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The Palgrave Handbook of History and Social Studies Education

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Cover of 'The Palgrave Handbook of History and Social Studies Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: History Education in Theory, Practice, and the Space in Between
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    Chapter 2 Social Studies Teachers’ Perspectives on the Differences Between Disciplinary History and School History
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    Chapter 3 “But They Can’t Do That!” Practical Approaches to Engage South African Primary School Pupils in Historical Learning
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    Chapter 4 Re-imagining History Teaching by Challenging National Narratives
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    Chapter 5 Improving Teachers’ Proficiency in Teaching Historical Thinking
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    Chapter 6 The Development and Progress of the ‘Source Method’ as a History Teaching Method: Practical Classroom Examples from Malta
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    Chapter 7 Form or Substance? Weighing Critical Skills Against Identity Narratives in History Education
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    Chapter 8 Between Historical Consciousness and Historical Thinking: Swedish History Teacher Education in the 2000s
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    Chapter 9 Historical Thinking, Epistemic Cognition, and History Teacher Education
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    Chapter 10 More than a Methods Course: Teaching Preservice Teachers to Think Historically
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    Chapter 11 The History Education Network: An Experiment in Knowledge Mobilization
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    Chapter 12 What History Should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe
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    Chapter 13 Québec’s History of Québec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder Its Inclusion?
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    Chapter 14 From Knowing the National Past to Doing History: History (Teacher) Education in Flanders Since 1918
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    Chapter 15 Dochum glóire Dé agus onóra na hÉireann: Revising History in Ireland
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    Chapter 16 The Scottish Context: Making History in an “Understated Nation”
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    Chapter 17 Tracing Disciplinarity in the History Classroom: The Cases of Two Elementary School Teachers Amid Curriculum Change in the Republic of Cyprus
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    Chapter 18 Why Does Changing the Orientation of History Teaching Take So Long? A Case Study from Finland
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    Chapter 19 Historical Thinking, ‘Difficult Histories,’ and Māori Perspectives of the Past
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    Chapter 20 Reasonable Interpretations or Emotional Identification? Using Video Testimony in History Lessons
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    Chapter 21 To What Purpose? The Ends and Means of History Education in the Modern World
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    Chapter 22 The History You Don’t Know, and the History You Do: The Promise of Signature Pedagogies in History Education
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    Chapter 23 Dynamic Literacies and Democracy: A Framework for Historical Literacy
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    Chapter 24 Conclusion: History Education, Nexus
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Title
The Palgrave Handbook of History and Social Studies Education
Published by
Springer International Publishing, January 2020
DOI 10.1007/978-3-030-37210-1
ISBNs
978-3-03-037209-5, 978-3-03-037210-1
Editors

Christopher W. Berg, Theodore M. Christou

X Demographics

X Demographics

The data shown below were collected from the profiles of 14 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 41 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 41 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 8 20%
Student > Bachelor 6 15%
Student > Master 4 10%
Student > Doctoral Student 3 7%
Researcher 3 7%
Other 5 12%
Unknown 12 29%
Readers by discipline Count As %
Social Sciences 19 46%
Arts and Humanities 6 15%
Physics and Astronomy 2 5%
Business, Management and Accounting 1 2%
Environmental Science 1 2%
Other 1 2%
Unknown 11 27%