Resources
| Anderson, C., Day, K., Hounsell, J., Litjens, J., Reimann, N., & Xu, R. (2005). Subject overview report: History. Edinburgh: Enhancing teaching-learning environments in undergraduate courses project. Retrieved from http://www.etl.tla.ed.ac.uk//docs/HistorySR.pdf |
| 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 |
| Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Peel, M., Deacon, D., Laugeson, A., & Kiem, P. (2009). Historical thinking in higher education: Staff and student perceptions of the nature of historical thinking, History Australia, 6(3), 1-16. Retrieved from http://journals.publishing.monash.edu/ojs/index.php/ha/article/view/ha090073 |
| Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Deacon, D., Kiem, P. (2011). Exploring historical thinking and agency with undergraduate history students, Studies in Higher Education, 36(7), 763-80. doi: 10.1080/03075071003759045 |
| Pace, D., & Pugh, S. (Eds.), (1996). Studying for history. New York: Harper-Collins. |
| Pace, D., & Middendorf, J. (Eds.), (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking, New Directions for Teaching and Learning, 98. |
| Peters, J. (2001). Combining innovative professional practice with a traditional subject: Negotiated learning in history. In E. Chambers, Y Evans & K Lock (Eds.), Subject knowledges and professional practices in the arts and humanities (pp. 105-112) Milton Keynes: Open University Press. |
| Rouet, J.F., & Britt, M.A., Mason, R., & Perfetti, C. (1996). Using multiple sources to reason about history, Journal of Educational Psychology, 88(3), 478-93. |
| Rouet, J.F., Marron, M.A., Perfetti, C.A., & Favart, M. (1998). Understanding historical controversies: Students’ evaluation and use of documentary evidence. In J.F. Voss & M Carretero (Eds.), International Review of History Education Volume 2: Learning and Reasoning in History (pp. 95-116). Portland, OR: Woburn Press. |
| Rouet, J.F., Favart, M., Britt, M.A, & Perfetti, C. (1997). Studying and using multiple documents in history: effects of discipline expertise, Cognition and Instruction, 15(1), 85-106. |
| Rovillos, M.R., (2012). Breathing space Retrieved from http://dreamweaver-chronicles.blogspot.com.au/2012/04/sam-wineburg-and-suzanne-wilson.html |
| Sipress, J.M., & Voelker, D.J. (2011). The end of the history survey course: The rise and fall of the coverage model, The Journal of American History, 97(4), 1050-66. doi: 10.1093/jahist/jaq035 |
| Stearns, P.N. (1987). Periodization in world history teaching: Identifying the big changes, The History Teacher, 20(4), 561-80. http://links.jstor.org/sici?sici=0018-2745%28198708%2920%3A4%3C561%3APIWHTI%3E2.0.CO%3B2-L. |
| Stockley, D. (1983). Empathetic Reconstruction in History and History Teaching, History and Theory, 22(4), 50-65. |
| Taylor, G., & Nightingale, P. (1990). Not mechanics but meaning: error in tertiary students writing, Higher Education Research and Development, 9(2), 161-76. doi: 10.1080/0729436900090207 |
| van Drie, J., van Voxtel, C. (2004). Enhancing collaborative historical reasoning by providing representational guidance, International Journal of Historical Learning, Teaching and Research, 4(2), 1-9. Retrieved from https://centres.exeter.ac.uk/historyresource/journal8/drieandboxtel.doc |
| van Drie, J., & van Boxtel, C. (2008). Historical Reasoning: Towards a framework for analysing students’ reasoning about the past, Educational Psychology Review, 20(2), 87-110. doi: 10.1007/s10648-007-9056-1 |
| van Boxtel, C., & van Drie, J. (2012). That’s in the time of the Romans!: Knowledge and strategies students use to contextualise historical images and documents, Cognition and Instruction, 30(2),113-45. doi: 10.1080/07370008.2012.661813 |
| VanSledright, B. (2004). What does it mean to read history? Fertile ground for cross-disciplinary collaborations, Reading Research Quarterly, 39(3), 342-46. |
| VanSledright, B., & Limón, M., (2006). Learning and teaching social studies: A review of cognitive research in history and geography. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum. |
| Voss, J.F. (1998). Issues in the learning of history, Issues in Education, 4(2), 163-210. doi: 10.1016/S1080-9724(99)00002-6 |
| Wiley, J., & Voss, J.F., (1996). The effects of ‘playing historian’ on learning in history, Applied Cognitive Psychology, 10(7), 63-72. doi: 10.1002/(SICI)1099-0720(199611)10:7<63::AID-ACP438>3.0.CO;2-5 |
| Wineburg, S. (1999). Historical thinking and other unnatural acts. Retrieved from http://www.preblecountyesc.com/Downloads/Historical%20Thinking%20and%20Other%20Unnatural%20Acts.pdf |
| Wineburg, S. (1991). On the reading of historical texts: Notes on the breach between school and academy, American Educational Research Journal, 28(3), 495-519 & doi: 10.3102/00028312028003495 |
| Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press. |
| Wineburg, S. (2009). The cognitive representation of historical texts In G. Leinhardt, I.L Beck, & C. Stainton (Eds.), Teaching and learning in history, (pp. 85-136). Hillsdale, NJ: Lawrence Erlbaum. |
| Wineburg, S., & Paxton, R.J. (2000). Expertise and the teaching of history. In B. Moon, M. Ben-Peretz, S. Brown, S.A. Brown (Eds.), Routledge international companion to education, London: Routledge. |
| Wineburg, S., & Wilson, S. (1991). Subject matter knowledge in the teaching of history. In J. Brophy (Eds). Advances in research on teaching: A research annual, vol. 2, Teachers’ knowledge of subject matter as it relates to their teaching practice. Greenwood, CH: JAI Press. |
| Wilson, S., & Wineburg, S. (1993). Wrinkles in Time and space: using performance assessments to understand the knowledge of history teachers, American Educational Research Journal, 30(4), 729-69. doi: 10.3102/00028312030004729 |
| Wrigglesworth, J., & McKeever, M. (2010). Writing History: A genre-based, interdisciplinary approach linking disciplines, language and academic skills, Arts and Humanities in Higher Education, 9(1), 107-26. doi: 10.1177/1474022209349987 |