Some Historical Reflections On A National Curriculum

Lee, Gregory; Hill, Deb J.

doi:10.1007/978-94-6091-864-3_19

Cited by 11 publications

(12 citation statements)

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“…No longer focused on the simple collection of facts and ideas, they emphasize the "doing of history"-the cognitive practices of investigation, interrogation, and interpretation of the past (Barton, 2012;Lee, 1994;VanSledright, 2011). Emphasis on inquiry privileges the process of history, rather than the narrative.…”

Section: The Case For History Content Knowledgementioning

confidence: 99%

An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

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Abstract:How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students' Education Policy Analysis Archives Vol. 25 No. 65 2 instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education. Keywords: history education; social studies education; content knowledge; National Assessment of Educational Progress (NAEP) Un análisis de los predictores del conocimiento del contenido de la historia: Implicaciones para la política y la práctica Resumen: Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con el objetivo de entender la relación compleja entre los diversos aspectos en este proceso de aprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento de la historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables de acceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en con...

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Section: The Case For History Content Knowledgementioning

confidence: 99%

An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

View full text Add to dashboard Cite

show abstract

“…On the other hand, one of the features that categorically distinguish social science from natural science is the respect for multiple perspectives and social values (National Curriculum History Working Group and National Curriculum History Committee for Wales, 1994). In history, ‘the objectivity … is relative to the questions asked’, and within a reasonable parameter, various answers could be considered valid for a question (Lee, 1994, p. 42). History researchers and learners constantly have to study historical source materials framed within particular social values or perspectives, and must analyse arguments that are most likely coated with subjective or even emotional expressions of personal opinions.…”

Section: History Educationmentioning

confidence: 99%

Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading

Tzeng

2010

Journal of Research in Reading

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From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that argue from different perspectives about a historical incident that had a profound impact on Taiwan. The results show that the design and focus of the concept maps may influence the formation of mental representations, and that this may be facilitative or constraining in regard to the readers' memory formation and reasoning about the reading materials. Based on these findings, the meaning of constraining effects of concept maps is discussed, and an instructional method involving the progressive elaboration of concept map systems is recommended.

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“…This definition of historical knowledge in disciplinary terms has had a number of positive implications for teachers of history. Perhaps most importantly, it has afforded a compelling justification for history's place in the school curriculum (Lee, 1991;. The school curriculum is a fiercely politicised arena in which special interest groups compete to have their voices included (Foster & Crawford, 2006;Taylor & Guyver, 2011).…”

Section: History Education As Disciplinary Knowledgementioning

confidence: 99%

What remains of history? Historical epistemology and historical understanding in Scotland's Curriculum for Excellence

Smith

2016

The Curriculum Journal

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This paper critically examines the framing of historical knowledge in the primary and 'broad general education' phases (ages 4-14) of Scotland's Curriculum for Excellence. The paper focuses on curriculum documentation, particularly the curriculum's aims and 'Experiences and Outcomes and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as 'People, Past Events and Societies' within the context of a 'social studies' curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, 'Curriculum for Excellence' offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development.

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Some Historical Reflections On A National Curriculum

Cited by 11 publications

References 1 publication

An analysis of predictors of history content knowledge: Implications for policy and practice

An analysis of predictors of history content knowledge: Implications for policy and practice

Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading

What remains of history? Historical epistemology and historical understanding in Scotland's Curriculum for Excellence

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