Page 222 - Balancing between the present and the past

A
Achinstein, B., & Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education, 45, 45-58. doi:10.1016/j.tate.2014.09.002
Adler, S. (2008). The education of social studies teachers. In L. S. Levstik and C. A. Tyson (Eds.) Handbook of research in social studies education (pp. 329–351). New York, NY: Routledge.
Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32, 10-14. doi:10.3102/0013189X032008010
Angvik, M., & Von Borries, B. (1997). A comparative European survey on historical consciousness and political attitudes among adolescents. Hamburg, Germany: Körber Stiftung.
Ashby, R. (2004). Developing a concept of historical evidence: Students’ ideas about testing singular factual claims. International Journal of Historical Learning, Teaching and Research, 4(2), 44–55.
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum. Retrieved from www.australiancurriculum.edu.au
B
Bailey, K. M. (1990). The use of diaries in teacher education programs. In J. Richards & D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge, United Kingdom: Cambridge University Press.
Bain, R., & Mirel, J. (2006). Setting up camp at the great instructional divide educating beginning history teachers. Journal of Teacher Education, 57, 212-219. doi:10.1177/0022487105285892
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497-511. doi:10.1177/0022487109348479
Baron, C. (2016). Using embedded visual coding to support contextualization of historical texts. American Educational Research Journal, 53, 516-540. doi:10.3102/0002831216637347
Barton, K. C. (1996). Narrative simplifications in elementary children’s historical understanding. In J. Brophy (Ed.), Advances in research on teaching (pp. 51-83). Greenwich, CT: JAI Press.
Barton, K. C. (1997). “Bossed around by the queen”: Elementary students’ understanding of individuals and institutions in history. Journal of Curriculum and Supervision, 12, 290-314.
Barton, K. C. (1997). “I just kinda know”: Elementary students’ ideas about historical evidence. Theory & Research in Social Education, 25, 407-430. doi:10.1080/00933104.1997.10505821
Barton, K. C. (2008). Research on students’ ideas about history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 239–258). New York, NY: Routledge.
Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching & Learning, 7, 131-142. doi:10.1386/ctl.7.2.131_1
Barton, K. C., & Levstik, L. S. (2003). Why don’t more history teachers engage students in interpretation? Social Education, 67, 358-358.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Erlbaum.
Bermúdez, A., & Jaramillo, R. (2001). Development of historical explanation in children, adolescents and adults. In A. Dickinson, P. Gordon, & P. Lee (Eds.), Raising standards in history education (pp. 146−167). London, United Kingdom: Woburn Press.
Berti, A. E., Baldin, I., & Toneatti, L. (2009). Empathy in history. Understanding a past institution (ordeal) in children and young adults when description and rationale are provided. Contemporary Educational Psychology, 34, 278-288. doi:10.1016/j.cedpsych.2009.06.002
Bevir, M. (2002). How to be an intentionalist. History and Theory, 41, 209-217. doi:10.1111/0018-2656.0
Beyer, B. K. (2008). How to teach thinking skills in social studies and history. The Social Studies, 99, 196-201.
doi:10.3200/TSSS.99.5.196-201
Birch, S. A., & Bloom, P. (2007). The curse of knowledge in reasoning about false beliefs. Psychological Science, 18, 382-386. doi:10.1111/j.1467-9280.2007.01909.x
Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, 25-31. doi:10.1016/S0010-0277(00)00096-2
Board of Tests and Examinations. (2015). Examenprogramma geschiedenis vwo [History exam program pre- university education]. Retrieved from https://www.examenblad.nl/vak/geschiedenis/2015/vwo
220