Making sense of “best practice” in teaching history

Theory and Research in Social Education

Volumn 29, Issue 4, 2001, Pages 672-695

  Hartzler Miller, Cynthia ^a  

^a TOWSON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84995555818     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.2001.10505961     Document Type: Article

References (60)

1. Bain, R. B. (1995, February 22). The world history standards: A teacher's perspective. Education Week [Online serial]. Available: http://www.edweek.org/ew/1995/ 22bain.hl4.
2. Ball, D. L., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice based theory of professional education. In G. Sykes & L. Darling-Hammond(Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
3. Barton, K. C. (1996). Everybody knows what history is. Theory and Research in Social Education. 24, 402-403.
4. Barton, K. C., & Levstik, L. S. (1998). "It wasn't a good part of history:" National identity and students' explanations of historical significance. Teachers College Record, 99(3), 478-513.
5. Bender, T. (1986). Wholes and parts: The need for synthesis in American history. Journal of American History 73, 120-136.
6. Bogdan, R., & Biklin, S. (1982). Qualitative research for education: An introduction to theories and methods. Boston: Allyn and Bacon.
7. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
8. Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-8.
9. Craig, G. (1989). Why study history? Three historians respond. In P. Gagnon (Ed.) Historical literacy: The case for history in American education (pp. 114-118). New York: Macmillan Publishing Company.
10. Downey, M. T., & Levstik, L. S (1991). Teaching and learning in history. In Shaver (Ed.), Handbook of Research on Teaching and Learning Social Studies (pp. 400-410). New York: Macmillan Publishing Company.
11. Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents' perspectives on U.S. history. Curriculum Inquiry, 28, 397-423.
12. Fehn, B., & Koeppen, K. E. (1998). Intensive document-based instruction in a social studies methods course and student teachers' attitudes and practice in subsequent field experiences. Theory and Research in Social Education, 26, 461-484.
13. Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.
14. Gabella, M. S. (1994). Beyond the looking glass: Bringing students into the conversation of historical inquiry. Theory and Research in Social Education, 22, 340-363.
15. Gagnon, P. (1988, November). Why study history? Atlantic Monthly, 43-66.
16. Goodman, J. & Adler, S. (1985). Becoming an elementary social studies teacher: A study of perspectives. Theory and Research in Social Education, 13, 1-20.
17. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
18. Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation. San Francisco: Jossey-Bass.
19. Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. London: Tavistock.
20. Harlan, D. (1989). Intellectual history and the return of literature. American Historical Review, 94, 581-609.
21. Hartzler-Miller, C. (2000). Historical knowledge for beginning teaching. (Doctoral dissertation, Michigan State University, East Lansing, MI).
22. Hawley, W., & Valli, L. (1999). The essentials of effective professional development. In L. Darling-Hammond & G. Sykes (Eds). Teaching as the learning profession: Handbook of policy and practice, (pp. 292-312). San Francisco: Jossey-Bass.
23. Holt, T. (1990). Thinking historically: Narrative, imagination and understanding. New York: College Entrance Examination Board.
24. Kammen, M. (1989). Why study history? Three historians respond. In P. Gagnon (Ed.) Historical literacy: The case for history in American education (pp. 111-114). New York: Macmillan Publishing Company.
25. Kobrin, D. (1996). Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, NH: Heinemann.
26. Lee, O, & Yarger, S. J. (1996). Modes of inquiry on research in teacher education. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 14-37). New York: Simon & Schuster Macmillan.
27. Lee, P. J. (1984). Why learn history? In A. K. Dickinson, P. J. Lee & P. J. Rogers (Eds.), Learning history (pp. 1-19). London: Heinemann Educational Books.
28. Levstik, L. S., (1996). Negotiating the history landscape. Theory and Research in Social Education, 24, 393-397.
29. Levstik, L. S., & Barton, K. (1994). "Back when God was around and everything:" Elementary children's understanding of historical time. Paper presented at the annual meeting of the American Educational Research Association, New York.
30. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
31. McDiarmid, W. G., & Vinten-Johansen, P. (1993). The teaching and learning of history: From the inside out. East Lansing, MI: National Center for Research on Teacher Learning.
32. McKeown, M. G., & Beck, I. L. (1994). Making sense of accounts of history: Why young students don't and how they might. In G. Leinhardt, I.L. Beck, & C. Stainton (Eds). Teaching and learning in history (pp. 1-26). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers
33. National Center for History in the Schools. (1996). National standards for history. Los Angeles, CA: Author.
34. National Council for History Education (1997). Building a world history curriculum. Westlake, OH: Author.
35. Novick, P. (1988). That noble dream: The "objectivity question" and the American historical profession. Cambridge, UK: Cambridge University Press.
36. Rogers, P. J. (1984). Why teach history? In A.K. Dickinson, P.J. Lee & P.J. Rogers (Eds.) Learning history (pp. 20-38). London: Heinemann.
37. Rose, S. L. (1999). Understanding children's historical sense-making: A view from the classroom. (Doctoral dissertation, Michigan State University, East Lansing, MI).
38. Rosenau, P. M. (1992). Post-modernism and the social sciences: Insights, inroads and intrusions. Princeton, New Jersey: Princeton University Press.
39. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
40. Segall, A. (1999). Critical history: Implications for history/social studies education. Theory and Research in Social Education 21, 358-374.
41. Seixas, P. (1993a). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23, 301-327.
42. Seixas, P. (1993b). Parallel crises: History and the social studies curriculum in the USA. Journal of Curriculum Studies, 25, 235-250.
43. Seixas, P. (1994). Students' understanding of historical significance. Theory and Research in Social Education, 22, 281-304.
44. Seixas, P. (1998). Student-teachers thinking historically. Theory and Research in Social Education 26, 310-341.
45. Shemilt, D. (1987). Adolescent ideas about evidence and methodology in history. In C. Portal (Ed.), The history curriculum for teachers (pp. 39-61). London: Falmer.
46. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57(1), 1-22.
47. Stanley, W. B. (1991). Teacher competence for social studies. In Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 249-262). New York: Macmillan.
48. Tabachnick, B. R., & Zeichner, K. M. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 28-36.
49. Teaching American history. (Winter, 1988). American Scholar, 91-106.
50. Thomas, G, Wineburg, S., Grossman, P, Myhre, O., & Woolworth, S. (1998). In the company of colleagues: An interim report on the development of a community of teacher learners. Teaching and Teacher Education. 15(1), 21-32.
51. Ulrich, L. T. (1990). A midwife's tale: The life of Martha Ballard based on her diary, 1785-1812. New York: Knopf.
52. Van Sledright, B. A. (1996). Closing the gap between school and disciplinary history? Historian as high school history teacher. In J. Brophy (Ed.), Advances in Research on Teaching: Teaching and Learning History, Vol. 6 (pp. 257-289). Greenwich, Connecticut: Jai Press.
53. VanSledright, B. A. (1999). On the importance of historical positionality to thinking about and teaching history. International journal of Social Education, 12(2), 1-18.
54. Weinstein, C.A. (1990). Prospective elementary teachers' beliefs about teaching: Implications for teacher education. Teaching and Teacher Education, 6, 279-290.
55. Whelan, M. (1997). The historical subject matter that ultimately matters most. Theory and Research in Social Education, 25, 506-509.
56. Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). "150 different ways" of knowing: Representations of knowing in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.
57. Wilson, S. M., & Wineburg, S. S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record, 89, 525-539.
58. Wineburg, S.S. (1996). The psychology of learning and teaching history. In D C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 423-437). New York: Simon and Schuster Macmillan.
59. Yeager, E. A. & Davis, Jr., O. L. (1995). Teaching the "knowing how" of history: Classroom teachers' thinking about historical texts. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
60. Yeager, E. A. & Wilson, E. K. (1997). Teaching historical thinking in the social studies methods course: A case study. The Social Studies, 121-126.