Christine Counsell is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK.Katharine Burn is Associate Professor of Education (History) at the University of Oxford, UK.Arthur Chapman is Senior Lecturer in History Education at IOE, UCL’s Faculty of Education and Society, University College London, UK.

• List of Figures and TablesNotes on ContributorsSeries Editor’s ForewordIntroduction, Christine Counsell, Katharine Burn and Arthur ChapmanPart I: Researching History Education1.Historical Change: In Search of Argument, Rachel Foster2.Historical Causation: Counter-Factual Reasoning and the Power of Comparison, Ellen Buxton3.Knowledge and Language: Being Historical With Substantive Concepts, Michael Fordham4.Frameworks for Big History: Teaching History at Its Lower Resolutions, Rick Rogers5.Evidential Thinking: Language as Liberator and Gaoler, Paula Worth6.Historical Interpretation: Using On-Line Discussion, Daniel Magnoff7.Historical Significance: Giving Meaning to Local Places, Michael Harcourt8.Unmasking Diversity: Curriculum Rhetoric Meets the Classroom, Robert SomersPart II: Discussing History Education Research9.Causation, Chronology and Source Interpretation – Looking at School History from the Perspective of a University History Faculty: Reflections on Chapters by Ellen Buxton, Paula Worth and Rick Rogers, John Watts10.On The Dual Character Of Historical Thinking: Challenges For Teaching And Learning: Reflections on Chapters by Daniel Magnoff, Rachel Foster and Ellen Buxton, Allan Megill11.Exploring the Relationship between Substantive and Disciplinary Knowledge: Reflections on Chapters by Michael Fordham, Michael Harcourt and Daniel Magnoff, Kate Hammond12.Teaching for Historical Understanding: Thematic Continuities with the Work of Lawrence Stenhouse, Reflections on Chapters by Rachel Foster, Robert Somers and Paula Worth, John Elliott13.School Subjects as Powerful Knowledge: Lessons from HistoryReflections on Chapters by Rachel Foster, Ellen Buxton and Michael Fordham, Michael Young14.Breaking the Ice: Encouraging Students to Excavate the Familiar Surfaces of the Past Reflections on Chapters by Michael Harcourt, Michael Fordham and Robert Somers, Ed Podesta15.Redesigning History Education to Improve Pupils' Understanding: Implications for Theory and Research: Reflections on Chapters by Daniel Magnoff, Michael Harcourt And Rick Rogers, Carla Van Boxtel And Jannet Van Drie16.Voices From and Voices about the Past: Connecting Evidence, Significance and DiversityReflections on Chapters by Michael Harcourt, Robert Somers and Paula Worth, Izzy Jones17.History’s Distinctive Contribution to Critical Citizenship: Reflections on Chapters by Rick Rogers, Rachel Foster and Ellen Buxton, Mark Sheehan Part III: Contextualising History Education Research18.Historical Thinking / Historical Knowing: On the Content of the Form of History Education, Arthur Chapman 19.Sustaining the Unresolving Tensions within History Education and Teacher Education, Katharine Burn20.History Teacher Publication and the Curricular ‘What?’: Mobilising Subject-Specific Professional Knowledge in a Culture of Genericism, Christine CounsellNotesReferencesIndex

Masterclass in History Education should be on the book shelf of anyone who is involved with teacher education or anyone engaged in history education research. For history teachers at large, it is a stimulating book that successfully bridges the divide between theory and practice.