There is a lot of talk these days about thinking historically. Policy makers use the term. So do teachers, curriculum writers, test makers, and administrators. And above all researchers use it--a lot. A number of articles have been published in this very column concerning the topic, many by those who do history-education research. Some might argue…

Responds to the article "From Understanding to Action: New Imperatives, New Criteria, New Methods for Interpretive Researchers" (Lincoln, Yvonna). Uses a personal experience with educational research to comment on the research criteria that Lincoln calls positionality, portrayal, and action. (CMK)

This case study of an historian high school history teacher is an account of how differing views of the nature of history and historical knowledge influenced the teacher's teaching practice. The two discourse communities the teacher belonged to, that of the university where the degree was granted and that of the school community in which the…