Menu
Home
Log in / Register
 
Home arrow History arrow Palgrave Handbook of Research in Historical Culture and Education
Source

References

Ashby, R. A., Lee, P. J., & Shemilt, D. (2005). Putting Principles into Practice: Teaching and Planning. In M. S. Donovan & J. D. Bransford (Eds.), How Students Learn: History, Mathematics, and Science in the Classroom (pp. 79-178). Washington, DC: National Academies Press.

Bain, R. B. (2005). “They Thought the World Was Flat?” Applying the Principles of How People Learn in Teaching High School History. In M. S. Donovan & J. D. Bransford (Eds.), How Students Learn: History, Mathematics, and Science in the Classroom (pp. 179-213). Washington, DC: National Academies Press.

Baron, C. (2012). Understanding Historical Thinking at Historic Sites. Journal of Educational Psychology, 104(3 ), 833-847.

Barton, K. C., & Levstick, L. S. (2004). Teaching History for the Common Good. Mahwah, NJ: Lawrence Erlbaum.

Bell, J. C., & McCollum, D. F. (1917). A Study of the Attainments of Pupils in United States History. Journal of Educational Psychology, 8(5), 257-274.

Bouck, E. C., Englert, C. S., Heutsche, A., & Okolo, C. M. (2008). Cognitive Apprenticeship into the Discipline: Helping Students with Disabilities Think and Act Like Historians. Learning Disabilities: A Contemporary Journal, 6(2), 21-40.

Braaksma, M., Van Drie, J., & Van Boxtel, C. (2015). Writing in History: Effects of Writing Instruction on Historical Reasoning and Text Quality. Journal of Writing Research, 7(1), 123-156. doi:10.17239/jowr-2015.07.01.06.

Britt, M. A., Perfetti, C. A., Van Dyke, J., & Gabrys, G. (2000). The Sourcer’s Apprentice: A Tool for Document-Supported History Instruction. In P. Stearns, P. Siexas, & S. Wineburg (Eds.), Knowing, Teaching, and Learning in History: National and International Perspectives (pp. 437-470). New York: NYU Press.

Britt, M. A., Rouet, J. F., Georgi, M. C., & Perfetti, C. A. (1994). Learning from History Texts: From Causal Analysis to Argument Models. In G. Leinhardt, I. L.

Beck, & C. Stainton (Eds.), Teaching and Learning in History (pp. 47-84). Hillsdale, NJ: Lawrence Erlbaum.

Collingwood, R. G. (1993). The Idea of History. Oxford: New York.

Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. New York: Routledge.

Davis, O. L., Yeager, E. A., & Foster, S. J. (Eds.). (2001). Historical Empathy and Perspective Taking in the Social Studies (pp. 21-50). Lanham, MD: Rowman and Littlefield.

De La Paz, S. (2005). Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms. Journal of Educational Psychology, 97, 139-156.

De La Paz, S., & Felton, M. (2010). Reading and Writing from Multiple Sources in History: Effects of Strategy Instruction. Contemporary Educational Psychology, 35, 174-192.

De La Paz, S., Ferretti, R., Wissinger, D., Yee, L., & MacArthur, C. (2012). Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing about Historical Controversies. Written Communication, 29(4), 412-454.

Draper, R. J., Broomhead, P., Jensen, A. P., Nokes, J. D., & Siebert, D. (Eds.). (2010). (Re)imagining Content-Area Literacy Instruction. New York: Teachers College Press.

Ercikan, K., & Seixas, P. (Eds.). (2015). New Directions in Assessing Historical Thinking. New York: Routledge.

Foster, S. J., Hoge, J. D., & Rosch, R. H. (1999). Thinking Aloud About History: Children’s and Adolescents’ Responses to Historical Photographs. Theory and Research in Social Education, 27(2), 178-214.

Foster, S. J., & Yeager, E. A. (1999). “You’ve Got to Put Together the Pieces”: English 12-Year-Olds Encounter and Learn from Historical Evidence. Journal ofCurriculum and Supervision, 14(4), 286. Retrieved from http://search.proquest.com/docview /196371949?accountid=4488

Gaddis, J. L. (2002). The Landscape of History: How Historians Map the Past. Oxford: London.

Gee, J. P. (1989). Literacy, Discourse, and Linguistics: Introduction. The Journal of Education, 171(1), 5-176.

Greene, S. (1993). The Role of Task in the Development of Academic Thinking Through Reading and Writing in a College History Course. Research in the Teaching of English, 27(1), 46-75.

Kress, G. (2000). Design and Transformation: New Theories of Meaning. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 153-161). New York: Routledge.

Lee, P. J. (2005). Putting Principles into Practice: Understanding History. In M. S. Donovan & J. D. Bransford (Eds.), How Students Learn: History, Mathematics, and Science in the Classroom (pp. 31-77). Washington, DC: National Academies Press.

Lee, P., & Ashby, R. (2001). Empathy, Perspective Taking, and Rational Understanding. In O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 21-50). Lanham, MD: Rowman and Littlefield.

