Taking the Long View: Cultivating Historical Thinking in Elementary Teacher Education

References

• Alarcon, J., Holmes, K., & Bybee, E. (2015). Historical thinking inside the box: Preservice elementary teachers use journey boxes to craft counter narratives. The Social Studies, 106(4), 186–192. doi:10.1080/00377996.2015.1046542
   Google Scholar
• Alvarez, P. (2017, August 12). A state of emergency in Charlottesville. The Atlantic. Retrieved from https://www.theatlantic.com/politics/archive/2017/08/protests-nationalists-charlottesville/536661/
   Google Scholar
• American Historical Association. (2017). AHA statement on Confederate monuments. Washington, DC: Author. Retrieved from https://www.historians.org/news-and-advocacy/statements-and-resolutions-of-support-and-protest/aha-statement-on-confederate-monuments
   Google Scholar
• Anderson, M. C. (2017). Trump’s appeal to myth and the 2016 presidential election. Journal of Psychohistory, 45(1), 41–45.
   Google Scholar
• Bain, R. B. (2006). Rounding up unusual suspects: Facing the authority hidden in the history classroom. Teachers College Record, 108(10), 2080–2114. doi:10.1111/tcre.2006.108.issue-10
   Web of Science ®Google Scholar
• Baker, P., & Bromwich, J. E. (2017, May 2). With Civil War remark, a president who doesn’t go by the (history) book. New York Times. Retrieved from https://www.nytimes.com/2017/05/02/us/politics/civil-war-trump.html?hp&action=click&pgtype=Homepage&clickSource=story-heading&module=first-column-region&region=top-news&WT.nav=top-news&_r=1
   Google Scholar
• Baltodano, M. P. (2015). Appropriating the discourse of social justice in teacher education. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Banks, J. A. (1996). Foreword. In W. C. Parker (Ed.), Educating the democratic mind (pp. xi–xiii). Albany, NY: State University of New York.
   Google Scholar
• Baron, C. (2013). Using inquiry-based instruction to encourage teachers’ historical thinking at historic sites. Teaching and Teacher Education, 35, 157–169. doi:10.1016/j.tate.2013.06.008
   Web of Science ®Google Scholar
• Bartolome, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194. doi:10.17763/haer.64.2.58q5m5744t325730
   Web of Science ®Google Scholar
• Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. New York, NY: Routledge.
   Google Scholar
• Benade, L. (2015). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, 50(1), 107–120. doi:10.1007/s40841-015-0005-0
   Google Scholar
• Bentley, M., Fleury, S. C., & Garrison, J. (2007). Critical constructivism for teaching and learning in a democratic society. Journal of Thought, 42(3–4), 9–22. doi:10.2307/jthought.42.3-4.9
   Google Scholar
• Blumenreich, M. (2015). Teacher research as a form of inspiration, influence, and mentoring. Voices of Practitioners, 10(1), 83–87.
   Google Scholar
• Bouie, J. (2017, October 31). Lost cause. Slate. Retrieved from http://www.slate.com/articles/news_and_politics/politics/2017/10/john_kelly_echoes_the_president_s_warped_view_of_history.html
   Google Scholar
• Bulman, R. (2015). Hollywood goes to high school: Cinema, schools, and American culture. New York, NY: Worth.
   Google Scholar
• Busby, R. S. (2011). Learning through doing: Preservice teacher training in historical inquiry through oral history projects. Oral History Review, 38(1), 175–184. doi:10.1093/ohr/ohr048
   Google Scholar
• Carr, E. H. (1961). What is history? New York, NY: Random House.
   Google Scholar
• Carter Andrews, D. J., Bartell, T., & Richmond, G. (2016). Teaching in dehumanizing times: The professionalization imperative. Journal of Teacher Education, 67(3), 170–172. doi:10.1177/0022487116640480
   Web of Science ®Google Scholar
• Chang, B. (2016). Finding empathy in historical inquiry and data management through an educational research example. The Qualitative Report, 21(8), 1398–1408.
   Web of Science ®Google Scholar
• Christou, T. M., & Sears, A. (2011). From neglect to nexus: Examining the place of educational history in teacher education. Encounters on Education, 12(12), 37–57.
   Google Scholar
• Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In A. Hargreaves, A. Liebermen, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 445–467). New York, NY: Springer.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15–25. doi:10.3102/0013189X028007015
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
   Google Scholar
• Collins, P. H. (2009). Another kind of public education: Race, schools, the media, and democratic possibilities. Boston, MA: Beacon Press.
   Google Scholar
• Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240–258. doi:10.1080/01626620.2016.1194782
   Google Scholar
• Dalton, M. (2010). The Hollywood curriculum: Teachers in the movies (2nd ed.). New York, NY: Peter Lang.
