Research on Teaching and Learning History: Selected References
Prepared by the Teaching History Special Interest Group
of the American Educational Research Association
Note: If you have recently published a research-based article on teaching and/or learning history, please send an APA-style reference for the article to Bruce VanSledright at bv14@umail.umd.edu. Do not indent or use hard returns in the email reference to facilitate their html coding. This site will be updated periodically with new submissions.
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Angvik, M., & von Borries, B. (Eds.) (1997). Youth and History: A comparative European survey on historical consciousness and political attitudes among adolescents. Vol. A: Description; Vol. B: Documentation. Hamburg: Edition Stiftung.
Ashby, R., & Lee, P. (1987). Children's concepts of empathy and understanding in history. In C. Portal (Ed.), The history of curriculum for teachers (pp. 62-87). Philadelphia: The Falmer Press.
Ashby, R., & Lee, P. (1987). Discussing the evidence. Teaching History, 48, 13-17.
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Barca, I. (1997). Adolescents' ideas about provisional historical explanation. In the Proceedings of From Misconceptions to Constructive Learning. Online paper available at: http://www2.ucsc.edu/mlrg/proc4mac/Barca-History.dp.sit.hqx
Barton, K. C. (in press). Using magic words to teach social studies. Social Studies and the Young Learner.
Barton, K. (1998, April). "You'd be wanting to know about the past": Social contexts of children's historical understanding in Northern Ireland and the United States. Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Barton, K. (1997). "Bossed around by the Queen": Elementary students' understanding of individuals and institutions in history. Journal of Curriculum and Supervision, 12, 290-314.
Barton, K. (1997). "I just kinda know": Elementary students' ideas about historical evidence. Theory and Research in Social Education, 24, 407-430.
Barton, K. (1996). Narrative simplifications in elementary students historical thinking. In J. Brophy (Ed.) Advances in research on teaching, Vol. 6 (pp. 51-84). Greenwich, CT: JAI Press.
Barton, K. (1995, April). My mom taught me: The situated nature of historical understanding. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Barton, K. (1994). Historical understanding among elementary children. Unpublished doctoral dissertation, University of Kentucky, Lexington.
Barton, K., & Levstik, L. (1996). Back when God was around and everything: Elementary students' understanding of historical time. American Educational Research Journal, 33, 419-454.
Beck, I. L., & McKeown, M. G. (1994). Outcomes of history instruction: Paste-up accounts. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 237-256). Hillsdale, NJ:Erlbaum.
Beck, I. L., & McKeown, M. G. (1991). Social studies texts are hard to understand: Mediating some of the difficulties. Language Arts, 68, 482490.
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Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26, 251-276.
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Bohan, C. H., & Davis, O. L., Jr., (1998). Historical constructions: How social studies student teachers' historical thinking is reflected in their writing of history. Theory and Research in Social Education, 26, 173-197.
Booth, M. (1987). Ages and concepts: A critique of the Piagetian approach to history teaching. In C. Portal (Ed.), The history curriculum for teachers (pp. 22-38). Philadelphia: Falmer.
Booth, M. (1994). Cognition in history: A British perspective. Educational Psychologist, 22, 61-69.
Booth, M. (1993). Students' historical thinking and the National History Curriculum in England. Theory and Research in Social Education, 21, 105-127.
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Britt, M. A., Rouet, J.-F., Georgi, M. C., & Perfetti, C. A. (1994). In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 47-84). Hillsdale, NJ: Erlbaum.
Brophy, J. (1992). Fifth-grade U.S. history: How one teacher arranged to focus on key ideas in depth. Theory and Research in Social Education, 20, 141-155.
Brophy, J. (1990). Teaching social studies for understanding and higherorder application. The Elementary School Journal, 90, 351417.
Brophy, J., & VanSledright, B.A. (1997). Teaching and learning history in elementary schools. New York: Teachers College Press.
Brophy, J., Van Sledright, B., & Bredin, N. (1993). What do entering fifth graders know about U.S. history? Journal of Social Studies Research, 16/17, 2-19.
