Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world.…

The implementation of history education at universities has not yet seen able to give optimal results. This study aims to propose a model for improving the quality of history education in higher education. It poses the primary research question: what is the quality improvement model of history education like according to the needs analysis? The…

"Historical thinking" has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students' advance through a school history curriculum, test that progression empirically, and shape instructional…

Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large-scale online survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013.…

A study of a discipline-specific teacher development project designed to prepare teachers to implement a series of core instructional practices for pre-collegiate history teaching is described as a model that can be applied to any content discipline. Teachers were surveyed concerning the success of the project in achieving the goals it set,…

Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's "History…

British universities are known among the other Bologna countries not to have adjusted fully to the new common three-tier degree structure. Is it the case that British higher educational concerns are different from Continental concerns? A study of recent developments in two British graduate schools of history shows that a three-tier study structure…

With the first teaching of a revised history curriculum due in September 2008 the debate over content and order is well under way. Robert Guyver, involved in the design of the curriculum development experiment that evolved into the 1991 version of national curriculum history, witnessed the debates about all of the key stages in that crucial year.…

Late in 2007 New Visions for Public Schools, a New York City reform organization, received a grant from the C.S. Mott Foundation to organize select high schools and community partners into delivery systems that could improve student achievement. New Visions asked Policy Studies Associates, Inc. to provide research support for this effort in the…

The liberal and participatory-republican models of what constitutes a democratic citizen have implications for the civics curriculum and for the structure of secondary school institutions. The major problem with civic education today is a lack of integration, reflecting a liberal conception of education which sees the role of politics in our lives…

While pointing out some of the criticism being leveled at the social studies in recent years, this paper suggests a need to reassess the historical development of the social studies as part of the public school curriculum. It argues that such a reassessment is needed to resolve present difficulties and effect future possibilities. The period…