Page 232 - Balancing between the present and the past
P. 232
Saye, J., & Brush, T. (2004). Promoting civic competence through problem-based history learning experiments. In G.E. Hamot, J.J. Patrick, & R.S. Leming (Eds)., Civic Learning in Teacher Education (Vol. 3, pp. 123-145). Bloomington, IN: The Social Studies Development Center.
Saye, J., & Social Studies Inquiry Research Collaborative. (2013). Authentic pedagogy: Its presence in social studies classrooms and relationships to student performance on state-mandated tests. Theory & Research in Social Education, 41, 89–132. doi:10.1080/00933104.2013.756785
Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM, 45, 607-621. doi:10.1007/s11858-012-0483-1
Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454-499. doi:10.3102/0034654307310317
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. Olsen & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching, and schooling (pp. 765−783). Oxford: Blackwell.
Seixas, P. (1998). Student teachers thinking historically. Theory & Research in Social Education, 26, 310–41. doi:10.1080/00933104.1998.10505854
Seixas, P. (2006). Benchmarks of historical thinking: A framework for assessment in Canada. Retrieved from The Historical Thinking Project website: http://historicalthinking.ca/sites/default/files/files/docs/Framework_ EN.pdf
Seixas, P. (2015). Translation and its discontents: Key concepts in English and German history education. Journal of Curriculum Studies, 48, 427-439. doi:10.1080/00220272.2015.1101618
Seixas, P., & Colyer, J. (2012). Assessing historical thinking. A report on the national meeting of the historical thinking project. Retrieved from The Historical Thinking Project website: http://historybenchmarks.ca/sites/default/ files/files/docs/2012Report_EN.pdf
Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, Canada: Nelson.
Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and prospects for
Canadian social studies (pp. 109-117). Vancouver, Canada: Pacific Educational Press.
SERVE. (2006). How to assess student performance in history: Going beyond multiple-choice tests. Retrieved from http://
www.serve.org/uploads/publications/AssessHistory.pdf
Sewell Jr., W. H. (2005). Logics of history: Social theory and social transformation. Chicago, IL: University of Chicago Press.
Shadish, W.R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Newbury Park, CA: Sage.
Shavelson, R. J., Webb, N. M., & Rowley, G. L. (1989). Generalizability theory. American Psychologist, 44, 922-932.
doi:10.1037/0003-066X.44.6.922
Shemilt, D. (1983). The devil’s locomotive. History and Theory, 22(4), 1–18. doi:10.2307/2505213
Shemilt, D. (1987). Adolescent ideas about evidence and methodology in history. In C. Portal (Ed.), The history curriculum for teachers (pp. 39−61). London, United Kingdom: The Falmer Press.
Shemilt, D. (2009). Drinking an ocean and pissing a cupful: How adolescents make sense of history. In L. Symcox & A. H. J. Wilschut (Eds.), National history standards: The problem of the canon and the future of teaching history (pp. 141–209). Charlotte, NC: Information Age.
Skolnick, J., Dulberg, N., & Maestre, T. (2004). Through other eyes: Developing empathy and multicultural perspectives in the social studies. Toronto, Canada: Pippin.
Slavin, R. (1996). Education for all. Lisse, The Netherlands: Swets & Zeitlinger.
Smit, N., Van de Grift, W. J. C. M., De Bot, C. L. J., & Jansen, E. P. W. A. (2017). A classroom observation tool for
scaffolding reading comprehension. System, 65, 117-129. doi:10.1016/j.system.2016.12.014
Smith, M. D. (2018). New multiple-choice measures of historical thinking: An investigation of cognitive validity.
Theory & Research in Social Education, 46, 1-34. doi:10.1080/00933104.2017.1351412
Spoehr, K. T., & Spoehr, L. W. (1994). Learning to think historically. Educational Psychologist, 29, 71–77.
doi:10.1207/s15326985ep2902_2
Stahl, S. A., Hynd, C. R., Britton, B. K., McNish, M. M., & Bosquet, D. (1996). What happens when students read
multiple source documents in history? Reading Research Quarterly, 31, 430–456.
230