Cover
Half Title
Also available in the MasterClass Series
Title
Copyright
Contents
List of Figures and Tables
Notes on Contributors
Series Editor’s Foreword
Introduction
Part I
1 Historical Change: In Search of Argument
Chapter outline
‘There was some change . . . ’5
Literature review6
Research Design10
Nature of the research14
Data collection15
Methods of analysis15
Findings16
Discussion and recommendations20
‘There was some change . . . ’
Literature review
Developments and debates concerning historical change in the history education community
Some insights from the practice of professional historians
Research design
Rationale for the investigation
Constructing the enquiry: some underlying principles
The historiographical debate foregrounded in the enquiry
Metaphors were used as a means of conceptualizing change
Harnessing the power of analytic vocabulary
Nature of the research
Data collection
Methods of analysis
Findings
What properties in students’ thinking about change and continuity were manifested in their written work?
Theme 1: Reflection upon the direction and dynamism of change and continuity
Theme 2: Use of criteria to make judgements about the significance of change
Theme 3: Awareness that judgements about significance are ascribed and therefore dependent on temporal standpoints
Discussion and recommendations
2 Historical Causation: Counterfactual Reasoning and the Power of Comparison
Chapter outline
Introduction 23
Causation in academic and school history 24
Counterfactual reasoning: Devil’s work or Heaven’s helper? 26
Designing a lesson sequence encouraging counterfactual reasoning 28
Researching my pupils’ counterfactual reasoning 35
Findings 36
Tentative recommendations 40
Introduction
Causation in academic and school history
Counterfactual reasoning: Devil’s work or Heaven’s helper?
Designing a lesson sequence encouraging counterfactual reasoning
Researching my pupils’ counterfactual reasoning
Findings
Research Question 1: Which aspects of teaching through counterfactual example appear to have engaged interest and assisted unde
Research Question 2: When did pupils engage in independent counterfactual thinking?
Research Question 3: What properties of historical thinking can be discerned in pupils’ final essays?
1. Recognition of a causal web
2. Recognition of the importance of temporal placement
3. Recognition of the nature of causes (independent language and use of analogy)
Tentative recommendations
3 Knowledge and Language: Being Historical with Substantive Concepts
Chapter outline
Conceptual progression in history 46
The corruption of progression through assessment 48
Developing a research question 51
The lesson sequence 51
Research design 52
Theme formation 53
Discussion 55
Conclusions 57
Conceptual progression in history
The corruption of progression through assessment
Developing a research question
The lesson sequence
Research design
Theme formation
Discussion
Conclusions
4 Frameworks for Big History: Teaching History at Its Lower Resolutions
Chapter outline
Introduction 59
The problem of fragmentation 60
Frameworks for addressing fragmentation 61
Developing Shemilt’s approach for the classroom 62
Reflections during the planning stage: emerging problems, emerging solutions 66
Teaching the synoptic framework 71
Examining the results of the teaching 73
Introduction
The problem of fragmentation
Frameworks for addressing fragmentation
Developing Shemilt’s approach for the classroom
Reflections during the planning stage: emerging problems, emerging solutions
Teaching the synoptic framework
Examining the results of the teaching
5 Evidential Thinking: Language as Liberator and Gaoler
Chapter outline
Introduction 77
A history teacher’s journey through the literature 79
Rationale for my research 84
Overview of the lesson sequence 86
Research design 89
Findings for RQ1: What were characteristics of pupil thinking in their efforts to capture and communicate their understanding
Findings for RQ2: What kind of challenge did the task of making evidence-based claims about Churchill represent?98
Discussion and recommendations100
Introduction
A history teacher’s journey through the literature
Historians and sources
History educators and evidence
Rationale for my research
Overview of the lesson sequence
Research design
Epistemology: constructionism
Methodology: case study
Research methods
Data analysis
Findings for RQ1: What were characteristics of pupil thinking in their efforts to capture and communicate their understanding o
Category 1: Pupil thoughts about the language used to describe Churchill in contemporary sources
Category 2: Pupil thoughts about why contemporaries used certain words to describe Churchill
Category 5: Pupil thoughts about the content of their own descriptions of Churchill
Category 6: Pupil thoughts about what words they could use to use to describe Churchill
Findings for RQ2: What kind of challenge did the task of making evidence-.based claims about Churchill represent?
Themes emerging from interviews and focus groups
Themes emerging from hermeneutic reading of six essays
Discussion and recommendations
6 Historical Interpretation: Using Online Discussion
Chapter outline
Introduction105
The Beatles Project: origins and aims107
The Beatles Project: structure and discussion design108
Evaluating the Beatles Project110
Conclusions118
Introduction
The Beatles Project: origins and aims
The Beatles Project: structure and discussion design
Evaluating the Beatles Project
Students’ initial ideas about how historians work
How did students approach the Beatles task?
