Resources
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Anderson, C., & Day, K. (2005). Enhancing learning and teaching in history: A digest of research findings and their implications. Retrieved from http://www.etl.tla.ed.ac.uk/publications.html |
Anderson, C., & Day, K. (2005c). Purposive environments: Engaging students in the values and practices of history, Higher Education, 49(3), 319-343. doi: 10.1007/s10734-004-6676-y |
Anderson, C., Day, K., Michie, R., & Rollason, D. (2006). Engaging with historical source work: Practices, pedagogy and dialogue, Arts and Humanities in Higher Education, 5(3), 243-263. doi: 10.1177/1474022206067623 |
Anderson, C., & Hounsell, D. (2007). Knowledge practices: ‘doing the subject’ in undergraduate courses, Curriculum Journal, 18(4), 463-478. |
Ashby, R., Lee, P.J., & Shemilt, D. (2005). Putting Principles into Practice: Teaching and Planning. In M.S. Donovan & J.D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 79-178). Washington, DC: The National Academies Press. |
Bain, R.B. (2000). Into the breach: Using research and theory to shape history instruction. In P.N. Stearns, P. Seixas, S. Wineburg (Eds.), Knowing, teaching and learning history: National and international perspectives (pp. 331-352). New York, NY: New York University Press. |
Besserman, L.L. (Ed.). (1996). The challenge of periodization: Old paradigms and new perspectives. New York: Routledge. |
Booth, A. (1993). Learning history in university: student views on teaching and assessment. Studies in Higher Education, 18(2), 227-235. doi: 10.1080/03075079312331382389 |
Booth, A. (1997). Listening to students: Experiences and expectations in the transition to a history degree. Studies in Higher Education, 22(2), 205 -220. doi: 10.1080/03075079712331381044. |
Booth, A. (2000). Creating a context to enhance student learning in history. In A Booth & P Hyland (Eds.), The practice of university history teaching (pp. 31-46). Manchester, UK: Manchester University Press. |
Booth, A. (2011). Wide-awake learning: Integrative learning and humanities education. Arts and Humanities in Higher Education, 10(1), 47-65. doi: 10.1177/1474022210388399 |
Booth, A., & Hyland, P. (Eds.). (2000). The practice of university history teaching. Manchester, UK: Manchester University Press. |
Booth, A. (2005). Worlds in collision: university tutor and student perspectives on the transition to degree-level history. Presented at History in Schools and Higher Education: Issues of Common Concern (second conference) presented at the University of London School of Advanced Study, London. Doi: http://sas-space.sas.ac.uk/4336/ |
Britt, M.A., & Aglinskas, C. (2002). Improving students’ ability to identify and use source information, Cognition and Instruction, 20(4), 485-522. http://www.niu.edu/britt/recent_papers/pdfs/Britt_Aglinski_2002.pdf |
Calder, L., Cutler, W.W., Kelly, T.M. (2002). History lessons: Historians and the scholarship of learning and teaching. In M.T. Huber & S.P. Morreale (Eds.), Disciplinary styles and the scholarship of teaching and learning: Exploring common ground (pp. 45-68). Washington DC: Carnegie Foundation. |
Calder, L. (2006a). Uncoverage: Toward a signature pedagogy for the history survey. Journal of American History, 92(4), 1358-70. doi:10.2307/4485896 |
Calder, L. (2006b). Uncoverage: Toward a signature pedagogy for the history survey. Retrieved from http://www.journalofamericanhistory.org/textbooks/2006/calder/ |
Carretero, M., & Voss, J. (Eds.). (1999). International review of history education vol. 2: learning and reasoning in history, London: Routledge. |
Chang, H. (2005). Turning an undergraduate class into a professional research community, Teaching in Higher Education, 10(3), 387-94. |
Critical Thinking Community (2013). Strategy list: 35 dimensions of critical thought. Retrieved from http://www.criticalthinking.org/pages/strategy-list-35-dimensions-of-critical-thought |
Davies, P., Conneely, J., Davies, R., & Lynch, D. (2000). Imaginative ideas for teaching and learning. In A Booth & P. Hyland (Eds.), The practice of university history teaching (pp. 112-124). Manchester: Manchester University Press. |
