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You searched for subject:(Historical education). Showing records 1 – 30 of 818 total matches.

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Universiteit Utrecht

1. Veldt, Dorieke. Dirk Smits? In welke klas zit die?.

Degree: 2007, Universiteit Utrecht

Over de herontdekking van een bijzonder achttiende eeuws dichtwerk en de succesvolle pogingen om dat weer onder de aandacht te brengen. Advisors/Committee Members: Kraats, René van de.

Subjects/Keywords: Arts; historical literature; education

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APA (6th Edition):

Veldt, D. (2007). Dirk Smits? In welke klas zit die?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/22496

Chicago Manual of Style (16th Edition):

Veldt, Dorieke. “Dirk Smits? In welke klas zit die?.” 2007. Masters Thesis, Universiteit Utrecht. Accessed May 09, 2021. http://dspace.library.uu.nl:8080/handle/1874/22496.

MLA Handbook (7th Edition):

Veldt, Dorieke. “Dirk Smits? In welke klas zit die?.” 2007. Web. 09 May 2021.

Vancouver:

Veldt D. Dirk Smits? In welke klas zit die?. [Internet] [Masters thesis]. Universiteit Utrecht; 2007. [cited 2021 May 09]. Available from: http://dspace.library.uu.nl:8080/handle/1874/22496.

Council of Science Editors:

Veldt D. Dirk Smits? In welke klas zit die?. [Masters Thesis]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/22496


University of Pretoria

2. Steyn, Herco Jacobus. Textese and secondary school learners : identifying textisms in formal written English.

Degree: Humanities Education, 2015, University of Pretoria

 This inquiry employs a purposefully designed proofreading protocol to obtain empirical data on the ability of the target population (i.e. South African secondary school learners… (more)

Subjects/Keywords: Education; Historical linguistics; English; UCTD

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APA (6th Edition):

Steyn, H. J. (2015). Textese and secondary school learners : identifying textisms in formal written English. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45815

Chicago Manual of Style (16th Edition):

Steyn, Herco Jacobus. “Textese and secondary school learners : identifying textisms in formal written English.” 2015. Doctoral Dissertation, University of Pretoria. Accessed May 09, 2021. http://hdl.handle.net/2263/45815.

MLA Handbook (7th Edition):

Steyn, Herco Jacobus. “Textese and secondary school learners : identifying textisms in formal written English.” 2015. Web. 09 May 2021.

Vancouver:

Steyn HJ. Textese and secondary school learners : identifying textisms in formal written English. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2021 May 09]. Available from: http://hdl.handle.net/2263/45815.

Council of Science Editors:

Steyn HJ. Textese and secondary school learners : identifying textisms in formal written English. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45815

3. Wang, Nai-Ching. Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources.

Degree: PhD, Computer Science and Applications, 2019, Virginia Tech

 Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only… (more)

Subjects/Keywords: Crowdsourcing; Historical Research; History Education

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APA (6th Edition):

Wang, N. (2019). Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/87437

Chicago Manual of Style (16th Edition):

Wang, Nai-Ching. “Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources.” 2019. Doctoral Dissertation, Virginia Tech. Accessed May 09, 2021. http://hdl.handle.net/10919/87437.

MLA Handbook (7th Edition):

Wang, Nai-Ching. “Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources.” 2019. Web. 09 May 2021.

Vancouver:

Wang N. Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/10919/87437.

Council of Science Editors:

Wang N. Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/87437


University of Lethbridge

4. University of Lethbridge. Faculty of Arts and Science. The purpose and practice of history education: can a humanist approach to teaching history facilitate citizenship education? .

Degree: 2019, University of Lethbridge

 History has a longstanding relationship with citizenship education (Osborne, 2000). Pedagogically, history classes were used to pass on established narratives to students that reinforced predetermined… (more)

Subjects/Keywords: History; History Education; Citizenship Education; Historical Consciousness; Historical Thinking; Humanism

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APA (6th Edition):

Science, U. o. L. F. o. A. a. (2019). The purpose and practice of history education: can a humanist approach to teaching history facilitate citizenship education? . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/5650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Science, University of Lethbridge. Faculty of Arts and. “The purpose and practice of history education: can a humanist approach to teaching history facilitate citizenship education? .” 2019. Thesis, University of Lethbridge. Accessed May 09, 2021. http://hdl.handle.net/10133/5650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Science, University of Lethbridge. Faculty of Arts and. “The purpose and practice of history education: can a humanist approach to teaching history facilitate citizenship education? .” 2019. Web. 09 May 2021.

Vancouver:

Science UoLFoAa. The purpose and practice of history education: can a humanist approach to teaching history facilitate citizenship education? . [Internet] [Thesis]. University of Lethbridge; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/10133/5650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Science UoLFoAa. The purpose and practice of history education: can a humanist approach to teaching history facilitate citizenship education? . [Thesis]. University of Lethbridge; 2019. Available from: http://hdl.handle.net/10133/5650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Pato, Maria de Lurdes Correia. A consciência histórica nos jovens a partir da narrativa.

Degree: 2017, Universidade de Évora

 A preocupação com o desenvolvimento de uma consciência histórica nos jovens tem sido um tema central na investigação em educação histórica, ao longo dos últimos… (more)

Subjects/Keywords: Conciência histórica; Educação histórica; Literacia histórica; Narrativa; Historical consciousness; Historical education; Historical literacy; Narrative

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APA (6th Edition):

Pato, M. d. L. C. (2017). A consciência histórica nos jovens a partir da narrativa. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/23160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pato, Maria de Lurdes Correia. “A consciência histórica nos jovens a partir da narrativa.” 2017. Thesis, Universidade de Évora. Accessed May 09, 2021. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/23160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pato, Maria de Lurdes Correia. “A consciência histórica nos jovens a partir da narrativa.” 2017. Web. 09 May 2021.

