Rounding up unusual suspects: Facing the authority hidden in the history classroom

Teachers College Record

Volumn 108, Issue 10, 2006, Pages 2080-2114

  Bain, Robert B ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748774911     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: 10.1111/j.1467-9620.2006.00775.x     Document Type: Article

References (86)

1. Anyon, Jean. 1979. Ideology and the United States History Textbooks. Harvard Educational Review 43, 361-85.
2. Anyon, Jean. 1981. Social Class and School Knowledge. Curriculum Inquiry 11 no. 1: 3-34.
3. Apple, Michael W. and Linda K. Christian-Smith eds. 1991. The Politics of the Textbook. New York: Routledge.
4. Armbruster, B. B., and T. H. Anderson. 1984. "Producing 'Considerate' Expository Text: Or Easy Reading Is Damned Hard Writing." Urbana: University of Illinois, Center for the Study of Reading.
5. Bain, Robert B. 1997. Building an Essential World History Tool: Teaching Comparative History. In Teaching WorldHistory: A Resource Book, edited by Heidi Roup, 29-33. New York: M. E. Sharpe.
6. Bain, Robert B. 2000. Into the Breach: Using Research and Theory to Shape History Instruction. In Knowing, Teaching & Learning History: National and International Perspectives, edited by Peter Stearns, Peter Seixas, and Samuel Wineburg, 331-53. New York: New York University Press.
7. Bain, Robert B. 2003. The Most Important 'Stuff I Packed When I Moved from Teaching High School to Teaching College. National Teaching and Learning Forum 12 no. 5: 5-7.
8. Bain, Robert B. 2005. 'They Thought the World Was Flat?' HPL Principles in Teaching High School History. In How Students Learn: History, Math, and Science in the Classroom, edited by John Bransford and Suzanne Donovan, 179-214. Washington, DC: National Academies Press.
9. Bain, Robert B. 2002. Web-Supported World History Course. In Computing in the Social Sciences and Humanities, edited by Orville Vernon Burton. Urbana: University of Illinois Press.
10. Baker, Carolyn D., and Peter. Freebody. 1989. Talk around Text: Constructions of Textual and Teacher Authority. In language, Authority, and Criticism: Readings on the School Textbook, edited by Suzanne DeCastell, Allan Luke, and Carmen Luke, 263-84. London and New York: Falmer Press.
11. Beck, Isabel L., and Margaret G. McKeown. 2001. Inviting Students into the Pursuit of Meaning. Educational Psychology Review 13 no. 3: 225-41.
12. Beck, Isabel L., and Margaret G. McKeown. 1994. Outcomes of History Instruction: Paste-up Accounts. In Cognitive and Institutional Processes in History and the Social Sciences, edited by Mario Carretero and James F. Voss, 237-56. Hillsdale, NJ: Lawrence Erlbaum Associates.
13. Beck, Isabel L., and Margaret G. McKeown. 2002. Questioning the Author: Making Sense of Social Studies. Educational Leadership 60 no. 3: 44-47.
14. Bloch, Marc. 1967. The Historian's Craft. Translated by Peter Putnam. Manchester, UK: Manchester University Press.
15. Brown, Richard H. 1996. Learning How to Learn: The Amherst Project and History Education in the Schools. The Social Studies 87 no. 6: 267.
16. Bruner, Jerome S. 1990. Acts of Meaning, The Jerusalem-Harvard Lectures. Cambridge, MA: Harvard University Press.
17. Carlson, Dennis. 1989. Legitimation and Delegitimation: American History Textbooks and the Cold War. In Language, Authority, and Criticism: Readings on the School Textbook, edited by Suzanne De Castell, Allan Luke, and Carmen Luke, 46-55. London and New York: Falmer Press.
18. Carr, E. H. 1964. What Is History? New York: Penguin.
19. Mario Carretero, and James F. Voss eds. 1994. Cognitive and Instructional Processes in History and the Social Sciences. Hillsdale, NJ: Erlbaum.
20. Cole, Michael. 1996. Cultural Psychology: A Once and Future Discipline. Cambridge, MA: Belknap Press.
21. Collingwood, R. G. 1946. The Idea of History. Oxford: Clarendon Press.
22. Crismore, Avon. 1984. The Rhetoric of Textbooks: Metadiscourse. Journal of Curriculum Studies 16, 279-93.
23. Crismore, Avon. 1989. Rhetorical Form, Selection and Use of Textbooks. In Language, Authority, and Criticism: Readings on the School Textbook, edited by Suzanne De astell, Allan Luke, and Carmen Luke, 133-52. London and New York: Falmer Press.
24. Cronon, William. 1992. A Place for Stories: Nature, History and Narrative. Journal of American History 78 no. 4: 1347-76.
25. Davidson, James West, and Lytle Mark Hamilton. 1992. After the Fact: The Art of Historical Detection. New York: McGraw-Hill.