De La Paz, S., Ferretti, R., Wissinger, D., Yee, L., MacArthur, C. (2012). Adolescents’ disciplinary use of evidence, argumentative strategies and organizational structure in writing about historical controversies, Written Communication, 29(4). 412-54. doi: 10.1177/0741088312461591. |
Díaz, A., Middendorf, J., Pace, D., Shopkow, L. (2008). The history learning project: A department ‘decodes’ its students, The Journal of American History, 94(4), 1211-24. doi: 10.2307/25095328 |
Douglas P., & Newton, L.D. (1998). Enculturation and understanding: Some differences between sixth formers’ and graduates’ conceptions of understanding in history and science, Teaching in Higher Education, 3(3), 339-63. doi: 10.1080/1356215980030305 |
Drummond, D. (2010). Using reflective logs / journals to encourage students in undergraduate research modules in history. Retrieved from http://www2.warwick.ac.uk/fac/cross_fac/heahistory/elibrary/internal/cs_drummond_reflective_xxxxxxxx/ |
Educational Research Newsletter and Webinars. (2015). Historical and scientific literacy. Retrieved from http://www.ernweb.com/educational-research-articles/historical-and-scientific-literacy/ |
Evans, E. (2007). Rethinking and improving lecturing in history. Retrieved from https://www.heacademy.ac.uk/sites/default/files/br_evans_lecturing_2007xxxx.pdf |
Evans, R.W. (1994). Educational ideologies and the teaching of history. In G. Leinhardt, L.I. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 177-207). Hillsdale, NJ: Lawrence Erlbaum. |
Fasulo, A., Girardet, H., & Pontecorvo, C. (1998). Seeing the past: Learning history through group discussion of iconographic sources. In J.F. Voss & M. Carretero (Eds.), International Review of History Education, Vol. 2: Learning and Reasoning in History (pp. 132–153). Portland, OR: Woburn Press. |
Finberg, H.P.R. (1962). Approaches to history. Toronto: University of Toronto Press. |
Frederick, P.J. (2000). Motivating students by active learning in the history classroom. In A. Booth & P. Hyland (Eds.), The practice of university history teaching (pp. 101-111). Manchester, UK: Manchester University Press. |
Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom, Educational Psychologist 29(2), 89-96. doi: 10.1207/s15326985ep2902_4 |
Halldén, O. (1986). Learning history, Oxford Review of Education, 12(1), 53-66. |
Halldén, O. (1993). Learners’ conceptions of the subject matter being taught: A case from learning history, International Journal of Educational Research, 19(3), 317-25. |
Halldén, O. (2009). On the paradox of understanding history in an educational setting. In G. Leinhardt, I.L Beck, & C. Stainton (Eds.), Teaching and learning in history, (pp. 27-46). Hillsdale, NJ: Lawrence Erlbaum. |
Hasok, C. (2005). Turning an undergraduate class into a professional research community, Teaching in Higher Education, 10(3), 387-94. doi: 10.1080/13562510500122339 |
Hay, I., & Rashleigh, J. (2010). History standards: learning and teaching academic project. Australian Learning and Teaching Council, Australian Government Department of Education, Employment and Workplace Relations. Retrieved from http://disciplinestandards.pbworks.com/w/file/fetch/52684122/altc_standards_GEOGRAPHY_080211_v2.pdf |
Holt, T. (1990). Thinking historically: narrative, imagination, and understanding. New York: College Board Publications. |
Hounsell, D. (1984). Learning and essay-writing. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 130-123). Edinburgh: Scottish Academic Press. |
Hounsell, D. (1987). Essay writing and the quality of feedback. In J.T.E. Richardson et al. (Eds.), Student learning: Research in education and cognitive psychology. Milton Keynes, CSHE and Open University Press. |
Hounsell, D. (1988). Towards and anatomy of academic discourse: Meaning and context in the undergraduate history essay. In R. Säljö (Eds.), The written world: Studies in literate thought and action (pp. 161-177). Berlin: Springer-Verlag. |
Hounsell, D. (2000). Reappraising and recasting the history essay. In A. Booth & P Hylands (Eds.), The practice of university history teaching (pp. 181-193). Manchester, UK: Manchester University Press. |