Vancouver:

Pato MdLC. A consciência histórica nos jovens a partir da narrativa. [Internet] [Thesis]. Universidade de Évora; 2017. [cited 2021 May 09]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/23160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pato MdLC. A consciência histórica nos jovens a partir da narrativa. [Thesis]. Universidade de Évora; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/23160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Dalhousie University

6. Mitton, Heidi. "To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community.

Degree: MA, Department of International Development Studies, 2012, Dalhousie University

 Postwar Guatemala continues to contend with ongoing criminal and state violence, insecurity, racial exclusion and disparity, exacerbated by neoliberal and neocolonial economic policies. These patterns… (more)

Subjects/Keywords: Popular Education; Guatemala; Historical Memory; Postwar violence

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APA (6th Edition):

Mitton, H. (2012). "To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/15814

Chicago Manual of Style (16th Edition):

Mitton, Heidi. “"To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community.” 2012. Masters Thesis, Dalhousie University. Accessed May 09, 2021. http://hdl.handle.net/10222/15814.

MLA Handbook (7th Edition):

Mitton, Heidi. “"To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community.” 2012. Web. 09 May 2021.

Vancouver:

Mitton H. "To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community. [Internet] [Masters thesis]. Dalhousie University; 2012. [cited 2021 May 09]. Available from: http://hdl.handle.net/10222/15814.

Council of Science Editors:

Mitton H. "To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community. [Masters Thesis]. Dalhousie University; 2012. Available from: http://hdl.handle.net/10222/15814


Penn State University

7. Kingkaysone, Judy Souchita. Reading Art: Multiliteracies and History Education.

Degree: 2016, Penn State University

 This article (published two years prior) was an early foray connecting historical thinking, the arts, and multiliteracies and served as a base for subsequent graduate… (more)

Subjects/Keywords: history education; historical thinking; multiliteracies; arts integration

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APA (6th Edition):

Kingkaysone, J. S. (2016). Reading Art: Multiliteracies and History Education. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27789

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kingkaysone, Judy Souchita. “Reading Art: Multiliteracies and History Education.” 2016. Thesis, Penn State University. Accessed May 09, 2021. https://submit-etda.libraries.psu.edu/catalog/27789.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kingkaysone, Judy Souchita. “Reading Art: Multiliteracies and History Education.” 2016. Web. 09 May 2021.

Vancouver:

Kingkaysone JS. Reading Art: Multiliteracies and History Education. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 May 09]. Available from: https://submit-etda.libraries.psu.edu/catalog/27789.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kingkaysone JS. Reading Art: Multiliteracies and History Education. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27789

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

8. Lacey, Robert C. An Historical Ethnography of a Rural School Music Program: A Case Study.

Degree: MA, 2015, Brigham Young University

 Every school music program has a history and a culture. This thesis was a study synthesizing those two elements, seeking to explore the past culture… (more)

Subjects/Keywords: music education; rural school; historical ethnography; Music

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APA (6th Edition):

Lacey, R. C. (2015). An Historical Ethnography of a Rural School Music Program: A Case Study. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6737&context=etd

Chicago Manual of Style (16th Edition):

Lacey, Robert C. “An Historical Ethnography of a Rural School Music Program: A Case Study.” 2015. Masters Thesis, Brigham Young University. Accessed May 09, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6737&context=etd.

MLA Handbook (7th Edition):

Lacey, Robert C. “An Historical Ethnography of a Rural School Music Program: A Case Study.” 2015. Web. 09 May 2021.

Vancouver:

Lacey RC. An Historical Ethnography of a Rural School Music Program: A Case Study. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2021 May 09]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6737&context=etd.

Council of Science Editors:

Lacey RC. An Historical Ethnography of a Rural School Music Program: A Case Study. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6737&context=etd

9. Simpson, Gail. Content Analysis Of The Journal Of Historical Research In Music Education: 1980-2019.

Degree: PhD, Music, 2019, University of Mississippi

 The purpose of this descriptive study is to explore the trends in historical research over a period of forty years (1980-2019) as presented in peer-reviewed… (more)

Subjects/Keywords: Content Analysis; Historical Research; JHRME; Music Education

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APA (6th Edition):

Simpson, G. (2019). Content Analysis Of The Journal Of Historical Research In Music Education: 1980-2019. (Doctoral Dissertation). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1944

Chicago Manual of Style (16th Edition):

Simpson, Gail. “Content Analysis Of The Journal Of Historical Research In Music Education: 1980-2019.” 2019. Doctoral Dissertation, University of Mississippi. Accessed May 09, 2021. https://egrove.olemiss.edu/etd/1944.

MLA Handbook (7th Edition):

Simpson, Gail. “Content Analysis Of The Journal Of Historical Research In Music Education: 1980-2019.” 2019. Web. 09 May 2021.

Vancouver:

Simpson G. Content Analysis Of The Journal Of Historical Research In Music Education: 1980-2019. [Internet] [Doctoral dissertation]. University of Mississippi; 2019. [cited 2021 May 09]. Available from: https://egrove.olemiss.edu/etd/1944.

