In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers' 4th year in the…

This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence,…

A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers' practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom…

The aim of this article is to present a pedagogical approach for history education. This approach is called Meaningful History and it outlines the process by which upper-level secondary history students can cultivate historical consciousness. Based on the notion of learning as meaning making and historical consciousness as a disposition to engage…

How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts a framework for historical inquiry through students' racialized experiences. What does historical inquiry through racialized experience look like?…

When Will Bailey-Watson (a history ITE tutor) and Charlie Crouch (a history PhD student) worked together to improve a history undergraduate course at their university, they realised that the benefits of collaboration between teachers and historians can flow both ways. In this article they offer an account of how they sought to create a structured…

This article argues that the best way to increase inquiry-based instruction is paradoxically to pay more attention to direct instruction because excessive attention to practices like close reading of texts and facilitating text-based discussions has led to neglect of content knowledge explanation as a core instructional practice. This article…

The National Curriculum is a document written by the Department for Education and contains the statutory requirements all teachers in maintained schools in England must follow. This research study will examine the path primary teachers in England, those who teach 5 to 11 year olds, navigate to meet the requirements of the National Curriculum and…

This article reports the results of a six-year longitudinal interpretative case study on the development of five elementary teachers' beliefs and practices related to historical inquiry. Using activity theory as the lens, the researcher found: (1) the teachers' conceptual tools remained relatively consistent over time, and they believed inquiry…

Picturebooks offer powerful supports for teaching diverse content across different curriculum areas. Research and curriculum resources document their use in inquiry-based education practices, particularly in relation to science and philosophy. There is, however, little theoretical analysis of this use or cross-curricular comparisons. Applying a…

The complexities of the civil rights movement are rarely presented in elementary social studies. Year after year, students repeat the same decontextualized "I Have a Dream" crafts and assignments, tasks that do little to help students understand the country's history of racism or the racial dynamics of today. Instead of perpetuating the…

In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to "Core Practices" or "High-Leverage Practices" (HLPs) has been applied to history education. Despite the attractiveness of inquiry-oriented instruction, it is still absent from far too many history…

This research aims to develop a set of scales that will allow the measurement of historical thinking skills of secondary school students. Expert opinion was used for the content and face validity of the scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used for the construct validity. A total of 817 students…

When the author tells people that her research focuses on how people teach and learn with historic places, the first response is usually "Oh, I love field trips." This sensibility, that field trips are required to teach about a place, is the single greatest barrier to understanding what can be learned from Place. Every Place is an…

Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While…