The article describes and summarizes the experience of conducting local history educational and productive practice for students of the first (bachelor's) level of education, majoring in "History and Archeology" at the School of History, V.N.Karazin Kharkiv National University (Ukraine). The authors show that the set of principles and…

Educators, legislators, and other segments of the general public have been in discussions related to evaluating history as an academic subject. Various individuals and groups have taken up the task of not just trying to decipher what history majors learn, but also how they are equipped to apply what they learn outside of academia. Since the Spring…

Historical thinking, a term that encompasses a diverse set of definitions and competencies, calls on students to replicate the work and cognitive processes of historians by analyzing and interpreting evidence and making logical conclusions based on this evidence. Given this emphasis on discipline-specific skills, "sources" (especially…

A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and…

Objectivity is a contested issue in history and history education. This study explores history teachers' conceptions about historical objectivity and whether or not their reasoning resonates with their classroom practices. Data was collected through in-depth interviews and lesson observations from 15 public senior high schools in the Central…

College expansion throughout the twentieth century was accompanied by the growth of a profession centered on supporting student learning and development. Higher Education and Student Affairs (HESA) programs multiplied across the United States to train these professionals with a focus on administration, leadership, and student affairs. As…

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage,…

The moment many students begin to get excited about history is when they realize that much historical knowledge is contested, enmeshed in a productive argument that never ends and therefore endlessly fascinates. Such an epiphany might occur at any time. But a frequent catalyst is classroom debate, a formalized contest that dramatizes and vitalizes…

Frustrated by his pupils' tendency to compartmentalise source analysis into two discrete parts of 'source' and 'own knowledge', Jonathan Sellin reflected that his use of scaffolds might be to blame. Inspired by recent work by teacher-researchers Hammond and King on the importance of secure substantive knowledge in the area of extended writing,…

This study aimed to analyse the text and context of history textbooks that established Dutch colonialism as a determinant factor in the New Order era and later. Two research questions were postulated: (1) Why was the discourse of colonisation maintained in textbooks after the proclamation of independence in 1945? (2) How was the colonial discourse…

Analytical reading and writing are embedded in a disciplinary approach to history instruction and present opportunities to extend students' literacy practices. U.S. educators and researchers have come to rely on the Document-Based Question (DBQ) to assess and develop students' historical knowledge and argument writing. However, this task has been…

In this article, we investigated the level of transfer of authentic pedagogy among 12 classroom teachers after participating in a three-year professional development project using scaffolded lesson study. We met with teachers for 2 weeks each summer and provided historian-led content sessions and teacher educator facilitated model pedagogy…

Narrative has begun to take its place alongside the essay, for so long the stereotypical currency of the history teacher and student. In this work, based on his experiences as a PGCE student, Alex Rodker argues powerfully that it is time now to consider how to help students to produce not just narratives, but better narratives. He builds on the…

While research has long been recognized as a high impact practice in undergraduate education, much of the scholarship on undergraduate research has focused on students in the final years of their degree. This article describes a study of the ability of first year students to undertake historical research in an introductory level course at a small…

Alex Alcoe was concerned that mastery of certain keywords and question formulae at GCSE perhaps obscured fundamental gaps in his students' understanding of the nature of causation. These gaps were revealed when he invited Year 12 students to make explicit, by annotating a diagram, their understanding of the relationship between particular causal…