Council of Science Editors:

Simpson G. Content Analysis Of The Journal Of Historical Research In Music Education: 1980-2019. [Doctoral Dissertation]. University of Mississippi; 2019. Available from: https://egrove.olemiss.edu/etd/1944


Temple University

10. Meier, Daniel John. The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy.

Degree: PhD, 2009, Temple University

Educational Psychology

The purpose of this study was to determine if the use of primary source historical documents used in conjunction with the heuristics associated… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Curriculum and Instruction; Heuristics; Historical Empathy; Historical Reasoning

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APA (6th Edition):

Meier, D. J. (2009). The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,43556

Chicago Manual of Style (16th Edition):

Meier, Daniel John. “The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy.” 2009. Doctoral Dissertation, Temple University. Accessed May 09, 2021. http://digital.library.temple.edu/u?/p245801coll10,43556.

MLA Handbook (7th Edition):

Meier, Daniel John. “The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy.” 2009. Web. 09 May 2021.

Vancouver:

Meier DJ. The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2021 May 09]. Available from: http://digital.library.temple.edu/u?/p245801coll10,43556.

Council of Science Editors:

Meier DJ. The Use of Primary Source Historical Documents, Historical Reasoning Heuristics, and the Subsequent Development of Historical Empathy. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,43556


Utah State University

11. Collette, Jared P. Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathetic Concern, and Historical Perspective-Taking.

Degree: PhD, Education, 2019, Utah State University

  Theoretical and empirical evidence indicate a possibility that reading certain types of historical texts could improve different constructs of empathy that include theory of… (more)

Subjects/Keywords: Historical perspective taking; empathic concern; historical perspective taking; history; secondary education; Education

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APA (6th Edition):

Collette, J. P. (2019). Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathetic Concern, and Historical Perspective-Taking. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7433

Chicago Manual of Style (16th Edition):

Collette, Jared P. “Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathetic Concern, and Historical Perspective-Taking.” 2019. Doctoral Dissertation, Utah State University. Accessed May 09, 2021. https://digitalcommons.usu.edu/etd/7433.

MLA Handbook (7th Edition):

Collette, Jared P. “Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathetic Concern, and Historical Perspective-Taking.” 2019. Web. 09 May 2021.

Vancouver:

Collette JP. Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathetic Concern, and Historical Perspective-Taking. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2021 May 09]. Available from: https://digitalcommons.usu.edu/etd/7433.

Council of Science Editors:

Collette JP. Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathetic Concern, and Historical Perspective-Taking. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7433


Universidade do Minho

12. Esteves, Maria Vieira. Aprender e apreender história no ensino básico: a construção de narrativas históricas em aula .

Degree: 2020, Universidade do Minho

 O presente Relatório de Estágio Profissional é o resultado da Intervenção Pedagógica Supervisionada realizada numa turma de 7º ano de escolaridade do Ensino Básico, tendo… (more)

Subjects/Keywords: Educação histórica; Ensino básico; História; Narrativa histórica; Basic education; Historical education; Historical narrative; History

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APA (6th Edition):

Esteves, M. V. (2020). Aprender e apreender história no ensino básico: a construção de narrativas históricas em aula . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/66013

Chicago Manual of Style (16th Edition):

Esteves, Maria Vieira. “Aprender e apreender história no ensino básico: a construção de narrativas históricas em aula .” 2020. Masters Thesis, Universidade do Minho. Accessed May 09, 2021. http://hdl.handle.net/1822/66013.

MLA Handbook (7th Edition):

Esteves, Maria Vieira. “Aprender e apreender história no ensino básico: a construção de narrativas históricas em aula .” 2020. Web. 09 May 2021.

Vancouver:

Esteves MV. Aprender e apreender história no ensino básico: a construção de narrativas históricas em aula . [Internet] [Masters thesis]. Universidade do Minho; 2020. [cited 2021 May 09]. Available from: http://hdl.handle.net/1822/66013.

Council of Science Editors:

Esteves MV. Aprender e apreender história no ensino básico: a construção de narrativas históricas em aula . [Masters Thesis]. Universidade do Minho; 2020. Available from: http://hdl.handle.net/1822/66013


Penn State University

13. Heiserman, Janelle. HISTORICAL FICTION AND BOOK CLUBS AS CRITICAL PUBLIC PEDAGOGY: A QUALITATIVE STUDY OF ADULTS RE- LEARNING HISTORY.

Degree: 2019, Penn State University

 The purpose of this qualitative research study is to explore how readers of critical historical fiction who participate in book groups or online reading forums… (more)

Subjects/Keywords: historical fiction; critical public pedagogy; non-formal learning; adult education; book clubs; historical education; adult historical education; re-teaching history; critical historical fiction; critical history; teaching history critically

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APA (6th Edition):

Heiserman, J. (2019). HISTORICAL FICTION AND BOOK CLUBS AS CRITICAL PUBLIC PEDAGOGY: A QUALITATIVE STUDY OF ADULTS RE- LEARNING HISTORY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16435jnh15

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Heiserman, Janelle. “HISTORICAL FICTION AND BOOK CLUBS AS CRITICAL PUBLIC PEDAGOGY: A QUALITATIVE STUDY OF ADULTS RE- LEARNING HISTORY.” 2019. Thesis, Penn State University. Accessed May 09, 2021. https://submit-etda.libraries.psu.edu/catalog/16435jnh15.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Heiserman, Janelle. “HISTORICAL FICTION AND BOOK CLUBS AS CRITICAL PUBLIC PEDAGOGY: A QUALITATIVE STUDY OF ADULTS RE- LEARNING HISTORY.” 2019. Web. 09 May 2021.

