Researching History Education: Theory, Method, and Context (Paperback)

@contents: Selected Contents: Preface Narrative as a primary act of mind? Linda S. Levstik The relationship between historical response and narrative in a sixth?grade classroom Linda S. Levstik Building a sense of history in a first grade classroom Linda S. Levstik Visualizing time Keith C. Barton "Back when God was around and everything": The development of children’s understanding of historical time Keith C. Barton and Linda S. Levstik "They still use some of their past": Historical salience in children’s chronological thinking Linda S. Levstik and Keith C. Barton Making connections Keith C. Barton "Bossed around by the Queen": Elementary students’ understanding of individuals and institutions in history Keith C. Barton Narrative simplifications in elementary children’s historical understanding Keith C. Barton "I just kinda know": Elementary students’ ideas about historical evidence Keith C. Barton What makes the past worth knowing? Linda S. Levstik "It wasn’t a good part of history": National identity and ambiguity in students’ explanations of historical significance Keith C. Barton and Linda S. Levstik Articulating the silences: Teachers and adolescents’ conceptions of historical significance Linda S. Levstik Challenging the familiar Keith C. Barton "You’d be wanting to know about the past": Social contexts of children’s historical understanding in Northern Ireland and the United States Keith C. Barton A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland and the United States Keith C. Barton Border crossings Linda S. Levstik Crossing the empty spaces: Perspective taking in New Zealand adolescents’ understanding of national history Linda S. Levstik Digging for clues: An archaeological exploration of historical cognition Linda S. Levstik, A. Gwynn Henderson, and Jennifer S. Schlarb Afterword