While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting in the lack of understanding of the benefits and challenges of VR use in classroom settings. To examine the impact of VR on student learning, this study employed a…

Engagement and motivation are ones of the main factors that impact the student performance during a learning process. The reason why, introducing Gamification in learning aims to improve the learning process, by making use of the motivating effects of digital game elements and techniques. However, summarizing Gamification into a set of technical…

In this teacher practitioner article, we share our experience presenting a humanities lesson in which students created a remix, or mashup, by combining contemporary fiction with historical documents. Theoretical underpinnings of this project included the work of linguists Kress and Van Leeuwen, who noted that texts are shaped by multiple…

Teaching about the comfort women of World War II offers a compelling case study for the social studies classroom and human rights education. The topic will educate students to become knowledgeable about the larger world and its dark histories that have been omitted or scarcely mentioned in U.S. history textbooks. This article provides high school…

In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping…

This article explores the processes by which Chilean female feminist public high school students used political and historical narratives and symbols during the feminist movement of 2018. It analyzes how these particular usages were crossed by affective intensities that worked to produce students' political subjectivities as collective and…

In this article, we examined how high school teachers talked about people in history lessons and how they engaged in or shunned multiperspectivity aspects as they talked about people who lived in the past. Based on an analysis of 40 hours of observations of 5 different classes in 3 Jewish high schools in Israel according to the…

Debates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a 'common core' of knowledge against the perceived risks to democracy of government-sanctioned 'official knowledge'.…

Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on "Mendez v. Westminster" was used as part of a curricular intervention to explore the following question: How do…

This study examined the effect of YouTube audio-visual documentaries (YAVDs) on students' achievement and interest in History in Enugu state, Nigeria. Six hypotheses guided the study using a quasi-experimental research design. Multi-stage sampling techniques were used to sample 70 Senior Secondary two students (SS2) in four intact classes. Data…

While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three…

The film-based practices of four social studies teachers were examined using a qualitative methodology. The research interviewed teachers twice over a 2-month period, collected handouts, and collected audio-recorded teacher logs. Three of the teachers taught social studies primarily, while a fourth teacher was responsible for both English and…

The paper examines how three teachers in an urban high school managed the tensions of teaching historical literacy and culturally responsive approaches to U. S. and global history. In theory, culturally responsive pedagogy and historical literacy can be considered as complementary: teaching historical literacy skills can be conducted within the…

Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives, which took full account of the chronological diversity of people's…

Despite growing interest in culturally responsive pedagogy (CRP), little research has examined its effect on student performance. In this article, we place CRP in a sociohistorical context and document how one intervention, Fresh Prep, draws on CRP to engage and instruct high school students identified as high risk for not graduating. Using a…