Employing Bernstein's (1990, 2000) concepts of recontextualisation and pedagogic discourse, this case study aims to identify types of discourse and forms of knowledge in primary history lessons, and to explain the observations through teachers' thinking. Two Finnish primary teachers were observed for nine or ten consecutive history lessons and…

This study is an exploration of how U.S. middle school students interacted with different topics in world history, and how their specific understandings of topics were connected to both sociocultural and instructional contexts. I observed two world history classrooms in a Midwestern Catholic school for 10 months and conducted task-based group…

In this study, we explored the potential of two forms of discussion (disciplinary vs. traditional) for 39 sixth- and seventh-grade students with or at-risk for LD, before writing historical arguments. Nine teachers who led small group discussions in six heterogeneous social studies classrooms implemented the intervention. Students who were…

In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively…

This study examines the influence of a dramatic art-based history program for fifth-grade students on both their learning and enjoyment of history. The program, called "Performing History," reflects theories of effective use of drama in the classroom as well as successful ways to teach history. The program presents historical information as part…