"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 Researching History Education combines a selection of Linda Levstik’s and Keith Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students’ and teacher’s thinking. These pieces—widely cited in history and social studies education and typically required reading for students in the area—were chosen to illustrate major themes in the authors’ own work and trends in recent research on history education. In a series of new chapters written especially for this volume, the authors introduce and reflect on their empirical studies and address three issues suggested in the title of the volume: theory, method, and context. Although research on children’s and adolescents’ historical understanding has been the most active area of scholarship in social studies in recent years, as yet there is little in-depth attention to research methodologies or to the perspectives on children, history, and historical thinking that these methodologies represent. This book fills that need. The authors’ hope is that it will help scholars draw from the existing body of literature in order to participate in more meaningful conversations about the teaching and learning of history. Researching History Education provides a needed resource for novice and experienced researchers and will be especially useful in research methodology courses, both in social studies and more generally, because of its emphasis on techniques for interviewing children, the impact of theory on research, and the importance of cross-cultural comparisons.

This book offers insights into the history of mathematics education, covering both the current state of the art of research and the methodology of the field. History of mathematics education is treated in the book as a part of social history. This book grew out of the presentations delivered at the International Congress on Mathematics Education in Hamburg. Modern development and growing internationalization of mathematics education made it clear that many urgent questions benefit from a historical approach. The chapters present viewpoints from the following countries: Belgium, Brazil, Cambodia, China, Cyprus, Germany, Iceland, Italy, the Netherlands, Russia,Spain and Sweden. Each chapter represents significant directions of historical studies. The book is a valuable source for every historian of mathematics education and those interested in mathematics education and its development.

In today's world of modern research methods, the irony is that even though more materials are readily available now than ever before, this proliferation of sources has actually made the process more difficult for the novice researcher. In addition, today's professors expect high-quality sources to be used in students' undergraduate research precisely because so much information is available; however, without instruction, many students are not even aware of the standard history sources that they should be using routinely for history research projects. Finding History is a practical and modern guide to research for history projects, helping to sort through the available resources and technology for students, scholars, and librarians. Finding History includes practical, step-by-step instructions for discovering historical evidence using library catalogs, databases, and websites. It simplifies and clarifies the research process so that students new to the experience may locate appropriate research material with the same skill as seasoned historians. This book addresses the information literacy skills defined by the American Library Association and the American Historical Association, which include -recognizing the need for scholarly historical information; -defining and identifying the need for primary, secondary, and tertiary sources; -knowing what finding tools are available to help locate historical sources; -using history research tools efficiently and effectively; -learning research vocabulary as well as the vocabulary of the historical profession; -making evaluative judgments about the scholarly value of materials once they are located; -physically acquiring research materials; -using research material effectively to support a thesis or argument; and -using research material ethically and responsibly. Including search samples and tables, Finding History is a valuable resource for anyone wanting to ensure their research draws from the best available sources and those needing instruction in locating, obtaining, evaluating, and using scholarly sources efficiently, directly, and ethically.

This book discusses higher education research as a field of study in Asia. It traces the evolution of research in the field of higher education in several Asian countries, and shares ideas about the evolving higher education research communities in Asia. It also identifies common and dissimilar challenges across national communities, providing researchers and policymakers essential new insights into the relevance of a greater regional articulation of national higher education research communities, and their further integration into and contribution to the international higher education research community as a whole.

* What is historical research in education? * How can researchers get started in this area? * Why does this field offer a common project for historians, educationists, and researchers across the social sciences? This book explores how to set about historical research in education. The first general guide of its kind for fifty years, the book locates this field in relation to changes in educational research, historical research, and a wide range of social sciences. It offers a theoretical guide to the rationales and problems of the field as well as to current opportunities for research. It also gives practical advice for getting started and for suitable research methods in different kinds of projects, and in doing so draws critically on extensive international literature. It includes detailed case studies on the following topics in historical research: Curriculum and Classrooms, Foucauldian Interpretations, the 'Alternative Road', Literacy in the Nineteenth Century, and the University History Curriculum.

"Undergraduate Research in History offers a blend of theory and practice for undergraduate researchers in history, relevant to new routines of the digital age. Explaining how research conducted by undergraduate students fits into the broader contexts of the discipline of history and the expanding realm of undergraduate research, this book presents the major phases of substantive research projects, and offers practical advice for work in specific historical areas as well as in interdisciplinary projects. The volume addresses key issues facing researchers, including finding relevant sources, funding research projects, and sharing results with diverse audiences. Supported by dozens of examples of real-world undergraduate research projects, this book is an indispensable reference for any student embarking on historical research and for professors guiding and collaborating with undergraduate researchers"--