New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity
págs. 1-34
Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise"
págs. 35-67
Teaching Who You Are: Connecting Teachers’ Civic Education Ideology to Instructional Strategies
págs. 68-109
Situated Word Learning: Words of the Year (WsOY) and Social Studies Inquiry
Tina L. Heafner, Nicholas Triplett, Laura K. Handler, Dixie Massey
págs. 110-148
Preserving Local History With Public Value in Mind
Es reseña de:
People Need to Know: Confronting History in the Heartland
Robert M. Lucas
New York : Peter Lang, 2016
págs. 149-154
Clarifying—and Challenging—Classroom Controversy
Es reseña de:
The Case for Contention: Teaching Controversial Issues in American Schools
J. Zimmerman, E. Robertson
Chicago : University of Chicago, 2017
págs. 155-163
© 2001-2024 Fundación Dialnet · Todos los derechos reservados