Vancouver:

Heiserman J. HISTORICAL FICTION AND BOOK CLUBS AS CRITICAL PUBLIC PEDAGOGY: A QUALITATIVE STUDY OF ADULTS RE- LEARNING HISTORY. [Internet] [Thesis]. Penn State University; 2019. [cited 2021 May 09]. Available from: https://submit-etda.libraries.psu.edu/catalog/16435jnh15.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heiserman J. HISTORICAL FICTION AND BOOK CLUBS AS CRITICAL PUBLIC PEDAGOGY: A QUALITATIVE STUDY OF ADULTS RE- LEARNING HISTORY. [Thesis]. Penn State University; 2019. Available from: https://submit-etda.libraries.psu.edu/catalog/16435jnh15

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

14. Callaway, Aaron. Analyzing Students' Historical Thinking Skills at Different Grade Levels.

Degree: MSEd, Teaching, Learning, and Foundations, 2020, Eastern Illinois University

  The purpose of this research study is to compare and contrast the historical thinking abilities of students in distinct age-groups through their use of… (more)

Subjects/Keywords: historical thinking; historical literacy; historical communication; inquiry; social studies education; Curriculum and Instruction; Scholarship of Teaching and Learning

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APA (6th Edition):

Callaway, A. (2020). Analyzing Students' Historical Thinking Skills at Different Grade Levels. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4840

Chicago Manual of Style (16th Edition):

Callaway, Aaron. “Analyzing Students' Historical Thinking Skills at Different Grade Levels.” 2020. Masters Thesis, Eastern Illinois University. Accessed May 09, 2021. https://thekeep.eiu.edu/theses/4840.

MLA Handbook (7th Edition):

Callaway, Aaron. “Analyzing Students' Historical Thinking Skills at Different Grade Levels.” 2020. Web. 09 May 2021.

Vancouver:

Callaway A. Analyzing Students' Historical Thinking Skills at Different Grade Levels. [Internet] [Masters thesis]. Eastern Illinois University; 2020. [cited 2021 May 09]. Available from: https://thekeep.eiu.edu/theses/4840.

Council of Science Editors:

Callaway A. Analyzing Students' Historical Thinking Skills at Different Grade Levels. [Masters Thesis]. Eastern Illinois University; 2020. Available from: https://thekeep.eiu.edu/theses/4840


Universidade do Minho

15. Ribeiro, João Paulo Pinto. A transição da Idade Clássica para a Idade Média: explicação histórica em tempos de mudança: The transition from the Classical Era to the Middle Ages: historical explanation in times of change.

Degree: 2020, Universidade do Minho

 This report showcases an investigation study developed in the context of the supervised pedagogical practice, integrated in the Professional Internship course of the Master's Degree… (more)

Subjects/Keywords: Educação histórica; Cognição histórica; Explicação causal; Explicação histórica; Historical education; Historical cognition; Causal explanation; Historical explanation; Ciências Sociais::Ciências da Educação

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ribeiro, J. P. P. (2020). A transição da Idade Clássica para a Idade Média: explicação histórica em tempos de mudança: The transition from the Classical Era to the Middle Ages: historical explanation in times of change. (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/69684

Chicago Manual of Style (16th Edition):

Ribeiro, João Paulo Pinto. “A transição da Idade Clássica para a Idade Média: explicação histórica em tempos de mudança: The transition from the Classical Era to the Middle Ages: historical explanation in times of change.” 2020. Masters Thesis, Universidade do Minho. Accessed May 09, 2021. http://hdl.handle.net/1822/69684.

MLA Handbook (7th Edition):

Ribeiro, João Paulo Pinto. “A transição da Idade Clássica para a Idade Média: explicação histórica em tempos de mudança: The transition from the Classical Era to the Middle Ages: historical explanation in times of change.” 2020. Web. 09 May 2021.

Vancouver:

Ribeiro JPP. A transição da Idade Clássica para a Idade Média: explicação histórica em tempos de mudança: The transition from the Classical Era to the Middle Ages: historical explanation in times of change. [Internet] [Masters thesis]. Universidade do Minho; 2020. [cited 2021 May 09]. Available from: http://hdl.handle.net/1822/69684.

Council of Science Editors:

Ribeiro JPP. A transição da Idade Clássica para a Idade Média: explicação histórica em tempos de mudança: The transition from the Classical Era to the Middle Ages: historical explanation in times of change. [Masters Thesis]. Universidade do Minho; 2020. Available from: http://hdl.handle.net/1822/69684


Penn State University

16. Fuentes, David Andres. Exploring Pre-service teachers' historical thinking through the Cooperative Biography: A Design-based Research Study.

Degree: 2012, Penn State University

 Through Design-Based Research (Cobb, et al., 2003), this study explores the intended outcomes and processes of the Cooperative Biography project. This research provides an iterative… (more)

Subjects/Keywords: Historical thinking; Historical understanding; pre-service teachers' perceptions of history; design-based research; history education

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APA (6th Edition):

Fuentes, D. A. (2012). Exploring Pre-service teachers' historical thinking through the Cooperative Biography: A Design-based Research Study. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14545

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fuentes, David Andres. “Exploring Pre-service teachers' historical thinking through the Cooperative Biography: A Design-based Research Study.” 2012. Thesis, Penn State University. Accessed May 09, 2021. https://submit-etda.libraries.psu.edu/catalog/14545.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fuentes, David Andres. “Exploring Pre-service teachers' historical thinking through the Cooperative Biography: A Design-based Research Study.” 2012. Web. 09 May 2021.

