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

References

Abs, H. J. (2013). Die Vermessung des guten Burgers: Zur empirischen (De-)konstruk- tion eines Ideals [The Good Citizen. Empirical (De-)Constructions of an Ideal]. Zeitschrift fur Soziologie der Erziehung und Sozialisation, 33, 267-282.

Abu-Saad, I. (2006). State Educational Policy and Curriculum: The Case of Palestinian Arabs in Israel. International Educational Journal, 7, 709-720.

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

Barton, K. C., & Levstik, L. S. (2003). Why Don’t More History Teachers Engage Students in Interpretation? Social Education, 67(6), 358-361.

Berger, S. (Ed.). (2007). Writing the Nation: Towards Global Perspectives. Houndmills: Palgrave Macmillan.

Berger, S., & Lorenz, C. (2004). The Contested Nation: Ethnicity, Class, Religion and Gender in National Histories. Houndmills: Palgrave Macmillan.

Berger, S., & Lorenz, C. (2008). Nationalizing the Past. Historians as Nation Builders in Modern Europe. Houndmills: Palgrave Macmillan.

Brauch, N. (2011). Fostering Competencies of Historical Reasoning based on Cognitive Activating Tasks in Schoolbooks? Considerations Towards a Conceptual Change from Text to Task Books in History Learning Environments. In E. Matthes & S. Schutze (Eds.), Aufgaben im Schulbuch [Textbook Assignments] (pp. 237-253). Bad Heilbrunn: Klinkhardt.

Brauch, N. (2015). Studienbuch geschichtsdidaktik [Course Book of History Didactics]. Munich: De Gruyter.

Brauch, N., Logtenberg, A., & Nuckles, M. (2012). Stop being a Textbook-Slave! Conceptual Change in Epistemological Beliefs of Future History Teachers. Paper presented at the EARLI SIG meeting Conceptual Change, Trier, September 1, 2012.

Brauch, N., Waschle, K., Lehmann, T., Logtenberg, A., & Nuckles, M. (2015). Das Lernergebnis im Visier: Theoretische Fundierung eines fachdidaktischen Kompetenzstrukturmodells, “Kompetenz zur Entwicklung und Bewertung von Aufgaben in Geschichte” [Investigating Learning Results. Theoretical Foundations of the Structural Model “Competencies of Developing and Evaluating Assignments in History Education”]. In B. Koch-Priewe, A. Koker, J. Seifried, & E. Wuttke (Eds.), Kompetenzerwerb an Hochschulen: Modellierung und Messung: Zur Professionalisierung angehender Lehrerinnen und Lehrer sowie fruhpadagogischer Fachkrafte [Competencies Acquisition at Universities. Modelling and Measuring. On the Professionalization of Future Teachers and Pre-School Educators] (pp. 81-105). Bad Heilbrunn: Klinkhardt.

Brauch, N., Waschle, K., Logtenberg, A., Steinle, F., Kury, S., Frenz, F., et al. (2014). Studien zur Modellierung und Erfassung geschichtsdidaktischen Wissens kunftiger Gymnasial-Lehrkrafte [Studies on Formation and Acquisition of Future History Teachers’ Knowledge of History Didactics]. Zeitschrift fur Geschichtsdidaktik, 13, 50-64.

Carretero, M. (2011). Constructing Patriotism. Teaching History and Memories in Global Worlds. Charlotte, NC: Information Age Publishing.

Chapman, A. (2003). Camels, Diamonds and Counterfactuals: A Model for Teaching Causal Reasoning. Teaching History, 112, 46-53.

Chapman, A. (2015). Discussant presentation of the Symposium Mind the Gap! Defining Effective Pedagogy for Fostering Domain-Specific Reasoning in History, organized by K. Van Nieuwenhuyse and G. Stoel at the Biannual Conference of the European Association for Research on Learning and Instruction, Limassol (Cyprus) on August 29, 2015.

Christodoulou, N. (2014). Oral History and Living Memory in Cyprus: Performance and Curricular Considerations. Transnational Curriculum Inquiry, 11, 30-42.

Clark, A. (2004). Whose History? Teaching Australia’s Contested Past. Journal of Curriculum Studies, 36, 533-541.

Clark, A. (2009). Teaching the Nation’s Story: Comparing Public Debates and Classroom Perspectives on History Education in Australia and Canada. Journal of Curriculum Studies, 41, 745-762.

Clark, P. (2011). New Possibilities for the Past: Shaping History Education in Canada. In A. Sears & I. Wright (Eds.), Challenges and Prospects for Canadian Social Studies (pp. 17-37). Vancouver: UBC Press.

Counsell, C. (2011). Disciplinary Knowledge for All. The Secondary History Curriculum and History Teachers’ Achievement. Curriculum Journal, 22, 201-225.

Department for Education (Eds.). (2013). History Programmes of Study: Key Stage 3. National Curriculum in England. In National Curriculum. Schools: Statutory Guidance and School and College Qualifications and Curriculum, September 11, 2013.

