Page 230 - Balancing between the present and the past

Monte-Sano, C. (2011). Learning to open up history for students: Preservice teachers’ emerging pedagogical content knowledge. Journal of Teacher Education, 62, 260-272. doi:10.1177/0022487110397842
Monte-Sano, C., & Cochran, M. (2009). Attention to learners, subject, or teaching: What takes precedence as preservice candidates learn to teach historical thinking and reading? Theory & Research in Social Education, 37, 101-135. doi:10.1080/00933104.2009.10473389
Morris, S. B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11, 364-386. doi:10.1177/1094428106291059
Muhr, T. (1991). Atlas/ti — A prototype for the support of text interpretation. Qualitative sociology, 14, 349-371. doi:10.1007/BF00989645
Muijs, D. (2006). Measuring teacher effectiveness: Some methodological reflections. Educational Research and Evaluation, 12, 53-74. doi:10.1080/13803610500392236
N
National Center for History in the Schools. (1996). National standards for history. Basic edition. Retrieved from https://phi.history.ucla.edu/nchs/history-standards
National Council for the Social Studies. (2013). The College, Career, and Civic Life (C3) Framework for social studies state standards: Guidance for enhancing the rigor of K–12 civics, economics, geography, and history. Retrieved from https://media.nationalgeographic.org/assets/file/C3-Framework-for-Social-Studies.pdf
National Curriculum Board. (2009). National history curriculum: Framing paper. Retrieved from the Australian Curriculum, Assessment and Reporting Authority website: http://docs.acara.edu.au/resources/National_ History_Curriculum_-_Framing_Paper.pdf
Nelson, M. C., Cordray, D. S., Hulleman, C. S., Darrow, C. L., & Sommer, E. C. (2012). A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions. The Journal of Behavioral Health Services & Research, 39, 374-396. doi:10.1007/s11414-012-9295-x
Netherlands Institute for Curriculum Development. (2016). Geschiedenis. Vakspecifieke trendanalyse 2016 [History. Subject-specific analysis 2016]. Retrieved from http://downloads.slo.nl/Repository/geschiedenis- vakspecifieke-trendanalyse-2016.pdf
Nikitina, S. (2006). Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem-centring. Journal of Curriculum Studies, 38, 251-271, doi:10.1080/00220270500422632
Nokes, J. D. (2010). Observing literacy practices in history classrooms. Theory & Research in Social Education, 38, 515–544. doi:10.1080/00933104.2010.10473438
Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). Teaching high school students to use heuristics while reading historical texts. Journal of Education Psychology, 99, 492-504. doi:10.1037/0022-0663.99.3.492
O
O’Leary, M. (2014). Classroom observation: A guide to the effective observation of teaching and learning. London, United Kingdom: Routledge.
Ontario Ministry of Education. (2015). The Ontario curriculum grades 11 and 12. Canadian and world studies. Retrieved from www.edu.gov.on.ca/eng/curriculum/secondary/2015cws11and12.pdf
O’Reilly, K. (1991). Informal reasoning in high school history. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.) Informal reasoning and education (pp. 363–379). Hillsdale, NJ: Erlbaum.
Osborne, K. (2006). ‘To the past’: Why we need to teach and study history. In R. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 103-131). Toronto, Canada: University of Toronto Press.
P
Pauly, N. (2003). Interpreting visual culture as cultural narratives in teacher education. Studies in Art Education, 44, 264-284.
Peck, C., & Seixas, P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31, 1015- 1038.
Pendry, A., & Husbands, C. T. (2000). Research and practice in history teacher education. Cambridge Journal of Education, 30, 321-334. doi:10.1080/03797720600625275
228