Vancouver:

Fuentes DA. Exploring Pre-service teachers' historical thinking through the Cooperative Biography: A Design-based Research Study. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 May 09]. Available from: https://submit-etda.libraries.psu.edu/catalog/14545.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fuentes DA. Exploring Pre-service teachers' historical thinking through the Cooperative Biography: A Design-based Research Study. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/14545

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Washington

17. Yeo, Angeline Jude Enk Sung. Students’ Judgments of Historical Significance in Singapore Schools: Positionalities and Narratives.

Degree: PhD, 2016, University of Washington

 Research has established that students’ ethnic, community, and national identities can influence their judgments on historical significance. Furthermore, it has demonstrated that students’ identities may… (more)

Subjects/Keywords: Historical Significance; History Education; Narratives; Positionalities; Education; Secondary education; Social sciences education; education - seattle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yeo, A. J. E. S. (2016). Students’ Judgments of Historical Significance in Singapore Schools: Positionalities and Narratives. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/35173

Chicago Manual of Style (16th Edition):

Yeo, Angeline Jude Enk Sung. “Students’ Judgments of Historical Significance in Singapore Schools: Positionalities and Narratives.” 2016. Doctoral Dissertation, University of Washington. Accessed May 09, 2021. http://hdl.handle.net/1773/35173.

MLA Handbook (7th Edition):

Yeo, Angeline Jude Enk Sung. “Students’ Judgments of Historical Significance in Singapore Schools: Positionalities and Narratives.” 2016. Web. 09 May 2021.

Vancouver:

Yeo AJES. Students’ Judgments of Historical Significance in Singapore Schools: Positionalities and Narratives. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2021 May 09]. Available from: http://hdl.handle.net/1773/35173.

Council of Science Editors:

Yeo AJES. Students’ Judgments of Historical Significance in Singapore Schools: Positionalities and Narratives. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35173

18. Doughty, Marla. The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities.

Degree: Education, EdD, Education, 2017, University of Portland

  This quantitative study explored the practices, beliefs, and identities of history teachers in Oregon high schools. In recent decades, research from the field of… (more)

Subjects/Keywords: Historical thinking; History education; Teacher identity; Communities of practice; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Doughty, M. (2017). The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/24

Chicago Manual of Style (16th Edition):

Doughty, Marla. “The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities.” 2017. Doctoral Dissertation, University of Portland. Accessed May 09, 2021. http://pilotscholars.up.edu/etd/24.

MLA Handbook (7th Edition):

Doughty, Marla. “The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities.” 2017. Web. 09 May 2021.

Vancouver:

Doughty M. The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2021 May 09]. Available from: http://pilotscholars.up.edu/etd/24.

Council of Science Editors:

Doughty M. The Historical Thinking Gap: High School History Teachers’ Self-Reported Practices, Beliefs, and Identities. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/24


George Mason University

19. Gatsias, Athanasios. Exploring Popular Responses to Attempted Changes in the Dominant Discourse: The Case of the 6th Grade History Textbook Revision in Greece .

Degree: 2016, George Mason University

 This study explores the factors that inform popular responses to attempted changes in dominant national historical discourses. Using a history curriculum revision initiative in Greece… (more)

Subjects/Keywords: Social sciences education; Collective Axiology; Greece; Historical Narratives; History Education; Textbooks

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gatsias, A. (2016). Exploring Popular Responses to Attempted Changes in the Dominant Discourse: The Case of the 6th Grade History Textbook Revision in Greece . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gatsias, Athanasios. “Exploring Popular Responses to Attempted Changes in the Dominant Discourse: The Case of the 6th Grade History Textbook Revision in Greece .” 2016. Thesis, George Mason University. Accessed May 09, 2021. http://hdl.handle.net/1920/10583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gatsias, Athanasios. “Exploring Popular Responses to Attempted Changes in the Dominant Discourse: The Case of the 6th Grade History Textbook Revision in Greece .” 2016. Web. 09 May 2021.

Vancouver:

Gatsias A. Exploring Popular Responses to Attempted Changes in the Dominant Discourse: The Case of the 6th Grade History Textbook Revision in Greece . [Internet] [Thesis]. George Mason University; 2016. [cited 2021 May 09]. Available from: http://hdl.handle.net/1920/10583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gatsias A. Exploring Popular Responses to Attempted Changes in the Dominant Discourse: The Case of the 6th Grade History Textbook Revision in Greece . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kansas

20. Orlando, Christopher. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 It is difficult to overestimate the importance of a history teacher’s ability to historically contextualize primary sources. Contextualization gives life to primary sources that many… (more)

Subjects/Keywords: Secondary education; Curriculum development; Teacher education; episodic; historical contextualization; historical thinking; pedagogical content knowledge; pre-service teacher; primary source

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Orlando, C. (2017). Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26115

Chicago Manual of Style (16th Edition):

Orlando, Christopher. “Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.” 2017. Doctoral Dissertation, University of Kansas. Accessed May 09, 2021. http://hdl.handle.net/1808/26115.

MLA Handbook (7th Edition):

Orlando, Christopher. “Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.” 2017. Web. 09 May 2021.

Vancouver:

Orlando C. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2021 May 09]. Available from: http://hdl.handle.net/1808/26115.

