The ability to make connections is an important aspect of teaching history and a vital skill in our increasingly globalized world. This study examines how preservice and practicing teachers organize and connect world historical events and concepts for themselves and for instructional purposes. Findings are based on interviews with 2 card-sorting…

Richard Kerridge and Sacha Cinnamond explain how their history department built a culture of international dialogue and collaboration that enriches their students' historical learning. Video-conferencing is at the centre of these activities. Their story begins with an initial, moving encounter with the First World War battlefields that soon turned…

The Association for Historical Dialogue and Research (AHDR) is a Cyprus-based organization that works to foster dialogue among history teachers and other educators across the divide in Cyprus. In one of their UN-funded projects, AHDR members worked with UK colleagues to shape a lesson sequence and resources on the Ottoman period in Cyprus. Here…

Background: Much research has been done on the factors that influence teachers' work. Yet, the nature and scope of those factors, and their impact on teachers, remain unclear. Indeed, different literature bases on teachers' work present different and often contradictory conclusions. For example, some researchers claim that mandated accountability…

Teachers can successfully integrate student-centered, disciplined inquiry, and technology into their classroom using the three-part approach to monitoring instruction described in this article.

The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) examined academic performance of English for Speakers of Other Languages (ESOL) students in U.S. History and Modern World History courses, as well as the course sequence in ESOL U.S. History and Modern World History. In MCPS, students who are not ESOL…

This article explores articles from the "Journal of World History", from 1990 to 2008, to uncover conceptual devices world historians use in their work. The goal is to identify promising devices for improving world history instruction. While teaching world history is viewed as increasingly important, lack of clarity regarding course structures and…

The main aim of this study is to offer a comparative analysis of historical narratives, with reference to the nexus between ideology, the state, and nation-building--as depicted in current history school textbooks in the Russian Federation (RF). This analysis of the core Russian history textbooks prescribed by the Ministry of Education and Science…

This article seeks to promote contemplation, even debate, among history professors on how to balance factual content with historical thinking, with the latter term incorporating elements of critical thinking that are conspicuously absent in many college students. This study emphasizes the importance of thoughtful, deliberate course planning that…

The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of…

International revulsion at the violation of human rights during World War II helped spark a global movement to define and protect individual human rights. Starting with the creation of war crimes tribunals after the war, this newfound awareness stimulated a concerted international effort to establish human rights for all, both in periods of war…

The author started teaching world history during his first year of teaching at Harlingen High School. To be given such an assignment, because of the breadth of the course, in one's first year might be considered a great misfortune. However, looking back, the author would not have preferred it any other way. World history quickly became his…

Although enrollments in secondary school Spanish have risen over the past few decades, the Spanish-speaking world (Latin America, in particular) tends to be underrepresented or absent in history textbooks. Given that not all students who take entry-level Spanish classes will continue to more advanced levels, the first-year Spanish textbook may be…

"Never again" is the clarion call of much Holocaust and genocide education. There is a danger, however, that it can become an empty, if pious, wish. How can we help pupils reflect seriously on genocide prevention? Elisabeth Kellaway, Thomas Spillane and Terry Haydn report teaching strategies that focused students' attention on what came…

This article explores the experiences of a lecturer and students in a class on the World Wars, where wargaming is used alongside traditional lecturing as a learning experience. It outlines the processes used and then evaluates the various kinds of learning, historical and other, that occur. Drawing on literature associated with history education…