Page 225 - Balancing between the present and the past

Dutch National Institute for Educational Measurement. (2013). Terugblik en resultaten 2013 Eindtoets Basisonderwijs [Review and results final test elementary education 2013]. Retrieved from http://www. cito.nl/onderzoek%20en%20wetenschap/achtergrondinformatie/primair_speciaal_onderwijs/eindtoets_ onderzoek_achtergrond
Dutch Inspectorate of Education (2012). De Staat van het onderwijs: onderwijsverslag 2012/2013 [The state of education in the Netherlands 2012/2013]. Retrieved from https://www.onderwijsinspectie.nl/documenten/ publicaties/2014/04/16/de-staat-van-het-onderwijs-onderwijsverslag-2012-2013
Dutch Ministry of Education, Culture, and Science. (2011). Personeel voortgezet onderwijs [Secondary school teachers]. Retrieved from https://duo.nl/open_onderwijsdata/databestanden/vo/onderwijspersoneel
E
Eisenberg, N. (2000). Empathy. In K. E. Alan (Ed.), Encyclopedia of psychology (Vol. 3, pp. 179-182). New York, NY: Oxford University Press.
Endacott, J. L. (2010). Reconsidering affective engagement in historical empathy. Theory & Research in Social Education, 38, 6-47. doi:10.1080/00933104.2010.10473415
Endacott, J. L., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41–58.
Endacott, J. L., & Pelekanos, C. (2015). Slaves, women, and war! Engaging middle school students in historical empathy for enduring understanding. The Social Studies, 106, 1-7. doi:10.1080/00377996.2014.957378
Endacott, J. L., & Sturtz, J. (2014). Historical empathy and pedagogical reasoning. The Journal of Social Studies Research, 39, 1-16. doi:10.1016/j.jssr.2014.05.003
Ercikan, K., & Seixas, P. (Eds.). (2015). New directions in assessing historical thinking. New York, NY: Routledge. Erdmann, E., & Hasberg, W. (Eds.). (2011). Facing–mapping–bridging diversity Part 1 & 2. Foundation of a European
discourse on history education. Schwalbach, Germany: Wochenschau-Verlag.
Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
Evans, R. W. (2011). The hope for American school reform: The cold war pursuit of inquiry learning in social studies. New York, NY: Palgrave Macmillan.
F
Fasulo, A., Girardet, H., & Pontecorvo, C. (1998). Seeing the past: Learning history through group discussion and iconographic sources. In J. F. Voss, & M. Carretero (Eds.) Learning and reasoning in history. International review of history education (Vol. 2, pp. 132–153). London, United Kingdom: Woburn.
Federal Civil Defense Administration (Producer) & Rizzo, A (Director). (1951). Duck and Cover [Motion picture]. United States of America: Archer Productions. Retrieved from https://archive.org/details/DuckandC1951
Field, S. (2001). Perspectives and elementary social studies: Practice and promise. In O. L. Davis, E. A. Yeager & S. J. Foster. (Eds.), Historical empathy and perspective taking in the social studies (pp. 115-138). Lanham, MD: Rowman & Littlefield.
Fischer, G. H., & Molenaar, I. W. (Eds.). (1995). Rasch models: Foundations, recent developments, and applications. New York, NY: Springer.
Fogo, B. (2014). Core practices for teaching history: The results of a Delphi panel survey. Theory & Research in Social Education, 42, 151-196. doi:10.1080/00933104.2014.902781
Fordham, M. (2013). O brave new world, without those levels in’t: Where now for key stage 3 assessment in history? Teaching History. The Historical Association Curriculum Supplement, 153, 16-23.
Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction. Different strategies for different learners. Peterborough, NH: Crystal Springs Books.
Foster, S. J. (1999). Using historical empathy to excite students about the study of history: Can you empathize with
Neville Chamberlain? The Social Studies, 90, 18-24. doi:10.1080/00377999909602386 R
Foster, S. J. (2001). Historical empathy in theory and practice: Some final thoughts. In O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 167-181). Lanham, MD: Rowman & Littlefield.
Foster, S. J., Ashby, R., & Lee, P. (2008). Usable historical pasts: A study of students’ frameworks of the past: Full research report ESRC end of award report. RES-000-22-1676. Swindon, United Kingdom: ESRC.
References
223