Council of Science Editors:

Orlando C. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26115


University of Kansas

21. Fleck, Duane G. Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs.

Degree: EdD, Curriculum and Teaching, 2019, University of Kansas

 The purpose of this qualitative study was to explore the ways 9th grade students analyzed historical photographs and shared authority over the interpretation of those… (more)

Subjects/Keywords: Social sciences education; Secondary education; Instructional design; Historical Thinking; Historical Visual Text; Photographs; Secondary; Social Studies; Visual Literacy

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APA (6th Edition):

Fleck, D. G. (2019). Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/31534

Chicago Manual of Style (16th Edition):

Fleck, Duane G. “Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs.” 2019. Doctoral Dissertation, University of Kansas. Accessed May 09, 2021. http://hdl.handle.net/1808/31534.

MLA Handbook (7th Edition):

Fleck, Duane G. “Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs.” 2019. Web. 09 May 2021.

Vancouver:

Fleck DG. Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/1808/31534.

Council of Science Editors:

Fleck DG. Reading Visual Texts as a Community of Readers: Developing Historical Thinking Skills Among Adolescents Using Historical Photographs. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/31534


University of California – San Diego

22. Nations, Jennifer. Who Pays for Higher Education? The Politics of Legislating College Costs in the United States.

Degree: Sociology, 2017, University of California – San Diego

 State governments have moved away from support for postsecondary institutions and systems toward policies that relieve the burden of high tuition for individual educational consumers… (more)

Subjects/Keywords: Sociology; Education history; Education policy; comparative historical method; institutional analysis; sociology of education

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APA (6th Edition):

Nations, J. (2017). Who Pays for Higher Education? The Politics of Legislating College Costs in the United States. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/5188c6m1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nations, Jennifer. “Who Pays for Higher Education? The Politics of Legislating College Costs in the United States.” 2017. Thesis, University of California – San Diego. Accessed May 09, 2021. http://www.escholarship.org/uc/item/5188c6m1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nations, Jennifer. “Who Pays for Higher Education? The Politics of Legislating College Costs in the United States.” 2017. Web. 09 May 2021.

Vancouver:

Nations J. Who Pays for Higher Education? The Politics of Legislating College Costs in the United States. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2021 May 09]. Available from: http://www.escholarship.org/uc/item/5188c6m1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nations J. Who Pays for Higher Education? The Politics of Legislating College Costs in the United States. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/5188c6m1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Michigan

23. Bordonaro, Anne. "Coming to Know Others": Using a Dual-Narrative Approach to Foster Empathy, Identity, and Historical Thinking - A Case Study of History Teaching and Learning in a Conflict Environment.

Degree: PhD, Educational Studies, 2016, University of Michigan

 Empathy is critical to reconciliation efforts in conflict environments, as well as to effective functioning of diverse democratic societies. Helping students develop empathy is considered… (more)

Subjects/Keywords: History Education; Empathy; Conflict Education; Historical Thinking; Identity; Intergroup Relations; Education; Social Sciences

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APA (6th Edition):

Bordonaro, A. (2016). "Coming to Know Others": Using a Dual-Narrative Approach to Foster Empathy, Identity, and Historical Thinking - A Case Study of History Teaching and Learning in a Conflict Environment. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/135911

Chicago Manual of Style (16th Edition):

Bordonaro, Anne. “"Coming to Know Others": Using a Dual-Narrative Approach to Foster Empathy, Identity, and Historical Thinking - A Case Study of History Teaching and Learning in a Conflict Environment.” 2016. Doctoral Dissertation, University of Michigan. Accessed May 09, 2021. http://hdl.handle.net/2027.42/135911.

MLA Handbook (7th Edition):

Bordonaro, Anne. “"Coming to Know Others": Using a Dual-Narrative Approach to Foster Empathy, Identity, and Historical Thinking - A Case Study of History Teaching and Learning in a Conflict Environment.” 2016. Web. 09 May 2021.

Vancouver:

Bordonaro A. "Coming to Know Others": Using a Dual-Narrative Approach to Foster Empathy, Identity, and Historical Thinking - A Case Study of History Teaching and Learning in a Conflict Environment. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2021 May 09]. Available from: http://hdl.handle.net/2027.42/135911.

Council of Science Editors:

Bordonaro A. "Coming to Know Others": Using a Dual-Narrative Approach to Foster Empathy, Identity, and Historical Thinking - A Case Study of History Teaching and Learning in a Conflict Environment. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/135911


Monash University

24. MATUSIN, MOHAMAD KHAIRUL HAJI. Exploring Project-Based Learning Approach in Brunei Darussalam Secondary Schools: A Cultural-Historical Approach.

Degree: Education, 2018, Monash University

 The aim of this study was to examine the implementation of project-based learning (PBL) in Brunei Darussalam secondary schools. The specific purposes are to identify… (more)

Subjects/Keywords: Education; Secondary Education; project-based learning; cultural-historical activity theory; secondary education

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APA (6th Edition):

MATUSIN, M. K. H. (2018). Exploring Project-Based Learning Approach in Brunei Darussalam Secondary Schools: A Cultural-Historical Approach. (Thesis). Monash University. Retrieved from https://doi.org/10.4225/03/5a4d7af326de0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

MATUSIN, MOHAMAD KHAIRUL HAJI. “Exploring Project-Based Learning Approach in Brunei Darussalam Secondary Schools: A Cultural-Historical Approach.” 2018. Thesis, Monash University. Accessed May 09, 2021. https://doi.org/10.4225/03/5a4d7af326de0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

MATUSIN, MOHAMAD KHAIRUL HAJI. “Exploring Project-Based Learning Approach in Brunei Darussalam Secondary Schools: A Cultural-Historical Approach.” 2018. Web. 09 May 2021.