Hounsell, D., Entwislte, N., Anderson, C., Bromage, A., Day, K., Hounsell, J., …Rui, X. (2005). Enhancing teaching-learning environments in undergraduate courses, Final report to the economic and social research council. Retrieved from http://www.etl.tla.ed.ac.uk//docs/ETLfinalreport.pdf |
Hounsell, D., & Anderson, C. (2009). Ways of thinking and practicing in biology and history: Disciplinary aspects of teaching and learning environments. In C. Kreber (Eds.), The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries. New York, NY: Routledge. |
Huggins, L. (1993). Reading to argue: Helping students transform source texts. In A.M Penrose & B.M. Sitko (Eds.), Hearing Ourselves Think: Cognitive Research in the Ourselves Think: Cognitive Research in the Writing Classroom (pp. 70-101). New York, NY: Oxford UP. |
Hughes-Warrington, M., Roe, J., Nye, A., Bailey, M., Peel, M., Russell, A.L., Deacon, D., Kiem, P., & Trent, F. (2009). Historical thinking in higher education: An ALTC discipline-based initiative final report. Retrieved from http://www.theaha.org.au/reports.html |
Hughes-Warrington, M., Roe, J., Nye, A., Bailey, M., Peel, M., Russell, P., Laugeson, A., Deacon, D., Kiem, P., & Trent, F. (2009). Historical thinking in higher Education: Final report to the Australian learning and teaching council. Retrieved from http://www.altc.edu.au/resource-historical-thinking-highereducation-macquarie-2009 |
Husbands, C. (1996). What is history teaching?: Language, ideas and meaning in learning about the past. Buckingham: Open University Press. |
Hvolbeck, R.H. (1993). History and humanities: Teaching as destructive of certainty. In. R. Blackley (Ed.), History Anew: Innovations in the teaching of history today (pp. 3-9). Long Beach, CA: California State University Press. |
Jones, A. (2011). Teaching history at university through communities of inquiry, Australian Historical Studies, 42(2), 168-93. doi: 10.1080/1031461X.2011.566913 |
Lee, P. (2004a). Walking backwards into tomorrow: Historical consciousness and understanding history. International Journal of Historical Learning, Teaching and Research 4(1). |
Lee, P. (2004b). Understanding history. In P. Seixas (Eds.), Theorizing historical consciousness, (pp-129-64). Toronto: University of Toronto Press. |
Leinhardt, G., Stainton, C., Virji, S.M., & Odoroff, E. (1994). Learning to reason in history: Mindlessness to mindfulness. In M. Carretero & J.F. Voss (Eds.), Cognitive and Instructional Processes in History and the Social Sciences, (pp. 131-158). Mahwah, NJ: Lawrence Erlbaum. |
Lévesque, S. (2008). Thinking historically: Educating students for the twenty-first century. Toronto: University of Toronto Press. |
Limón, M. (2002). Conceptual change in history. In M. Limón, L. Mason, (Eds.), Reconsidering conceptual change: Issues in theory and practice, (pp. 259-89). Dordrecht: The Netherlands: Kluwer. |
Limón, M., & Carretero, M. (1998). Evidence evaluation and reasoning abilities in the domain of history: An empirical study. In J.F. Voss & M. Carretero (Eds.), International review of history education, vol. 2, Learning and Reasoning in History, (pp. 252-71). Portland, OR: Woburn Press. |
Lowenthal, D. (2000). Dilemmas and delights of learning history. In P. Stearns et al. (Eds.), Knowing, teaching and learning history: National and international perspectives. New York, NYU Press & the American Historical Association. |
McKeown, M., & Beck, I.L., (1994). Making sense of accounts of history: Why young students don’t and how they might. In G. Leinhardt et al (Eds.), Teaching and learning in history. Hillsdale, NJ: Lawrence Erlbaum. |
McLean, M., & Barker, H. (2004). Students making progress and the ‘research-teaching nexus’ debate, Teaching in Higher Education, 9(4), 407-19. doi: 10.1080/1356251042000252354. |
Monte-Sano, C. (2008). Qualities of historical writing instruction: A case study of two teachers’ practices, American Educational Research Journal, 45(4), 1045-79. doi: 10.3102/0002831208319733 |
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