   Google Scholar
• Darder, A. (2015). Freire and education. New York, NY: Routledge.
   Google Scholar
• Darling-Hammond, L. (2005). Educating the new educator: Teacher education and the future of democracy. The New Educator, 1(1), 1–18. doi:10.1080/15476880490441379
   Google Scholar
• Davis, J. H., & Rosenbergjan, M. (2017, January 21). With false claims, Trump attacks media on turnout and intelligence rift. New York Times. Retrieved from https://www.nytimes.com/2017/01/21/us/politics/trump-white-house-briefing-inauguration-crowd-size.html
   Google Scholar
• Davis, O. L., Yeager, E. A., & Foster, S. J. (2001). Historical empathy and perspective taking in the social studies. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
   Google Scholar
• Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194. doi:10.17763/haer.79.2.nu3436017730384w
   Web of Science ®Google Scholar
• Endacott, J. L. (2014). Negotiating the process of historical empathy. Theory & Research in Social Education, 42(1), 4–34. doi:10.1080/00933104.2013.826158
   Google Scholar
• Endacott, J. L., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41–57.
   Google Scholar
• Epstein, S. E. (2017). Supporting global awareness: A proposal for youth civic engagement. Schools: Studies in Education, 14(1), 141–154. doi:10.1086/691258
   Web of Science ®Google Scholar
• Ercikan, K., & Seixas, P. (2015). Issues in designing assessments of historical thinking. Theory into Practice, 54(3), 255–262. doi:10.1080/00405841.2015.1044375
   Web of Science ®Google Scholar
• Falk, B. (2004). A passion for inquiry in an era of ‘right answers’: Inquiring about teachers inquiring about their practice. Teacher Education Quarterly, 31(4), 73–84.
   Google Scholar
• Fandos, N. (2015, November 24). In renovation of golf club, Donald Trump also dressed up history. New York Times. Retrieved from https://www.nytimes.com/2015/11/25/us/politics/in-renovation-of-golf-club-donald-trump-also-dressed-up-history.html?_r=0
   Google Scholar
• Fehn, B., & Koeppen, K. (1998). Intensive document-based instruction in a social studies methods course and student teachers’ attitudes and practice in subsequent field experiences. Theory and Research in Social Education, 26(4), 461–484. doi:10.1080/00933104.1998.10505861
   Web of Science ®Google Scholar
• Foran, C. (2017, February 3). Kellyanne Conway and the Bowling Green massacre that wasn’t. The Atlantic. Retrieved from https://www.theatlantic.com/politics/archive/2017/02/kellyanne-conway-bowling-green-massacre-alternative-facts/515619/
   Google Scholar
• Foster, B. G. (1973). Adolescent subjectivism and the teaching of literature. In T. Hipple (Ed.), Readings for teaching English in secondary schools (pp. 168–169). New York, NY: Macmillan.
   Google Scholar
• Fraser, J. W. (2015). HES presidential address: The future of the study of our educational past—Whither the history of education? History of Education Quarterly, 55(1), 1–32. doi:10.1111/hoeq.12090
   Web of Science ®Google Scholar
• Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, & civic courage. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Friedrich, D. (2014). “We brought it upon ourselves”: University-based teacher education and the emergence of boot-camp-style routes to teacher certification. Education Policy Analysis Archives, 22(2), 1–21.
   Google Scholar
• Gaddis, J. L. (2002). The landscape of history: How historians map the past. Oxford, UK: Oxford University Press.
   Google Scholar
• Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press.
   Google Scholar
• Giroux, H. A., & Bhattacharya, D. (2017). Anti-politics and the scourge of authoritarianism. Social Identities, 23(5), 503–517. doi:10.1080/13504630.2016.1219145
   Web of Science ®Google Scholar
• Graff, H. J. (1999). Teaching and historical understanding: Disciplining historical imagination with historical context. Interchange, 30(2), 143–169. doi:10.1023/A:1007669001861
   Google Scholar
• Grant, S. G. (2013). From inquiry arc to instructional practice: The potential of the C3 framework. Social Education, 77(6), 322–326.
   Google Scholar
• Hambacher, E., & Bondy, E. (2016). Creating communities of culturally relevant critical teacher care. Action in Teacher Education, 38(4), 327–343. doi:10.1080/01626620.2016.1226206
   Google Scholar
• Harper, C. A. (1937). Those horrible facts in history teaching. The Clearing House, 11(6), 345–347. doi:10.1080/00098655.1937.11474287
   Google Scholar
• Harris-Perry, M. (2016, April). #BlackGirlsMatter: Public scholarship engaging with the race/gender interaction in schools. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.