Brophy, J., VanSledright, B. A., & Bredin, N. (1992). Fifth graders ideas about history expressed before and after their introduction to the subject. Theory and Research in Social Education, 20, 440489.
California State Board of Education (1988). Historysocial science framework for California public schools, kindergarten through grade twelve. Sacramento: California State Department of Education.
Carretero, M., Asensio, M., & Pozo, I. (1991). Cognitive development, historical time representation and causal explanations in adolescence. In M. Carretero, M. Pope, R. J. Simons, & J. I. Pozo (Eds.), Learning and instruction: European research in an international context (pp. 27-48). Pergamon.
Carretero, M., Asuncion, L.-M., & Jacott, L. (1997). Exploring historical events. International Journal of Educational Research, 27, 245-253.
Carretero, M., Jacott, L., Limón, M., Manjón, A. L., & León, J. A. (1994). Historical Knowledge: Cognitive and instructional implications. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and social sciences (pp. 357376). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cheney, L. V. (1987). American memory: A report on the humanities in the nations public schools. Washington, DC: National Endowment for the Humanities.
Cuban, L. (1991). History of teaching in social studies. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 197-209). New York: Macmillan.
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Dickinson, A. K., & Lee, P. J., & Rogers, P. (1984). Learning history. London: Heinemann.
Dickinson, A. K., & Lee, P. J. (1984). Making sense of history. In A. K. Dickinson, P. J. Lee, & P. J. Rogers (Eds.), Learning history (pp. 117153). London: Heinemann.
Dickinson, A. K., Lee, P. J. (1978). Understanding and research. In A. Dickinson & P. Lee (Eds.), History teaching and historical understanding (pp. 94-120). London: Heinemann.
Dickinson, J. (1993). Childrens perspectives on talk: Building a learning community. In K. M. Pierce & C. J. Gilles (Eds.), Cycles of meaning: Exploring the potential of talk in learning communities (pp. 99116). Portsmouth, NH: Heinemann.
Downey, M. (1994, April). After the dinosaurs: Elementary childrens chronological thinking. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Downey, M. (Ed.) (1985). History in the schools (Bulletin No. 74). Washington, DC: National Council for the Social Studies.
Downey, M. (Ed.), (1982). Teaching American history: New directions (Bulletin No. 67). Washington, DC: National Council for the Social Studies.
Downey, M., & Levstik, L. (1991). Teaching and learning history. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 400410). New York: Macmillan.
Downs, A. (1993). Breathing life into the past: The creation of history units using trade books. In M. O. Tunnell & R. Ammon (Eds.), The story of ourselves: Teaching history through childrens literature (pp. 137146). Portsmouth, NH: Heinemann.
Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. Chicago: University of Chicago Press.
Egan, K. (1983). Accumulating history. History and Theory, Belkeft 22, 6680.
Epstein, T. (1998). Deconstructing differences in African American and European American adolescents' perspectives on United States history. Curriculum Inquiry, 28, 397-423.
Epstein, T. (1997). Sociocultural approaches to young people's historical understanding. Social Education, 61, 28-31.
Epstein, T. (1994). The arts of history: An analysis of secondary school students interpretations of the arts in historical contexts. Journal of Curriculum and Supervision, 9, 174194.
Epstein, T. (1994). America revised revisited: Adolescents' attitudes toward a United States textbook. Social Education, 58, 41-44.
Epstein, T. (1994). Sometimes a shining moment: High school students representations of history through the arts. Social Education, 58, 136141.
Epstein, T. (1994). Tales from two textbooks: A comparison of the civil rights movement in two secondary history textbooks. The Social Studies, 85, 121126.
Epstein, T.. (1993). Why teach history to the young? In M. Tunnel & R. Ammon (Eds.), The story of ourselves: Teaching history through childrens literature (pp. 18). Portsmouth, NH: Heinemann.
Epstein, T. (1991). Equity in educational experiences and outcomes. OAH Magazine of History, 6, 3540.
