Practitioners and theorists in higher education have explored authentic assessment as a mechanism to better connect student work to real-world practice. This article considers the possibilities for authentic assessment in teaching history as a discipline and professional field at university, considering how 'real-world practice' might be expanded…

While preparing her Year 12 students for an International Baccalaureate paper on early Islam, Kirstie Murray became concerned that students' weaknesses in making claims would be particularly exposed by the challenging complexity of this topic's source record and its contested historiography. Drawing on the practice of other history teachers,…

Incorporating creative writing exercises in history courses can heighten students' critical reading and analytical skills in an active learning model. We identify and define two types of possible assignments that use model texts as their locus: centripetal, which focuses on specific context and disciplinary terms, and centrifugal, which address…

When teachers do not know the history of science well, when they misunderstand and underestimate its educational importance, it becomes a serious obstacle for the improvement of their methodological skills. This paper has a goal to describe author's method how to teach the history of mathematics. This method is aimed at training math teacher's…

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers' beliefs as well; most of them have studied…

Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students' choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study…

Due to the changing landscape of K-12 education in the United States, particularly issues arising from funding, safety, accessibility, and standardization, the frequency at which teachers utilize traditional field trips has diminished over the last few decades. Thanks to continued advances in communicative technology, however, teachers are able to…

This essay introduces Walter Benjamin's historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a…

The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English…

This study examines changes to Jewish day school students' narratives of the history of Israel after a two-and-a-half-week trip there. Seventeen students were interviewed about the history of Israel before and after the trip. Before the trip, most students' accounts lacked logical connections among the different events. The observations on the…

The purpose of this study was to examine the postgraduate theses that focused on history textbooks between 1989 and 2017 in Turkey. The population was composed of 126 postgraduate theses (master's and doctoral) which were obtained from Thesis Center of Higher Education Council (HEC), Republic of Turkey. The document review method was used to…

Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of writing convincing and engaging historical fiction set in…

This paper uses literary analysis of 21 st century U.S. history textbooks and the theoretical frameworks of post-colonial theory, racial pedagogical content knowledge, and critical race theory to argue that students at urban schools continue to be "made ahistorical" by classroom instructional conditions that devalue history instruction,…

Like many museums, the Missouri Historical Society wants to empower students to engage with history on their own terms. In our quest to create museum literate learners and push the student-centered field trip model to its maximum, we've internalized the crucial role of metacognition, or how we facilitate opportunities for students to think about…

What occurs when teachers in urban social studies classrooms want to do their best by incorporating culturally relevant pedagogy into their historical literacy instruction? While culturally relevant pedagogy and historical literacy are complementary in theory and a few scholars have demonstrated how teachers have integrated the two approaches in…