Researching History Education: Theory, Method, and Context

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ISBN: 9780805862706 | 0805862706
Cover: Hardcover
Copyright: 2/8/2008

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Researching History Education combines a selection of Linda Levstiks and Keith Bartons previous work on teaching and learning history with their reflections on the process of research. These studies address students ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students and teachers thinking.

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List of illustrations	p. viii
Preface	p. x
Acknowledgments	p. xiv
Narrative as a primary act of mind?	p. 1
The relationship between historical response and narrative in a sixth-grade classroom	p. 10
Building a sense of history in a first-grade classroom	p. 30
Visualizing time	p. 61
"Back when God was around and everything": Elementary children's understanding of historical time	p. 71
"They still use some of their past": Historical salience in elementary children's chronological thinking	p. 108
Making connections	p. 148
"Bossed around by the queen": Elementary students' understanding of individuals and institutions in history	p. 159
Narrative simplifications in elementary students' historical thinking	p. 183
"I just kinda know": Elementary students' ideas about historical evidence	p. 209
What makes the past worth knowing?	p. 228
"It wasn't a good part of history": National identity and students' explanations of historical significance	p. 240
Articulating the silences: Teachers' and adolescents' conceptions of historical significance	p. 273
Challenging the familiar	p. 292
A sociocultural perspective on children's understanding of historical change: Comparative findings from Northern Ireland and the United States	p. 300
"You'd be wanting to know about the past": Social contexts of children's historical understanding in Northern Ireland and the U.S.A.	p. 333
Border crossings	p. 355
Crossing the empty spaces: Perspective taking in New Zealand adolescents' understanding of national history	p. 366
Digging for clues: An archaeological exploration of historical cognition	p. 393
Afterword	p. 408
Index	p. 414
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Researching History Education: Theory, Method, and Context

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