Conclusions
7 Historical Significance: Giving Meaning to Local Places
Chapter outline
Introduction121
Sound walks and significance122
The New Zealand context123
Research questions and methodology123
Preparing students for creating a sound walk124
Findings 1: ‘How do students make use of suggested disciplinary criteria in determining the historical significance of a place
Findings 2: To what extent do historical sound walks create rich engagements with places and their pasts?130
Future directions for making sound walks133
Conclusion134
Introduction
Sound walks and significance
The New Zealand context
Research questions and methodology
Preparing students for creating a sound walk
Findings 1: ‘How do students make use of suggested disciplinary criteria in determining the historical significance of a place?
Findings 2: To what extent do historical sound walks create rich engagements with places and their pasts?
Future directions for making sound walks
Conclusion
8 Unmasking Diversity: Curriculum Rhetoric Meets the Classroom
Chapter outline
Introduction135
Literature review137
Methodology142
Methods144
A word on validity144
Data analysis145
Discussion148
Introduction
Literature review
Methodology
Methods
A word on validity
Data analysis
Research Question 1: What do students notice in the stories of the past?
Research Question 2: How do students describe the other?
Research Question 3: Which binary oppositions are in play when students attend to the other?
Discussion
Part II
9 Causation, Chronology and Source Interpretation: Looking at School History from the Perspective of a University History Facul
10 On the Dual Character of Historical Thinking: Challenges for Teaching and Learning
11 Exploring the Relationship between Substantive and Disciplinary Knowledge
12 Teaching for Historical Understanding: Thematic Continuities with the Work of Lawrence Stenhouse
Chapter outline
The role of the history teacher as a researcher173
The problematical nature of historical concepts in structuring history as a thinking system175
Historical sources as complex objects of learning and the nature of understanding as a pedagogical aim177
The development of pupils’ historical understanding renders the outcomes of learning unpredictable182
Some concluding remarks182
The role of the history teacher as a researcher
The problematical nature of historical concepts in structuring history as a thinking system
Historical sources as complex objects of learning and the nature of understanding as a pedagogical aim
The development of pupils’ historical understanding renders the outcomes of learning unpredictable
Some concluding remarks
13 School Subjects as Powerful Knowledge: Lessons from History
Chapter outline
Introduction185
Subjects as specialized knowledge186
A three futures approach to the curriculum187
What is Future 3?188
What is powerful about ‘Powerful knowledge’?189
Powerful knowledge, subjects and curriculum specialization191
School subjects; lessons from history191
Conclusions192
Introduction
Subjects as specialized knowledge
A three futures approach to the curriculum
What is Future 3?
What is powerful about ‘Powerful knowledge’?
Powerful knowledge, subjects and curriculum specialization
School subjects; lessons from history
Conclusions
14 Breaking the Ice: Encouraging Students to Excavate the Familiar Surfaces of the Past
15 Redesigning History Education to Improve Pupils’ Understanding: Implications for Theory and Research
Chapter outline
Teaching a usable framework202
Using the methodology of history: understanding historical significance204
Using the methodology of history: understanding historical interpretation205
Teaching a usable framework
Using the methodology of history: understanding historical significance
Using the methodology of history: understanding historical interpretation
16 Voices from and Voices about the Past: Connecting Evidence, Significance and Diversity
Chapter outline
Reflecting on three teachers’ chapters209
Concluding thoughts: making new connections214
Reflecting on three teachers’ chapters
Concluding thoughts: making new connections
How can history teachers support students’ identification with the past?
How can history teachers empower students through learning the language of historical analysis, especially first-.order, substa
How, as professional learners, can history teachers best operate constructively within the external frameworks set by national
17 History’s Distinctive Contribution to Critical Citizenship
Part III
18 Historical Thinking/.Historical Knowing: On the Content of the Form of History Education
19 Sustaining the Unresolving Tensions within History Education and Teacher Education
Chapter outline
Recognizing the essential relationships between different concepts and processes234
Planning for progression: getting the structure and the sequence right235
Teacher as researcher: acknowledging the relationship between teaching and learning236
Shared programmes of research: combining the insights from educational research conducted from different perspectives and on d
Learning to become a teacher-researcher: a simultaneous not sequential process238
Making sense of the missing dimension: the importance of subject-specific research239
Recognizing the essential relationships between different concepts and processes
Planning for progression: getting the structure and the sequence right
Teacher as researcher: acknowledging the relationship between teaching and learning
Shared programmes of research: combining the insights from educational research conducted from different perspectives and on di
Learning to become a teacher-.researcher: a simultaneous not sequential process
Making sense of the missing dimension: the importance of subject-.specific research
20 History Teacher Publication and the Curricular ‘What?’: Mobilizing Subject-.specific Professional Knowledge in a Culture of
Notes
References
Index