Confronting history's interpretive paradox while teaching fifth graders to investigate the past

American Educational Research Journal

Volumn 39, Issue 4, 2002, Pages 1089-1115

  VanSledright, Bruce ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Historical thinking; History education; Teaching reforms

Indexed keywords

EID: 0037005307     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/000283120390041089     Document Type: Article

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