Doppen, F. H., & Yeager, E. A. (1998). National versus State Curriculum Standards for History in the United States. Where Will the Debate Lead Us? The Curriculum Journal, 9(2), 165-175.

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

Erdmann, E., & Hasberg, W. (Eds.). (2011). Facing, Mapping and Diversity: About History Education in European Countries (2 vols). Schwalbach/Ts: Wochenschau.

Erdmann, E., & Hasberg, W. (Eds.). (2015). History Teacher Education. Global Interrelations. Schwalbach/Ts: Wochenschau.

Goldberg, T. (2013). “It’s in My Veins”: Identity and Disciplinary Practice in Students’ Discussions of a Historical Issue. Theory and Research in Social Education, 41, 33-36.

Goldberg, T., & Gerwin, D. (2013). Israeli History Curriculum and the Conservative- Liberal Pendulum. International Journal of Historical Learning Teaching and Research, 11, 111-124.

Grever, M., & Stuurman, S. (2007). Beyond the Canon,. History for the Twenty-First Century. Basingstoke: Palgrave Macmillan.

Gruyver, R. (2013). Landmarks with Questions: England’s School History Wars 1967-2010 and 2010-2013. International Journal of Historical Learning Teaching and Research, 11, 59-86.

Havekes, H., Arno-Coppen, P., & Van Boxtel, C. (2012). Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning Teaching and Research, 11(1), 72-93.

Handro, S., & Schonemann, B. (Eds.). (2004). Geschichtsdidaktische Lehrplanforschung. Methoden-Analysen-Perspektiven [Curriculum Research in History Didactics. Methods-Analysis-Perspectives]. Munster: Lit-Verlag.

Hoskins, B., Abs, H., Han, C., Kerr, D., & Veugelers, W. (2012). Contextual Analysis Report: Participatory Citizenship in the European Union. Institute of Education. Commissioned by the European Commission, Europe for Citizens Programme, submitted May 10, 2012, Brussels.

Jeismann, K.-E. (1977). Didaktik der Geschichte. Die Wissenschaft von Zustand, Funktion und Veranderung geschichtlicher Vorstellungen im Selbstverstandnis der Gegenwart [History Didactics. The Science of the State, Function and Change of Historical Images from Present Perspectives]. In E. Kosthorst (Ed.), Geschichtswissenschaft. Didaktik-Forschung-Theorie [History Sciences. DidacticsResearchTheory] (pp. 9-33). Gottingen: Vandenhoeck & Ruprecht.

Kan, F. (2010). The Functions of Hong Kong’s Chinese History, from Colonialism to Decolonization. Journal of Curriculum Studies, 42, 263-278.

Korber, A., Schreiber, W., & Schoner, A. (Eds.). (2007). Kompetenzen historischen Denkens. Ein Strukturmodell als Beitrag zur Kompetenzorientierung in der Geschichtsdidaktik (= Kompetenzen: GrundlagenEntwicklung—Forderung 2) [Competencies of Historical Thinking. A Structural Model as a Contribution to Competence-Oriented History Didactics]. Neuried: Ars Una.

Kunzli, R. (1999). Lehrplanarbeit-Steuerung von Schule und Unterricht. In R. Kunzli, K. Bahr, A.-V. Fries, G. Gianni, M. Rosenmund, & G. Seliner (Eds.), Lehrplanarbeit uber den Nutzen von Lehrpldnen fur die Schule und ihre Entwicklung [Research on the Curricula’s Value for Schools and Their Development] (pp. 11-30). Chur/Zurich: Ruegger.

Leinhardt, G., & Ravi, A. M. (2008). Changing Historical Conceptions of History. In S. Vosniadou (Ed.), International Handbook on R.esearch on Conceptual Change (pp. 328-341). London: Routledge.

Levesque, S. (2008). Thinking Historically: Educating Students for the Twenty-First Century. Toronto: University of Toronto Press.

Lopez, C., Carretero, M., & Rodriguez-Moneo, M. (2014). Telling a National Narrative That’s not Your Own. Does It Hinder History Consumption? Culture & Psychology, 20, 547-571.

Magdefrau, J., & Michler, A. (2012). Individualisierende Lernaufgaben im Geschichtsunterricht. Eine empirische Untersuchung zur Rolle von Schulbuchaufgaben und Eigenkonstruktionen der Lehrkrafte [Individualizing Learning Assignments in History Lessons. An Empirical Study on the Role of Textbook Assignments and Independent Teacher Assignments]. Zeitschrift fur Geschichtsdidaktik, 11, 208-232.

McRoberts, K. (1997). Misconceiving Canada: The Struggle for National Unity. Oxford: Oxford University Press.