   Google Scholar
• Horsford, S. D., & D’Amico, D. (2015). The past as more than prologue: A call for historical research. International Journal of Educational Management, 29(7), 863–873.
   Web of Science ®Google Scholar
• Huberman, M. (1996). Moving mainstream: Taking a closer look at teacher research. Language Arts, 73(2), 124.
   Google Scholar
• Jett, C., & Cross, S. B. (2016). Teaching about diversity in black and white: Reflections and recommendations from two teacher educators. The New Educator, 12(2), 131–146. doi:10.1080/1547688X.2015.1058448
   Google Scholar
• Johnson, P. E. (2017). The art of masculine victimhood: Donald Trump’s demagoguery. Women’s Studies in Communication, 40(3), 229–250. doi:10.1080/07491409.2017.1346533
   Web of Science ®Google Scholar
• Kahlenberg, R. D. (2017). Hope in dark times: Resisting the threat to democracy with union activism. American Educator, 2, 6–16.
   Google Scholar
• Keirn, T., & Luhr, E. (2012). Subject matter counts: The pre-service teaching and learning of historical thinking. The History Teacher, 45(4), 493–511.
   Google Scholar
• Kircher, M. M. (2017, April 11). Sean Spicer calls concentration camps ‘Holocaust centers’. New York Magazine. Retrieved from http://nymag.com/selectall/2017/04/sean-spicer-calls-concentration-camps-holocaust-centers.html
   Google Scholar
• Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. doi:10.1080/00405849509543675
   Web of Science ®Google Scholar
• Lakoff, R. T. (2017). The hollow man: Donald Trump, populism, and post-truth politics. Journal of Language and Politics, 16(4), 595–606. doi:10.1075/jlp
   Web of Science ®Google Scholar
• Larrabee, B. (2017, May 10). Critics call for veto of massive Florida education bill. Orlando Sentinel. Retrieved from http://www.orlandoweekly.com/Blogs/archives/2017/05/10/critics-call-for-veto-of-massive-florida-education-bill
   Google Scholar
• Levesque, S. (2008). Thinking historically: Educating students for the twenty-first century. Toronto, ON: University of Toronto Press.
   Google Scholar
• Levesque, S. (2016). Why should historical thinking matter to students? Agora, 51(2), 4–8.
   Google Scholar
• McEvers, K. (2017, August 28). I saw his humanity: “Reveal” host on protecting right-wing protester. National Public Radio. Retrieved from http://www.npr.org/2017/08/28/546831794/i-saw-his-humanity-reveal-host-on-protecting-right-wing-protester
   Google Scholar
• McLaren, P. (2010). Foreword. In V. Hill Jackson, & C. W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training and how we can fix it (pp. xi–xvii). Sterling, VA: Stylus.
   Google Scholar
• Michelli, N. M. (2005). Education for democracy? What can it be? In N. M. Michelli, & D. L. Keiser (Eds.), Teacher education for democracy and social justice (pp. 3–30). New York, NY: Routledge.
   Google Scholar
• Obama, B. (2016, May 27). Text of President Obama’s speech in Hiroshima, Japan. New York Times. Retrieved from http://www.nytimes.com/2016/05/28/world/asia/text-of-president-obamas-speech-in-hiroshima-japan.html?_r=0
   Google Scholar
• Orwell, G. (1984/1956). The prevention of literature. The Orwell reader: Fiction, essays, and reportage. New York, NY: Harcourt. pp. 367–378.
   Google Scholar
• Pacini-Ketchabaw, V., & Pence, A. (2011). The postmodern curriculum: Making space for historically and politically situated understandings. Australasian Journal of Early Childhood, 36(1), 4–8.
   Web of Science ®Google Scholar
• Pitts, L., Jr. (2017, November 3). The Civil War was about slavery. Period. End of story. Deal with it. Miami Herald. Retrieved from http://www.miamiherald.com/opinion/opn-columns-blogs/leonard-pitts-jr/article182630021.html
   Google Scholar
• Richmond, G., Bartell, T., & Dunn, A. H. (2016). Beyond ‘tinkering’: Enacting the imperative for change in teacher education in a climate of standards and accountability. Journal of Teacher Education, 67(2), 102–104. doi:10.1177/0022487116628837
   Web of Science ®Google Scholar
• Roberts, M. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449–467. doi:10.1080/03057241003754922
   Web of Science ®Google Scholar
• Rudolph, J. (2002). Scientists in the classroom: The Cold War reconstruction of American science education. New York, NY: Palgrave.
   Google Scholar
• Rury, J. L. (2016). Education and social change: Contours in the history of American schooling. New York, NY: Routledge.
