Historical constructions: How social studies student teachers’ historical thinking is reflected in their writing of history

Theory and Research in Social Education

Volumn 26, Issue 2, 1998, Pages 173-197

  Bohan, Chara Haeussler ^a   Davis, O L ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1842481685     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.1998.10505843     Document Type: Article

References (33)

1. Alperovitz, G. (1965). Atomic diplomacy: Hiroshima and Potsdam. New York: Simon and Schuster.
2. Ashby, R. & Lee, P. (1996). Children's ideas about testing historical claims and of the status of historical accounts. Paper presented to the American Educational Research Association, New York, NY.
3. Barton, K. C. (1997). History-It can be elementary: An overview of elementary students’ understanding of history. Social Education, 61, 13-16.
4. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
5. Carr, D. (1986). Narrative and the real world: An argument for continuity. History and Theory, 25, 117-131.
6. Cronon, W. (1992). A place for stories: Nature, history, and narrative. The Journal of American History, 78, 1347-1376.
7. Davis, O. L., Jr. (1998, in press). Thinking in the school subjects: Toward improved teaching and learning. Journal of Curriculum and Supervision, 13.
8. Downey, M. T., & Levstik, L. S. (1991). Teaching and learning history. In J. P. Shaver (Ed.), Handbook of Research on Social Studies Teaching and Learning, A Project of the National Council for the Social Studies, (pp. 400-410). New York: MacMillan Publishing Co.
9. Flower, L. (1990). The role of task representation in reading-to-write. In L. Flower, V. Stem, J. Ackerman, P. Kantz, K. McCormick, & W. Peck. Reading to write: Exploring a cognitive and social process, (pp. 35-75). New York: Oxford University Press.
10. Giroux, H. (1988). Schooling and the struggle for public life. Minneapolis: University of Minnesota Press.
11. Goodman, J., & Adler, S. (1985). Becoming an elementary social studies teacher: a study of perspectives. Theory and Research in Social Education, 13, 1-20.
12. Graves, D. H. (1989). Investigate nonfiction. Portsmouth, N.H: Heinemann.
13. Graves, D. H. (1994). Afresh look at writing. Portsmouth, N.H: Heinemann.
14. Greene, S. (1994). Students as authors in the study of history. In G. Leinhardt, I.L. Beck, C., & Stainton, C. (Eds.), Teaching and Learning in History, (pp. 137-170). Hillsdale, N.J: Lawrence Erlbaum Assoc.
15. Levstik, L. S. (1996). Any history is always someone's history. Paper presented to the American Educational Research Association, New York, NY.
16. Levstik, L. S., & Pappas, C. C. (1987). Exploring the development of historical understanding. Journal of Research and Development in Education, 21, (1) 1-15.
17. Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views on learning. Educational Psychology, 29, 37-48.
18. Stahl, S. A., Hynd, C. R., Britton, B. K., McNish, M. M., & Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31, 430-456.
19. Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: An analysis of five academic subjects. American Educational Research Journal, 32, 227-249.
20. VanSledright, B. A. (1995). "I don't remember-The ideas are all jumbled in my head": 8th graders’ reconstructions of colonial American history. Journal of Curriculum and Supervision, 10, 317-345.
21. VanSledright, B. A. (1996). Reasons students give for studying American History. Paper presented to the American Educational Research Association, New York, NY.
22. VanSledright, B. A., & Brophy, J. (1992). Storytelling, imagination, and fanciful elaboration in children's historical reconstructions. American Educational Research Journal, 29, 837-859.
23. Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on Socially Shared Cognition, (pp. 85-100). Washington, D.C: American Psychological Association.
24. White, H. (1984). The question of narrative in contemporary historical theory. History and Theory, 23, 1-33.
25. White, H. (1987). The content of form: Narrative discourse and historical representation. Baltimore: Johns Hopkins University Press.
26. 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, 73-87.
27. Wineburg, S. S. (1991b). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
28. Wineburg, S. S. (1994). The cognitive representation of historical texts. In G. Leinhardt, I.L. Beck, & C. Stainton (Eds.), Teaching and Learning in History, (pp. 85-135). Hillsdale, N.J: Lawrence Erlbaum Assoc.
29. Wineburg, S. S., & Wilson, S. M. (1991). Subject-matter knowledge in the teaching of history. In J. Brophy (Ed.), Advances in Research on Teaching. (Vol. 2, pp. 305-347). Greenwich, Ct: JAI Press, Inc.
30. Woloshyn, V. E., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.
31. Yeager, E. A., & Davis, O. L., Jr. (1994). Understanding the knowing how of history: Elementary student teachers’ thinking about historical texts. Journal of Social Studies Research, 18, 2-9.
32. Yeager, E. A., & Davis, O. L., Jr. (1995). Between campus and classroom: Secondary student-teachers’ thinking about historical texts. Journal of Research and Development in Education, 29, 1-8.
33. Yeager, E. A., & Davis, O. L., Jr. (1995). Teaching the "knowing how" of history: Classroom teachers’ thinking about historical texts. Paper presented to the American Educational Research Association, San Francisco, CA.