26. De Castell, Suzanne, Allan Luke, and Carmen Luke. 1989. Language, Authority, and Criticism: Readings an the School Textbook. London and New York: Falmer Press.
27. Denzin, Norman K., and Yvonna S. Lincoln. 1998. Strategies of Qualitative Inquiry. Thousand Oaks, CA: Sage Publications.
28. Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. 1995. Writing Ethnographic Fieldnotes: Chicago Guides to Writing, Editing, and Publishing. Chicago: University of Chicago Press.
29. Epstein, Terrie L. 1994. America Revised' Revisited: Adolescents' Attitudes Towards a United States History Textbook. Social Education 58 no. 1: 41-44.
30. Farah, Mounir A., and Karls Andrea Berens. 1995. World History: The Human Experience. New York: Glencoe.
31. Filene, Peter. 1993. Narrating Progressivism: Unitarians v. Pluralists v. Students. The Journal of American History 79 no. 4: 1546-62.
32. Finnegan, R. 1996. Using Documents. In Data Collection and Analysis, edited by R. Sapsford and V. Jupp, 138-52. Thousand Oaks, CA: Sage Publications.
33. Fischer, David Hackett. 1970. Historians' Fallacies: Toward a Logic of Historical Thought. New York: Harper & Row.
34. Fitzgerald, Frances. 1979. America Revised: History Schoolbook in the Twentieth Century (1st ed). Boston: Little, Brown.
35. Glaser, Barney G., and Anselm L. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.
36. Goffman, Erving. 1981. Forms of Talk, University of Pennsylvania Publications in Conduct and Communication. Philadelphia: University of Pennsylvania Press.
37. Goffman, Erving. 1974. Frame Analysis: An Essay on the Organization of Experience, Cambridge, MA: Harvard University Press.
38. Goffman, Erving. 1967. Interaction Ritual: Essays on Face-to-Face Behavior. New York: Pantheon Books.
39. Gudmundsdottir, Sigrun. 1995. The Narrative Nature of Pedagogical Content Knowledge. In Narrative in Teaching, Learning, and Research, edited by Hunter McEwan and Kieran Egan, 24-38. New York: Teachers College Press.
40. G. Stanley Hall ed. 1883. Methods of Teaching History. Boston: Ginn Heath & Co.
41. Hexter, J. H. 1971. The History Primer. New York: Basic Books.
42. Hobsbawm, Eric. 1997. Identity History Is Not Enough. In On History, edited by Eric Hobsbawm, 266-77. New York: New Press.
43. Holt, Thomas. 1995. Reconstruction in United States Textbooks. The Journal of American History 81 no. 4: 1641-51.
44. Holt, Thomas C., and Dennie Wolf, and National Center for Cross Disciplinary Teaching & Learning. 1995. Thinking Historically: Narrative, Imagination, and Understanding: The Thinking Series. New York: College Entrance Examination Board.
45. Kozulin, Alex. 1998. Psychological Tools: A Sociocultural Approach to Education. Cambridge, MA: Harvard University Press.
46. Lampert, Magdalene. 2001. Teaching Problem and the Problems of Teaching. New Haven, CT: Yale University Press.
47. Lave, Jean, and Etienne. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Lee, Mimi. 2004. Re-Imagining the Textbook as a Secondary Source: Exploring the Possibilities in New Genres of Historical Writing to Promote Historical Inquiry." Paper presented at the World History: The Next Ten Years conference, Boston.
48. Lee, Peter J. 1984. Why Learn History? In learning History, edited by , A. K. Dickinson, P. J. Lee, and P. J. Rogers, 1-19. London: Heinemann Educational Books.
49. Gaea Leinhardt, Isabel L. Beck, and Catherine Stainton eds. 1994. Teaching and Learning in History. Hillsdale, NJ: Erlbaum.
50. Lowenthal, David. 1996. Possessed by the Past: The Heritage Crusade and the Spoils of History. New York: The Free Press.
51. Luke, Carmen, Suzanne De Castell, and Allan Luke. 1989. Beyond Criticism: The Authority of the School Textbook. In Language, Authority, and Criticism: Readings m the School Textbook, edited by Suzanne DeCastell, Allan Luke, and Carmen Luke, 245-60. London and New York: Falmer Press.
52. Mandelbaum, Maurice. 1977. The Anatomy of Historical Knowledge. Baltimore: Johns Hopkins University Press.
53. McEwan, Hunter. 1995. Narrative Understanding in the Study of Teaching. In Narrative in Teaching, Learning, and Research, edited by Hunter McEwan and Kieran Egan, 166-83. New York: Teachers College Press.
54. McEwan, Hunter, and Kieran Egan. 1995. Narrative in Teaching, Learning, and Research, Critical Issues in Curriculum. New York: Teachers College Press.
55. Merriam, Sharan B. 1998. Qualitative Research and Case Study Applications in Education (2nd ed). San Francisco: Jossey-Bass.
