Page 226 - Balancing between the present and the past
P. 226

                                Foster S. J., & Yeager, E. A. (1998). The role of empathy in the development of historical understanding. International Journal of Social Education, 13(1), 1-7.
Foster, S. J., & Yeager, E. A. (1999). “You’ve got to put together the pieces”: English 12-year-olds encounter and learn from historical evidence. Journal of Curriculum and Supervision, 14, 286-317.
G
Gaddis, J. L. (2002). The landscape of history: How historians map the past. Oxford, United Kingdom: Oxford University Press.
Gehlbach, H. (2004). Social perspective taking: A facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory & Research in Social Education, 32, 39-55. doi:10.1080/00933104.2004.10473242
George, A. L., & Bennett, A. (2004). Case studies and theory development in the social sciences. London, United Kingdom: MIT Press.
Gertsen, R., Baker, S. K., Haager, D., & Graves, A. W. (2005). Exploring the role of teacher quality in predicting the reading outcomes for first-grade English learners: An observational study. Remedial and Special Education, 26, 197-206. doi:10.1177/07419325050260040201
Gerwin, D., & Visone, F. (2006). The freedom to teach: Contrasting history teaching in elective and state-tested courses. Theory and Research in Social Education, 34, 259–282. doi:10.1080/00933104.2006.10473307
Gestsdóttir, S. M., Van Boxtel, C. A. M., & Van Drie, J. P. (2017). An observation instrument of the teaching of historical thinking and reasoning. Manuscript submitted for publication.
Ginsberg, M. B. (2005). Cultural diversity, motivation, and differentiation. Theory Into Practice, 44, 218-225. doi:10.1207/s15430421tip4403_6
Grant, S. G., & Gradwell, J. M. (2009). The road to ambitious teaching: Creating big idea units in history classes. Journal of Inquiry and Action in Education, 2(1), 1-26.
Grant, S. G., & Gradwell, J. M. (2010). Teaching with big ideas: Cases of ambitious teaching. Lanham, MD: Rowman & Littlefield.
Grossman, P. L., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J. H., Boyd, D. J., & Lankford, H. (2010). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. Cambridge, MA: National Bureau of Economic Research.
Grossman, P. L., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45, 184-205. doi:10.3102/0002831207312906
H
Hall, T. D., & Scott, R. (2007). Closing the gap between professors and teachers: “Uncoverage” as a model of professional development for history teachers. The History Teacher, 40, 257-263.
Hallam, R. (1970). Piaget and thinking in history. In M. Ballard (Ed.), New movements in the study and teaching of history (pp. 162-178). Bloomington: Indiana University Press.
Halldén, O. (1997). Conceptual change and the learning of history. International Journal of Educational Research, 27, 201-210. doi:10.1016/S0883-0355(97)89728-5
Halvorsen, A. L., Harris, L. M., Aponte Martinez, G., & Frasier, A. S. (2015). Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks? Journal of Curriculum Studies, 48, 457-478. do i:10.1080/00220272.2015.1092585
Harris, R., & Foreman-Peck, L. (2004). ‘Stepping into other people’s shoes’: Teaching and assessing empathy in the secondary history curriculum. International Journal of Historical Learning, Teaching and Research, 4(2), 1-14.
Hartmann, U., & Hasselhorn, M. (2008). Historical perspective taking. A standardized measure for an aspect of students’ historical thinking. Learning and Individual Differences, 18, 264–270. doi:10.1016/j.lindif.2007.10.002
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Havekes, H. G. F., Coppen, P. A. J. M., Luttenberg, J. M., & Van Boxtel, C. A. M. (2012). Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 11(2), 72–93.
Haydn, T. (2011). Secondary history. Current themes. In I. Davies (Ed.), Debates in history teaching (pp. 30-45). New York, NY: Routledge.
224










































































   224   225   226   227   228