Yeager , E. A and Davis , O. L. 1 – 9 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Yeager , E. A. and Davis , O. L. Understanding the “knowing how” of history: Elementary student teachers' thinking about historical texts . Paper presented at the Annual Meeting of the American Educational Research Association . New Orleans , LA . April .
   Google Scholar
• Yeager , E. A. and Davis , O. L. 1995 . Between campus and classroom: Secondary student- teachers' thinking about historical texts . Journal of Research and Development in Education , 29 ( 1 ) : 1 – 8 .
   Google Scholar
• Yeager , E. A. and Davis , O. L. 1996 . Classroom teachers' thinking about historical texts: An exploratory study . Theory and Research in Social Education , 24 ( 2 ) : 146 – 166 .
   Web of Science ®Google Scholar
• Yeager , E. A. and Doppen , F. H. 2001 . “ Teaching and learning multiple perspectives on the use of the atomic bomb: Historical empathy in the secondary classroom. ” . In Historical Empathy and Perspective Taking in the Social Studies Edited by: Davis , O. L. Jr. , Yeager , E. A. and Foster , S. J. 97 – 114 . Oxford : Rowman & Littlefield. .
   Google Scholar
• Yeager , E. A. , Foster , S. J. , Maley , S. D. , Anderson , T. and Morris , J. W. 1998 . Why people in the past acted as they did: An exploratory study in historical empathy . International Journal of Social Education , 13 ( 1 ) : 8 – 25 .
   Google Scholar
• Yendol-Hoppey , D. , Jacobs , J. and Tilford , K. 2005 . “ Voices of Florida elementary school teachers: Their conceptions of wise practice. ” . In Wise Social Studies Teaching in an Age of High-Stakes Testing Edited by: Yeager , E. A and Davis , O. L. 51 – 68 . Greenwich , CT : Information Age Publishing. .
   Google Scholar
• Yinger , R. and Hendricks-Lee , M. 1993 . “ Working knowledge in teaching. ” . In Research on Teacher Thinking: Understanding Professional Development Edited by: Day , C. , Calderhead , J. and Denicolo , P. 100 – 123 . London : Falmer Press. .
   Google Scholar