   Google Scholar
• Schuessler, J. (2017, August 15). Historians question Trump’s comments on Confederate monuments. New York Times. Retrieved from https://www.nytimes.com/2017/08/15/arts/design/trump-robert-e-lee-george-washington-thomas-jefferson.html
   Google Scholar
• Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593–605. doi:10.1080/00131857.2015.1101363
   Web of Science ®Google Scholar
• Sensoy, Ö., & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. New York, NY: Teachers College Press.
   Google Scholar
• Sheehan, M. (2013). ‘History as something to do, not just something to learn’: Historical thinking, internal assessment and critical citizenship. New Zealand Journal of Educational Studies, 48(2), 69–83.
   Google Scholar
• Sheets, K. B. (2010). Thinking historically, teaching historically: Perspectives on the professional development of teachers from a Teaching American History grant. The History Teacher, 43(3), 455–461.
   Google Scholar
• Sleeter, C. (2008). Equity, democracy, and neoliberal assaults on teacher education. Teaching and Teacher Education, 24(8), 1947–1957. doi:10.1016/j.tate.2008.04.003
   Web of Science ®Google Scholar
• Snyder, T. (2017). On tyranny: Twenty lessons from the twentieth century. New York, NY: Tim Duggan Books.
   Google Scholar
• Steiner, D., & Rozen, S. D. (2004). Preparing tomorrow’s teachers: An analysis of syllabi from a sample of America’s schools of education. In F. M. Hess, A. J. Rotherham, & K. Walsh (Eds.), A qualified teacher in every classroom? Appraising old answers and new ideas (pp. 119–148). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Stoddard, J. D. (2010). The roles of epistemology and ideology in teachers’ pedagogy with historical ‘media’. Teachers and Teaching, 16(1), 153–171. doi:10.1080/13540600903475694
   Web of Science ®Google Scholar
• Trouillot, M. R. (1995). Silencing the past: Power and the production of history. Boston, MA: Beacon Press.
   Google Scholar
• 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. doi:10.1007/s10648-007-9056-1
   Web of Science ®Google Scholar
• Vansledright, B. A. (2014). Assessing historical thinking and understanding: Innovative designs for new standards. New York, NY: Routledge.
   Google Scholar
• Wang, A. (2017, May 4). Donald Trump says he’s a big fan of history. But he doesn’t seem to trust historians. Washington Post. Retrieved from https://www.washingtonpost.com/news/the-fix/wp/2017/05/04/donald-trump-says-hes-a-fan-of-history-but-he-doesnt-seem-to-trust-historians/?tid=sm_fb&utm_term=.8753ad8116af
   Google Scholar
• Weissert, W. (2017, May 15). School vouchers may be back from the dead. Denton Record Chronicle. Retrieved from http://www.dentonrc.com/news/texas-legislature/2017/05/15/school-vouchers-may-back-dead
   Google Scholar
• Wemple, E. (2016, December 1). CNN commentator Scottie Nell Hughes: Facts no longer exist. Washington Post. Retrieved from https://www.washingtonpost.com/blogs/erik-wemple/wp/2016/12/01/cnn-commentator-scottie-nell-hughes-facts-no-longer-exist/?utm_term=.8c899cb1cf33
   Google Scholar
• Westhoff, L. M., & Polman, J. L. (2007). Developing preservice teachers’ pedagogical content knowledge about historical thinking. International Journal of Social Education, 22(2), 1–28.
   Google Scholar
• Will, G. (2017, May 3). Trump has a dangerous disability. Washington Post. Retrieved from https://www.washingtonpost.com/opinions/trump-has-a-dangerous-disability/2017/05/03/56ca6118-2f6b-11e7-9534-00e4656c22aa_story.html?hpid=hp_no-name_opinion-card-c%3Ahomepage%2Fstory&utm_term=.001658bff349
   Google Scholar
• Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
   Google Scholar
• Wineburg, S. S. (2010). Historical thinking and other unnatural acts. Kappan, 92(4), 81–94. doi:10.1177/003172171009200420
   Google Scholar
• Woitte, S., & Prochner, L. (2015). The history of early childhood education affects everything: Preservice early childhood teachers’ connection to educational history. Early Childhood Education, 43(1), 27–30.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 69–91. doi:10.1080/1361332052000341006
   Google Scholar
• Zeichner, K. (2009). Teacher education and the struggle for social justice. New York, NY: Routledge.
   Google Scholar
• Zeichner, K. (2017, May). Democratic education, race, and the classroom: Content and pedagogy in a diverse society. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.
   Google Scholar
• Zimmerman, J., & Robinson, E. (2017). The case for contention: Teaching controversial issues in American schools. Chicago, IL: University of Chicago Press.
   Google Scholar