Evans, R. (1994). Educational ideologies and the teaching of history. In G. Leinhardt, I. Beck, and C. Stainton (Eds.), Teaching and learning In history, (pp. 171-208). Hillsdale, NJ: Erlbaum.
Evans, R. (1989). Teacher conceptions of history. Theory and Research in Social Education, 17, 210-240.
Evans, R. W. (1988). Lessons from history: Teacher and student conceptions of the meaning of history. Theory and Research in Social Education, 16, 203225.
Fines, J., & Verrier, R. (1974). The drama of history: An experiment in cooperative teaching. London: New University Education.
Foster, S. J. (1999). Using historical empathy to excite students about the study of history. The Social Studies, 90, 18-24.
Foster, S.J. (1999). The struggle for American identity: Treatment of ethnic groups in U.S. history textbooks. History of Education, 28, 251-279.
Foster, S.J. (1998). Politics, parallels, and perennial curriculum questions: The battle over school history in England and the United States. The Curriculum Journal, 9, 153-164.
Foster, S.J. (1995). Engaging students in genuine historical research using 'personal studies'. Teaching and Change, 3, 25-37.
Foster, S.J., Hoge, J.D., & Rosch,R. (1999). Thinking aloud about history: Student interpretations of historical photographs. Theory and Research in Social Education, 27, 179-215.
Foster, S., & Morris, J.W. (1998). Full of sound and fury. . .signifying nothing? Why the history standards have a troubled future. International Journal of Social Education, 12, 60-68.
Foster, S.J., Morris, J.W., & Davis, O.L., Jr. (1996). Prospects for teaching historical Analysis and interpretation: National Curriculum Standards for History meet high school history textbooks. Journal of Curriculum and Supervision, 11, 367-385.
Foster, S.J., & Padgett, C.S. (1999). Exciting middle school social studies through authentic historcal inquiry. In Rodney F. Allen, ed., The Clearing House: Dimensions of Social Studies for Middle School Students. Washington D.C.: Heldref Publications.
Foster, S.J., & Rosch, R. (1997). Teaching World War I from multiple perspectives. Social Education, 61, 429-434.
Foster, S.J., & Yeager, E.A. (1998).The role of historical empathy in the development of historical understanding. The International Journal of Social Education, 13, 1-7.
Foster, S.J., Yeager, E.A., Maley, S.D.,Anderson,T., & Morris,J.W. (1998). An exploratory study in historical empathy. The International Journal of Social Education, 13, 8-24.
Foster, S.J., & Yeager, E.A. (1999). `You`ve got to put together the pieces`: English 12-year-olds encounter and learn from historical evidence. Journal of Curriculum and Supervision, 14, 286-318.
Frisch, M. (1989). American history and the structures of collective memory: A modest exercise in empirical iconography. Journal of American History, 75, 1130-1155.
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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.
Gagnon, P., & the Bradley Commission. (Eds.). (1989). Historical literacy: The case for history in American education. New York: Macmillan.
Gardner, H., & BoixMansilla, V. (1994). Teaching for understanding in the disciplinesand beyond. Teachers College Record, 96, 198218.
Greene, S. (1994). Students as authors in the study of history. In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 137-170). Hillsdale, NJ: Erlbaum.
Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29, 89-96.
Guzzetta, C. (1969). Children's knowledge of historically important Americans. In W. Herman (Ed.), Current research in elementary school social studies (pp. 392-400). New York: Macmillan.
Haas, M. E. (1991). An analysis of the social science and history concepts in elementary social studies textbooks grades 1-4. Theory and Research in Social Education, 19, 211-220.
Hahn, C. (1994). Controversial issues in history instruction. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 201-220). Hillsdale, NJ: Erlbaum.
Hallam, R.N. (1979). Attempting to improve logical thinking in school history. Research in Education, 21, 1-24.
Hallam, R.N. (1978). An approach to learning history in the secondary schools. Teaching History, 21, 9-14.
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