Researching History Education

Linda S. Levstik, University of Kentucky, USAKeith C. Barton, University of Cincinatti, USA

• @contents: Selected Contents: Preface Narrative as a primary act of mind?Linda S. Levstik The relationship between historical response and narrative in a sixth–grade classroomLinda S. Levstik Building a sense of history in a first grade classroomLinda S. Levstik Visualizing timeKeith C. Barton "Back when God was around and everything": The development of children’s understanding of historical timeKeith C. Barton and Linda S. Levstik "They still use some of their past": Historical salience in children’s chronological thinkingLinda S. Levstik and Keith C. Barton Making connectionsKeith C. Barton "Bossed around by the Queen": Elementary students’ understanding of individuals and institutions in historyKeith C. Barton Narrative simplifications in elementary children’s historical understandingKeith C. Barton "I just kinda know": Elementary students’ ideas about historical evidenceKeith C. Barton What makes the past worth knowing? Linda S. Levstik "It wasn’t a good part of history": National identity and ambiguity in students’ explanations of historical significanceKeith C. Barton and Linda S. Levstik Articulating the silences: Teachers and adolescents’ conceptions of historical significanceLinda S. Levstik Challenging the familiarKeith C. Barton "You’d be wanting to know about the past": Social contexts of children’s historical understanding in Northern Ireland and the United StatesKeith C. Barton A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland and the United StatesKeith C. Barton Border crossingsLinda S. Levstik Crossing the empty spaces: Perspective taking in New Zealand adolescents’ understanding of national historyLinda S. Levstik Digging for clues: An archaeological exploration of historical cognitionLinda S. Levstik, A. Gwynn Henderson, and Jennifer S. SchlarbAfterword

"The authors’ research is well known and among the most important American works being done on how children learn history. It is thus a great idea to gather this pivotal research in one place. The volume offers a new perspective through the authors’ reflections on the research process. It is profound without pomposity, ideal for the intended audience; the tone is just right. There really isn’t another book that does what this one does."--Stephen J. Thornton, University of South Florida"An excellent and important book, one that should be read by anyone with even the slightest interest in the theory and practice of contemporary history education—academics, graduate students, and practitioners alike…Over the past several years, few, if any, scholars have offered as many insights into history education, particularly children’s historical understandings, as have Barton…and Levstik…With respect to instruction, RHE should prove appropriate for a variety of courses, undergraduate as well as graduate."--Kevin D. Vinson, Melissa B. Wilson & Crystal Swenson, Education Review (April 2009), Vol. 12, No. 5"This book makes an important contribution to the conversation about history learning by making multiple studies available to a wide audience. History educators and social studies teachers, both prospective and experienced, should find this book useful."--Sara Brooks Sundberg, The History Teacher (2009), Vol. 42, Issue 3"It is interesting to note that the authors do not limit their research techniques to a qualitative vein. Indeed, their research perspectives are wide ranging and present the reader with a variety of excellent classroom experiments."--Richard A. Diem, Teaching History: A Journal of Methods (Fall 2009), 34, No. 2: 99-100