Levstik, L. S. (2001). Crossing the Empty Spaces: Perspective Taking in New Zealand Adolescents’ Understanding of National History. In O. L. Davis Jr., E. A. Yeager, &

S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 69-98). Lanham, MD: Rowman and Littlefield.

Levstik, L. S., & Barton, K. C. (2015). Doing History: Investigating with Children in Elementary and Middle Schools. New York: Routledge.

Marcus, A. S., Paxton, R. J., & Meyerson, P. (2006). “The Reality of It All”: History Students Read the Movies. Theory and Research in Social Education, 34(4), 516-552.

Moje, E. B. (2008). Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change. Journal of Adolescent and Adult Literacy, 52, 96-107.

Monte-Sano, C. (2008). Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices. American Educational Research Journal, 45, 1045-1079.

Monte-Sano, C. (2010). Disciplinary Literacy in History: An Exploration ofthe Historical Nature of Adolescents’ Writing. Journal ofLearning Sciences, 19(4), 539-568.

Nokes, J. D. (2011). Recognizing and Addressing Barriers to Adolescents’ “Reading Like Historians”. The History Teacher, 44(3), 379-404.

Nokes, J. D. (2014). Elementary Students’ Roles and Epistemic Stances During Document- Based History Lessons. Theory and R.esearch in Social Education, 42(3), 375-413.

Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). Teaching High School Students to Use Heuristics While Reading Historical Texts. Journal of Educational Psychology, 99, 492-504.

Paxton, R. J. (1997). “Someone With Like a Life Wrote It”: The Effects of a Visible Author on High School History Students. Journal of Educational Psychology, 89, 235-250.

Reisman, A. (2012). Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools. Cognition and Instruction, 30(1), 86-112.

Romano, A. (2011). How Dumb Are We? Newsweek, 157(13/14), 56-60.

Rosenzweig, R. (2000). How Americans Use and Think About the Past: Implications from a National Survey for the Teaching of History. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, Teaching, and Learning History: National and International Perspectives (pp. 262-283). New York: New York University Press.

Rosenzweig, R., & Thelen, D. P. (1998). The Presence ofthe Past: Popular Uses ofHistory in American Life (Vol. 2). Columbia University Press.

Scardamalia, M., & Bereiter, C. (1987). Knowledge Telling and Knowledge Transforming in Written Composition. Advances in Psycholinguistics, 2, 142-175.

Seixas, P. (1993). Popular Film and Young People’s Understanding of the History of Native American-White Relations. The History Teacher, 26, 351-370.

Seixas, P., Gibson, L., & Ercikan, K. (2015). A Design Process for Assessing Historical Thinking: The Case of a One-Hour Test. In K. Ercikan & P. Seixas (Eds.), New Directions in Assessing Historical Thinking (pp. 233-245). New York: Routledge.

Seixas, P., & Morton, T. (2013). The Big Six Historical Thinking Concepts. Toronto: Nelson.

Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Educational Review, 78(1), 40-59.

Smith, M., & Breakstone, J. (2015). History Assessments of Thinking: An Investigation in Cognitive Validity. In K. Ercikan & P. Seixas (Eds.), New Directions in Assessing Historical Thinking (pp. 233-245). New York: Routledge.

Van Dijk, T. A., & Kintsch, W. (1983). StrategiesofDiscourse Comprehension. New York: Academic Press.

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.

VanSledright, B. (2002). In Search of America’s Past: Learning to Read History in Elementary School. New York: Teachers College Press.

VanSledright, B. (2014). Assessing Historical Thinking and Understanding: Innovative Designs for New Standards. New York: Routledge.

Wiley, J., & Voss, J. F. (1996). The Effects of ‘Playing Historian’ on Learning in History. Applied Cognitive Psychology, 10, 63-72.

Wiley, J., & Voss, J. F. (1999). Constructing Arguments from Multiple Sources: Tasks That Promote Understanding and Not Just Memory for Text. Journal ofEducational Research, 91, 301-311.

Wineburg, S. (1991). On the Reading of Historical Texts: Notes on the Breach Between School and Academy. American Educational Research Journal, 28, 495-519.

Wineburg, S. (1994). The Cognitive Representation of Historical Texts. In G. Leinhardt, I. Beck, & C. Stainton (Eds.), Teaching and Learning in History (pp. 85-135). Hillsdale, NJ: Erlbaum.

Wineburg, S. (1998). Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts. Cognitive Science, 22, 319-346.

Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press.

Wineburg, S. (2007). Forrest Gump and the Future of Teaching the Past. Phi Delta Kappan, 89(3), 168-177.

Young, K. M., & Leinhardt, G. (1998). Writing from Primary Documents. Written Communication, 15, 25-68.

 
Source
Found a mistake? Please highlight the word and press Shift + Enter  
< Prev   CONTENTS   Next >
 
Subjects
Accounting
Business & Finance
Communication
Computer Science
Economics
Education
Engineering
Environment
Geography
Health
History
Language & Literature
Law
Management
Marketing
Mathematics
Political science
Philosophy
Psychology
Religion
Sociology
Travel