Vancouver:

MATUSIN MKH. Exploring Project-Based Learning Approach in Brunei Darussalam Secondary Schools: A Cultural-Historical Approach. [Internet] [Thesis]. Monash University; 2018. [cited 2021 May 09]. Available from: https://doi.org/10.4225/03/5a4d7af326de0.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MATUSIN MKH. Exploring Project-Based Learning Approach in Brunei Darussalam Secondary Schools: A Cultural-Historical Approach. [Thesis]. Monash University; 2018. Available from: https://doi.org/10.4225/03/5a4d7af326de0

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. CLAUDIO PINHEIRO. EDUCAÇÃO E DITADURA MILITAR: RELATOS DA HISTÓRIA OFICIAL E A MEMÓRIA DE PROFESSORES (1964-1985).

Degree: 2006, Universidade Metodista de São Paulo

A presente pesquisa propõe analisar o contexto educacional ocorrido no período da ditadura militar, buscando extrair aspectos históricos e educacionais referentes ao período (1964- 1985).… (more)

Subjects/Keywords: EDUCACAO; Contexto Histórico; Ditadura; Educação; Historical context; Dictatorship; Education.

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APA (6th Edition):

PINHEIRO, C. (2006). EDUCAÇÃO E DITADURA MILITAR: RELATOS DA HISTÓRIA OFICIAL E A MEMÓRIA DE PROFESSORES (1964-1985). (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=97

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

PINHEIRO, CLAUDIO. “EDUCAÇÃO E DITADURA MILITAR: RELATOS DA HISTÓRIA OFICIAL E A MEMÓRIA DE PROFESSORES (1964-1985).” 2006. Thesis, Universidade Metodista de São Paulo. Accessed May 09, 2021. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=97.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

PINHEIRO, CLAUDIO. “EDUCAÇÃO E DITADURA MILITAR: RELATOS DA HISTÓRIA OFICIAL E A MEMÓRIA DE PROFESSORES (1964-1985).” 2006. Web. 09 May 2021.

Vancouver:

PINHEIRO C. EDUCAÇÃO E DITADURA MILITAR: RELATOS DA HISTÓRIA OFICIAL E A MEMÓRIA DE PROFESSORES (1964-1985). [Internet] [Thesis]. Universidade Metodista de São Paulo; 2006. [cited 2021 May 09]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=97.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

PINHEIRO C. EDUCAÇÃO E DITADURA MILITAR: RELATOS DA HISTÓRIA OFICIAL E A MEMÓRIA DE PROFESSORES (1964-1985). [Thesis]. Universidade Metodista de São Paulo; 2006. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=97

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Newcastle

26. Shaw, Emma. Life in the 'past lane': an exploration of the motives and metahistorical understanding of family history researchers.

Degree: 1983), the study takes the position that the history discipline is comprised of both substantive and procedural history, and that an individual should display an understanding and mastery of both to be considered ‘historian’. With previous studies in this field focussing on the substantive elements of the history discipline only, this study, as a point of difference, pays attention to both substantive and procedural disciplinary understanding of family history researchers to add to the discourse in a new way. The research is distinctive in its exploration of how family history researchers think historically. As a multiphase qualitative study, this research project has three primary aims. It seeks to add an Australian voice to the existing international discourse to explore why countless individuals are engaging with the past through the act of family history research. It also investigates how family history researchers engage in, and demonstrate, metahistorical thinking, and the subsequent impact(s) of this on their historical consciousness. The first Phase is an online survey (n=1406) which establishes an overview of respondent demographics and research practices. Phase 2 is a series of semi-structured interviews (n=11) which provide a robust exploration of the metahistorical awareness and historical thinking of participants, and Phase 3 is the development of two case studies. The study embraces a sociocultural perspective of education dominant in the discourse of public pedagogy, and adopts a philosophical hermeneutic epistemological position which allows for the interpretation and reinterpretation of the data collected throughout the three phases. Two established frameworks (Jorn Rüsen’s disciplinary matrix, and Peter Seixas’ historical thinking skills, this field focussing on the substantive elements of the history discipline only, this study, as a point of difference, pays attention to both substantive and procedural disciplinary understanding of family history researchers to add to the discourse in a new way. The research is distinctive in its exploration of how family history researchers think historically. As a multiphase qualitative study, this research project has three primary aims. It seeks to add an Australian voice to the existing international discourse to explore why countless individuals are engaging with the past through the act of family history research. It also investigates how family history researchers engage in, and demonstrate, metahistorical thinking, and the subsequent impact(s) of this on their historical consciousness. The first Phase is an online survey (n=1406) which establishes an overview of respondent demographics and research practices. Phase 2 is a series of semi-structured interviews (n=11) which provide a robust exploration of the metahistorical awareness and historical thinking of participants, and Phase 3 is the development of two case studies. The study embraces a sociocultural perspective of education dominant in the discourse of public pedagogy, and adopts a philosophical hermeneutic epistemological position which allows for the interpretation and reinterpretation of the data collected throughout the three phases. Two established frameworks (Jorn Rüsen’s disciplinary matrix, and Peter Seixas’ historical thinking skills, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy

This study explores how history is manifested, understood, and produced in public pedagogic spaces, with little oversight from formal… (more)

Subjects/Keywords: history; public pedagogy; historical thinking; family history; education

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APA (6th Edition):

Shaw, E. (2017). Life in the 'past lane': an exploration of the motives and metahistorical understanding of family history researchers. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1355807

Chicago Manual of Style (16th Edition):

Shaw, Emma. “Life in the 'past lane': an exploration of the motives and metahistorical understanding of family history researchers.” 2017. Doctoral Dissertation, University of Newcastle. Accessed May 09, 2021. http://hdl.handle.net/1959.13/1355807.

