Recent educational reforms include a vision of integrating reflective practice and contextual consideration into statistics education. Yet, statistics courses are rarely taught in a way that connects the data-enriched world to the educational experiences of learners. This deficiency highlights the need for statistics teaching courses to be aligned…

Background: Mission US is a series of interactive first-person role-playing history games and curricular materials that address a critical problem: students lack fundamental knowledge of our nation's history. According to the most recent National Assessment of Educational Progress (NAEP, 2018), only 13% of Grade 8 students were proficient on the…

Historical significance is a historical thinking concept. Being able to identify historical significance is viewed as important for understanding change and continuity in the past, and for understanding the way 'history' is constructed by present society. This article discusses how Swedish students in Grade 5 (age 11 years) perceive and understand…

The study presented in this article examines the internal consistency of the formal Swedish history curriculum for the upper-secondary school. The research question addresses the extent to which disciplinary aspects--also referred to as vertical knowledge discourses--are transferred from fields of knowledge production to the Swedish formal history…

The new national core curriculum has been put into operation in Finland. Teaching and learning is intended to focus on historical literacy. In this paper, we study how it can be assessed with a pen-and-paper test, and what that reveals in regards to the mastering of historical literacy among elementary pupils. To study this, we designed a test…

The topic of this article is how primary school students express ideas about the "origins of the nation." The study is based on texts written by Swedish students aged 12-13 about a historical event well embedded in Swedish national mythology, the rise to power of Swedish "founding father" Gustav Vasa. The analysis is inspired…

The present study explores secondary school history teachers' knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers' reasoning during an…

Focusing on students' attempts to explain the relative significance of different factors in Hitler's rise to power, Catherine McCrory explores the vexed question of why students who seem able to express necessary historical knowledge on one occasion cannot effectively reproduce it on another. Drawing on a detailed analysis of what it actually…

Museums have great potential to help secondary students develop a deep understanding of the past; however, we know little about what history teachers actually do or want to accomplish when they utilize museums. In this study, the authors draw on questionnaire and interview data from 94 secondary history teachers in Connecticut in an effort to…

In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive…

In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the…

Investigated middle graders' understanding of the significance of distinct U.S. history events using interviews with fifth to eighth graders. Students noted steadily expanding rights and opportunities as a central theme in history but had difficulty incorporating some historical patterns and events into their image of progress. Most described…

Examines how elementary student teachers' composition of historical narratives constructed from primary and secondary source accounts demonstrated their historical thinking. Finds that the student teachers were ill-prepared about the "know what" and "know how" of history. Concludes that when student teachers' overall knowledge of history is…