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…

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…

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…

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…

Inquiry-based learning remains both an important goal and challenge for primary school teachers within and across different subjects, such as history and science. By addressing primary school teachers, for the first time, as both learners who deal with controversial topics and teachers who have significant teaching experience, this study aims to…

Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers,…

Many civic education initiatives have developed across the United States in order to help prepare students for civic engagement in school-based settings. At the same time, research shows that quality of school-based civic learning opportunities remains insufficient, inconsistent, and inequitable. In this article, we propose a framework of civic…

This qualitative case study examined five preservice social studies teachers (PSSTs) working in an urban teacher preparation program as they learned methods of critical historical inquiry (CHI). Moving from a critical multicultural citizenship education frame, CHI supports analysis of multiple perspectives and sources to construct equitable,…

In this study, I sought to understand the disciplinary nature of an expert third-grade teacher's practice as she apprenticed students into ways of reading, analyzing, and employing historical evidence. Using a case study methodology, I draw on classroom observation data, teacher interviews, and classroom artifacts to identify instances where the…

Background/Context: For educators committed to unraveling racism and colonial bias in world history courses, challenges persist--particularly with Indigenous peoples and knowledges. Typical history curriculum, standards, and instructional tools misrepresent Indigenous peoples and knowledges in damaging and inaccurate ways. In cities, where…

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers,…