Ministerium fur Schule und Weiterbildung des Landes Nordrhein-Westfalen (Ed.). (2007). Kernlehrplan fur das Gymnasium—Sekundarstufe I (G) in Nordrhein- Westfalen. Geschichte [North Rhine-Westphalia Curriculum for History Education in Secondary Schools]. Frechen: Ritterbach Verlag. Retrieved from www.schulentwick- lung.nrw.de/lehrplaene/upload/lehrplaene_download/gymnasium_g8/gym8_ geschichte.pdf

Philippou, S. (2005). Constructing National and European Identities: The Case of Greek-Cypriot Pupils. Journal Educational Studies, 31, 293-315.

Philippou, S. (2009). What Makes Cyprus European?: Curricular Responses of Greek- Cypriot Civic Education to “Europe”. Journal ofCurriculum Studies, 41, 199-223.

Piattoeva, N. (2009). Citizenship and Nationality in Changing Europe: A Comparative Study of the Aims of Citizenship Education in Russian and Finnish National Education Policy Texts. Journal of Curriculum Studies, 41, 723-744.

Pingel, F. (2006). Reform or Conform: German Reunification and Its Consequences for History Schoolbooks and Curricula. In J. Nicholas (Ed.), School History Textbooks Across Cultures: International Debates and Perspectives. Oxford Studies in Comparative Education (Vol. 15, pp. 61-83). Oxford: Springer.

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

Rusen, J. (2013). Historik. Theorie der Geschichtswissenschaft [Theory of the Science of History]. Cologne/Weimar/Vienna: Bohlau.

Rutten, K., Mottart, A., & Soetaert, R. (2010). The Rhetorical Construction of the Nation in Education: The Case of Flanders. Journal of Curriculum Studies, 42, 775-790.

Sandwell, R. (Ed.). (2006). To the Past: History Education, Public Memory and Citizenship in Canada. Toronto: University of Toronto Press.

Schonemann, B. (2004). Richtlinien und Lehrplane in der Geschichtslehrerbildung [Standards and Curricula in History Teacher Education]. In S. Handro & B. Schonemann (Eds.), GeschichtsdidaktischeLehrplanforschung. Methoden-Analysen- Perspektiven [Curriculum Research from History Didactic Perspectives. MethodsAnalysesPerspectives] (pp. 16-30). Lit-Verlag: Munster.

Sears, A. (2011). Historical Thinking and Citizenship Education: It Is Time to End the War. In P. Clark (Ed.), New Possibilities for the Past: Shaping History Education in Canada (pp. 344-364). Vancouver, BC: UBC Press.

Seixas, P. (Ed.). (2004). Theorizing Historical Consciousness. Toronto: University of Toronto Press.

Seixas, P. (2009). National History and Beyond. An Introduction. JournalofCurriculum Studies, 41, 719-722.

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

Sheehan, M. (2010). The Place of “New Zealand” in the New Zealand History Curriculum. Journal of Curriculum Studies, 42, 671-691.

Stoel, G. L., Van Drie, J. P., & Van Boxtel, C. (2015). Teaching Towards Historical Expertise. Developing a Pedagogy for Fostering Causal Reasoning in History. Journal of Curriculum Studies, 47, 49-76.

Taylor, T. (2013). Scarcely an Immaculate Conception: New Professionalism Encounters Old Politics in the Formation of the Australian National History Curriculum. International Journal of Historical Learning Teaching and Research, 11, 11-20.

Taylor, T., & Collins, S. (2012). The Politics Are Personal: “The Australian” vs the Australian Curriculum in History. Curriculum Journal, 23, 531-552.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) (Eds.). (2014). The Australian Curriculum. Humanities and Social Sciences—History. Version 6.0 dated 18 February.

Tutiaux-Guillon, N. (2014). History Didactics in France. Research and Professional Issues. In M. Koster, H. Thunemann, & M. Zulsdorf-Kersting (Eds.), Researching History Education. International Perspectives and Disciplinary Traditions (pp. 218-236). Schwalbach/Ts: Wochenschau Verlag.

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. (2008). Narratives of Nation-state, Historical Knowledge, and School History Education. R.eview ofResearch in Education, 32(1), 109-146.

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

Von Borries, B. (2008). Historisch Denken Lernen—Kardinaler Weltzugang oder epoch- aler Uberblick? Geschichte als Unterrichtsfach und Bildungsaufgabe [Learning Historical Thinking—A Main Approach to the World or a Historical Overview? History as both School Subject and Educational Task]. Barbara Budrich.

Waschle, K., Lehmann, T., Brauch, N., & Nuckles, M. (2015). Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks. Peabody Journal ofEducation, 90, 546-559.

Wilschut, A. (2010). History at the Mercy of Politicians and Ideologies: Germany, England and the Netherlands in the 19th and 20th Century. Journal of Curriculum Studies, 42, 693-723.

Wineburg, S., & Reisman, A. (2014). Research on Historical Understanding. A Brief Glimpse from American Shores. In M. Koster, H. Thunemann, & M. Zulsdorf- Kersting (Eds.), R.esearching History Education. International Perspectives and Disciplinary Traditions (pp. 218-236). Schwalbach/Ts: Wochenschau Verlag.

 
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