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Peer reviewedGabella, Marcy Singer – Theory and Research in Social Education, 1994
Examines the divide between high school students' perceptions of historical inquiry and those articulated in current proposals for curricular and instructional reform. Concludes that successful reform requires instruction that shifts the locus of authority from the teacher and text to a shared process of critical inquiry. (CFR)
Descriptors: Classroom Environment, Critical Thinking, Curriculum Development, Educational Change