56. Mink, Louis O. Historical Understanding. Ithaca, NY: Cornell University Press, 1987.
57. Moreau, Joseph. 2003. Schoolbook Nation: Conflicts over American History Textbooks from the Civil War to the Present. Ann Arbor: University of Michigan Press.
58. O'Connor, M. C., and S. Michaels. 1996. Shifting Participant Frameworks: Orchestrating Thinking Practices in Group Discussion. In Discourse, Learning, and Schooling, edited by Deborah. Hicks. Cambridge: Cambridge University Press.
59. Olson, David R. 1989. On the Language and Authority of Textbooks. In Language, Authority, and Criticism: Readings on the School Textbook, edited by Suzanne De Castell, Allan Luke, and Carmen Luke, 233-43. London; New York: Falmer Press.
60. Olson, David R. 2003. Psychological Theory and Educational Reform: How School Remakes Mind and Society. Cambridge and New York: Cambridge University Press.
61. Olson, David R. The World on Paper: The Conceptual and Cognitive Implications of Writing and, Reading. Cambridge: Cambridge University Press, 1994.
62. Palinscar, A. S., and A. L. Brown. 1984. Reciprocal Teaching of Comprehension Monitoring Activities. Cognition and, Instruction 1, 117-75.
63. Paxton, Richard J. 1999. A Deafening Silence: History Textbooks and the Students Who Read Them. Review of Educational Research 69 no. 3: 315-39.
64. Paxton, Richard J. 2002. The Influence of Author Visibility on High School Students Solving a Historical Problem. Cognition and Instruction 20 no. 2: 197-248.
65. Ravitch, Diane. 2004. "A Consumer's Guide to High School History Textbook." Washington, DC: Thomas B. Ford ham Institute.
66. Ravitch, Diane. 2003. The Language Police: How Pressure Groups Restrict What Students Learn (1st ed). New York: Knopf.
67. Roberts, Geoffrey. 2001. The History and Narrative Reader. London and New York: Routledge.
68. Rogoff, Barbara. 1995. Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In Sociocultural Studies of Mind, edited by James V. Wertsch, Pablo del Râio, and Amelia Alvarez, 139-64. Cambridge and New York: Cambridge University Press.
69. Rusen, Jorn. 1989. The Development of Narrative Competence in Historical Learning: An Ontogenetic Hypothesis Concerning Moral Consciousness. History and Memory 1 no. 2: 35-59.
70. Seixas, Peter. 1994. Students' Understanding of Historical Significance. Theory and Research in Social Education 22, 281-304.
71. Shemilt, Denis. 1996. Review of 'Learning History in America: Schools, Cultures, and Politics.' History and Theory 35 no. 2: 252-75.
72. Shweder, Richard A. 1991. Thinking through Cultures: Expeditions in Cultural Psychology. Cambridge, MA: Harvard University Press.
73. Stanford, Michael. 1994. A Companion to the Study of History. Oxford: Blackwell.
74. Strauss, Anselm L., and Juliet M. Corbin. 1990. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
75. Strauss, Anselm L., and Juliet M. Corbin. 1997. Grounded Theory in Practice. Thousand Oaks, CA: Sage Publications.
76. Taylor, Charles. 1985. Philosophy and the Human Sciences. Cambridge: Cambridge University Press.
77. U.S. Department of Education. Office of Educational Research and Improvement. National Center for Education Statistics. 2002. The Nation's Report Card: U.S. History 2001. Vol. NCES 2002-483 by M.S. Lapp, W.S. Grigg, & B.S. -H. Tay-Lim. Washington, DC: U.S. Department of Education.
78. Valsiner, Jaan, and Renâe van der Veer. 2000. The Social Mind: Construction of the Idea. Cambridge: Cambridge University Press.
79. Vygotsky, Lev S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
80. Wells, C. Gordon. 1999. Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education, Learning in Doing. New York: Cambridge University Press.
81. Wertsch, James V. 1991. Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.
82. Wineburg, Samuel. 2001. Historical Thinking and Other Unnatural Acts: Charting the future of Teaching the Past. Philadelphia: Temple University Press.
83. Wineburg, Samuel. 1991. On the Reading of Historical Texts: Notes on the Breach between School and Academy. American Educational Research Journal 28 no. 3: 495-519.
84. Winks, R. W. 1969. The Historian as Detective: Essays on Evidence. New York: Harper and Row.
85. Wong, Sandra L. 1991. Evaluating the Content of Textbooks: Public Interests and Professional Authority. Sociology of Education 64 no. 1: 11-18.
86. Zimmerman, Jonathan. 2002. Whose America? Culture Wars in the Public Schools. Cambridge, MA: Harvard University Press.