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Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality
16 references·1 citing·41 second hop
Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality (2018)Where Does Teaching Multiperspectivity in…Multidirectional Memory (2020)Multidirectional MemoryThe political classroom: evidence and ethics in democratic education (2015)The political classroom: evid…Sampling Designs in Qualitative Research: Making the Sampling Process More Public (2015)Sampling Designs in Qualitati…Conceptualizing Teacher Professional Learning (2011)Conceptualizing Teacher Profe…Analysis in qualitative research (2010)Analysis in qualitative resea…Multidirectional Memory: Remembering the Holocaust in the Age of Decolonization (2009)Multidirectional Memory: Reme…Postwar: a history of Europe since 1945 (2006)Postwar: a history of Europe …Constructing grounded theory : a practical guide through qualitative analysis (2006)Constructing grounded theory …Contexts which shape and reshape new teachers’ identities: A multi-perspective study (2005)Contexts which shape and resh…Teaching History for the Common Good (2004)Teaching History for the Comm…Historical thinking and other unnatural acts: charting the future of teaching the past (2002)Historical thinking and other…Knowing, teaching, and learning history : national and international perspectives (2000)Knowing, teaching, and learni…Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Quantifying Qualitative Analy…Handbook of research on social studies teaching and learning (1991)Handbook of research on socia…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Perception in chess (1973)Perception in chessMusic in the Australian arts curriculum: social justice and student entitlement to learn in the arts (2021)Music in the Australian arts …The Discovery of Grounded Theory: Strategies for Qualitative Research. 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Toward a Theory of Culturally Relevant Pedagogy (1995)Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past (2007)Historical Thinking and other Unnatural Acts (2010)Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural Enterprise (2015)Narratives of Nation-State, Historical Knowledge, and School History Education (2008)Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards (2015)Interpretative Phenomenological Analysis: Theory, Method and Research (2010)Using the framework method for the analysis of qualitative data in multi-disciplinary health research (2013)One size fits all? What counts as quality practice in (reflexive) thematic analysis? (2020)Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong (2011)Enhancing the sample diversity of snowball samples: Recommendations from a research project on anti-dam movements in Southeast Asia (2018)Escape education: A systematic review on escape rooms in education (2020)The Ethics of Storytelling (2017)Collective Memory from a Psychological Perspective (2018)Remembering Hope: Transnational activism beyond the traumatic (2018)
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References

  • 2006Constructing grounded theory : a practical guide through qualitative analysis18,720 cited
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  • 1973Perception in chess4,482 cited
  • 2010Analysis in qualitative research1,875 cited
  • 2009Multidirectional Memory: Remembering the Holocaust in the Age of Decolonization1,846 cited
  • 2011Conceptualizing Teacher Professional Learning1,809 cited
  • 1997Quantifying Qualitative Analyses of Verbal Data: A Practical Guide1,765 cited
  • 2004Teaching History for the Common Good1,634 cited
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  • 1991Handbook of research on social studies teaching and learning667 cited
  • 2000Knowing, teaching, and learning history : national and international perspectives646 cited

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  • 2015The political classroom: evidence and ethics in democratic education530 cited
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    • 2021Music in the Australian arts curriculum: social justice and student entitlement to learn in the arts2 cited