Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students' choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study…

Due to the changing landscape of K-12 education in the United States, particularly issues arising from funding, safety, accessibility, and standardization, the frequency at which teachers utilize traditional field trips has diminished over the last few decades. Thanks to continued advances in communicative technology, however, teachers are able to…

This essay introduces Walter Benjamin's historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a…

The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English…

This study examines changes to Jewish day school students' narratives of the history of Israel after a two-and-a-half-week trip there. Seventeen students were interviewed about the history of Israel before and after the trip. Before the trip, most students' accounts lacked logical connections among the different events. The observations on the…

The purpose of this study was to examine the postgraduate theses that focused on history textbooks between 1989 and 2017 in Turkey. The population was composed of 126 postgraduate theses (master's and doctoral) which were obtained from Thesis Center of Higher Education Council (HEC), Republic of Turkey. The document review method was used to…

Chloe Bateman recognised the value to her Key Stage 3 pupils of developing rich subject knowledge, but wanted to find a way of encouraging them to value that knowledge for themselves. In this article she explains how she provided that inspiration by setting her Year 7 class the challenge of writing convincing and engaging historical fiction set in…

This paper uses literary analysis of 21 st century U.S. history textbooks and the theoretical frameworks of post-colonial theory, racial pedagogical content knowledge, and critical race theory to argue that students at urban schools continue to be "made ahistorical" by classroom instructional conditions that devalue history instruction,…

Like many museums, the Missouri Historical Society wants to empower students to engage with history on their own terms. In our quest to create museum literate learners and push the student-centered field trip model to its maximum, we've internalized the crucial role of metacognition, or how we facilitate opportunities for students to think about…

What occurs when teachers in urban social studies classrooms want to do their best by incorporating culturally relevant pedagogy into their historical literacy instruction? While culturally relevant pedagogy and historical literacy are complementary in theory and a few scholars have demonstrated how teachers have integrated the two approaches in…

James Loewen has revised "Teaching What Really Happened", the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled…

Contemporary educational initiatives require more non-fiction reading in English/language arts (ELA), close readings of primary and secondary sources in social studies/history (SSH), and text-based writing in all curricula. Teachers rely on various objective reading measures to determine a suitable challenge level for students. Primary sources, a…

Laboratory evidence of a positive effect of sleep on declarative memory consolidation suggests that naps can be used to boost school learning in a scalable, low-cost manner. The few direct investigations of this hypothesis have so far upheld it, but departed from the naturalistic setting by testing non-curricular contents presented by…

What, exactly, is learned knowledge? And why does it matter in history teaching? Does it matter? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research…

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and…