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Direct linkHuijgen, Tim; van de Grift, Wim; van Boxtel, Carla; Holthuis, Paul – Journal of Curriculum Studies, 2018
The aim of this explorative study was to develop and test a pedagogy aimed at promoting students' ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining…
Descriptors: Design Requirements, Pretests Posttests, History Instruction, Curriculum Development
Stoel, G. L.; van Drie, J. P.; van Boxtel, C. A. M. – Journal of Curriculum Studies, 2015
The present study seeks to develop a pedagogy aimed at fostering a student's ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was conceptualized as a multidimensional process, in which knowledge of…
Descriptors: History Instruction, Teaching Methods, Pretests Posttests, Epistemology
Effects of a Reform High School Mathematics Curriculum on Student Achievement: Whom Does It Benefit?
Krupa, Erin E.; Confrey, Jere – Journal of Curriculum Studies, 2017
This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based "Core-Plus Mathematics" curricular materials on student…
Descriptors: Educational Change, Mathematics Curriculum, Academic Achievement, Integrated Curriculum