MLA Handbook (7th Edition):

Shaw, Emma. “Life in the 'past lane': an exploration of the motives and metahistorical understanding of family history researchers.” 2017. Web. 09 May 2021.

Vancouver:

Shaw E. Life in the 'past lane': an exploration of the motives and metahistorical understanding of family history researchers. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2021 May 09]. Available from: http://hdl.handle.net/1959.13/1355807.

Council of Science Editors:

Shaw E. Life in the 'past lane': an exploration of the motives and metahistorical understanding of family history researchers. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1355807


Boston University

27. Jivaketu, Pattarasak. An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009.

Degree: EdD, Educational Media & Technology, 2015, Boston University

 This study is a historical analysis of teacher development for using instructional technology in Thailand beginning with the early origins of educational reform efforts through… (more)

Subjects/Keywords: Adult education; Historical research; Instructional technology; Professional development; Student-centered; TPACK

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jivaketu, P. (2015). An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/15197

Chicago Manual of Style (16th Edition):

Jivaketu, Pattarasak. “An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009.” 2015. Doctoral Dissertation, Boston University. Accessed May 09, 2021. http://hdl.handle.net/2144/15197.

MLA Handbook (7th Edition):

Jivaketu, Pattarasak. “An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009.” 2015. Web. 09 May 2021.

Vancouver:

Jivaketu P. An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2021 May 09]. Available from: http://hdl.handle.net/2144/15197.

Council of Science Editors:

Jivaketu P. An evaluation of teacher development in using technology during the first decade of Thai education reform 1999-2009. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/15197


University of the Western Cape

28. Arong, Arong. A comparative study of the development of vocational education in South Africa and China between 1948 and 1993 .

Degree: 2016, University of the Western Cape

 This study has compared and investigated the historical evolution and development of public vocational education in South Africa and China, between 1948 and 1994. The… (more)

Subjects/Keywords: South Africa; China; Vocational education; Historical institutionalist approach

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Arong, A. (2016). A comparative study of the development of vocational education in South Africa and China between 1948 and 1993 . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5456

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Arong, Arong. “A comparative study of the development of vocational education in South Africa and China between 1948 and 1993 .” 2016. Thesis, University of the Western Cape. Accessed May 09, 2021. http://hdl.handle.net/11394/5456.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Arong, Arong. “A comparative study of the development of vocational education in South Africa and China between 1948 and 1993 .” 2016. Web. 09 May 2021.

Vancouver:

Arong A. A comparative study of the development of vocational education in South Africa and China between 1948 and 1993 . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2021 May 09]. Available from: http://hdl.handle.net/11394/5456.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arong A. A comparative study of the development of vocational education in South Africa and China between 1948 and 1993 . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5456

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Minho

29. Oliveira, Sara Cristina Ribeiro de. A caricatura como evidência histórica: um estudo com alunos do ensino secundário .

Degree: 2019, Universidade do Minho

 O presente relatório apresenta um projeto desenvolvido em contexto real de aprendizagem na disciplina de História A, numa turma de 12º ano do Ensino Recorrente,… (more)

Subjects/Keywords: Caricatura; Educação histórica; Evidência; Caricature; Evidence; Historical education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oliveira, S. C. R. d. (2019). A caricatura como evidência histórica: um estudo com alunos do ensino secundário . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/66011

Chicago Manual of Style (16th Edition):

Oliveira, Sara Cristina Ribeiro de. “A caricatura como evidência histórica: um estudo com alunos do ensino secundário .” 2019. Masters Thesis, Universidade do Minho. Accessed May 09, 2021. http://hdl.handle.net/1822/66011.

MLA Handbook (7th Edition):

Oliveira, Sara Cristina Ribeiro de. “A caricatura como evidência histórica: um estudo com alunos do ensino secundário .” 2019. Web. 09 May 2021.

Vancouver:

Oliveira SCRd. A caricatura como evidência histórica: um estudo com alunos do ensino secundário . [Internet] [Masters thesis]. Universidade do Minho; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/1822/66011.

Council of Science Editors:

Oliveira SCRd. A caricatura como evidência histórica: um estudo com alunos do ensino secundário . [Masters Thesis]. Universidade do Minho; 2019. Available from: http://hdl.handle.net/1822/66011


University of Ottawa

30. Seguin, Kimberley. Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum .

Degree: 2019, University of Ottawa

 This study used qualitative research methods to analyze the ways in which difficult knowledge is represented in Ontario’s 2013 and revised 2018 history curriculum (Grades… (more)

Subjects/Keywords: history education; perspective-taking; difficult knowledge; Indigenous consciousness; historical consciousness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seguin, K. (2019). Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seguin, Kimberley. “Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum .” 2019. Thesis, University of Ottawa. Accessed May 09, 2021. http://hdl.handle.net/10393/39384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seguin, Kimberley. “Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum .” 2019. Web. 09 May 2021.

Vancouver:

Seguin K. Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2021 May 09]. Available from: http://hdl.handle.net/10393/39384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seguin K. Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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