| Why study history? An examination of undergraduate students’ notions and perceptions about history CW Berg Historical Encounters 6 (1), 54-71, 2019 | 45 | 2019 |
| Historical thinking, epistemic cognition, and history teacher education C Mathis, R Parkes The Palgrave handbook of history and social studies education, 189-212, 2020 | 32 | 2020 |
| More than a methods course: Teaching preservice teachers to think historically L Gibson, CL Peck The Palgrave handbook of history and social studies education, 213-251, 2020 | 24 | 2020 |
| The Palgrave Handbook of History and Social Studies Education CW Berg, TM Christou | 21 | 2020 |
| From knowing the national past to doing history: History (teacher) education in Flanders since 1918 K Van Nieuwenhuyse The Palgrave handbook of history and social studies education, 355-386, 2020 | 16 | 2020 |
| Improving teachers’ proficiency in teaching historical thinking C van Boxtel, J van Drie, G Stoel The palgrave handbook of history and social studies education, 97-117, 2020 | 15 | 2020 |
| Why does changing the orientation of history teaching take so long? A case study from Finland J Rantala, N Ouakrim-Soivio The Palgrave handbook of history and social studies education, 471-494, 2020 | 15 | 2020 |
| Moving towards a humanistic social studies and history curricula: A review of recent reflective practices C Berg, M Shaw SAGE Open 4 (1), 1-9, 2014 | 12 | 2014 |
| The ‘rules of engagement’: The ethical dimension of doctoral research C Berg Journal of Research Initiatives 2 (2), 1-11, 2016 | 11 | 2016 |
| Dynamic literacies and democracy: A framework for historical literacy M Innes The Palgrave handbook of history and social studies education, 597-620, 2020 | 8 | 2020 |
| Between historical consciousness and historical thinking: swedish history teacher education in the 2000s KG Hammarlund The palgrave handbook of history and social studies education, 167-187, 2020 | 7 | 2020 |
| Québec’s History of Québec and Canada Ministerial Examination: A Tool to Promote Historical Thinking or a Hurdle to Hinder Its Inclusion? C Duquette The Palgrave Handbook of History and Social Studies Education, 323-354, 2020 | 6 | 2020 |
| The history education network: An experiment in knowledge mobilization P Clark, R Sandwell The Palgrave handbook of history and social studies education, 253-293, 2020 | 6 | 2020 |
| A qualitative study of student expectations of online faculty engagement CW Berg, M Shaw, AL Contento, SWM Burrus Research Anthology on Developing Effective Online Learning Courses, 2020-2031, 2021 | 5 | 2021 |
| The history you don’t know, and the history you do: The promise of signature pedagogies in history education D Powell The Palgrave Handbook of History and Social Studies Education, 575-595, 2020 | 4 | 2020 |
| Historical thinking,‘difficult histories,’and Māori perspectives of the past M Sheehan The Palgrave Handbook of History and Social Studies Education, 497-510, 2020 | 4 | 2020 |
| Form or substance? Weighing critical skills against identity narratives in history education S Ahonen The Palgrave handbook of history and social studies education, 145-163, 2020 | 4 | 2020 |
| Re-imagining history teaching by challenging national narratives CS Bullock, SM Bullock The Palgrave handbook of history and social studies education, 77-96, 2020 | 4 | 2020 |
| History and the public good: American Historical Association presidential addresses and the evolving understanding of history education C Berg, TM Christou Curriculum History 17 (1), 37-55, 2017 | 4 | 2017 |
| The Development and Progress of the ‘Source Method’as a History Teaching Method: Practical Classroom Examples from Malta Y Vella The Palgrave Handbook of History and Social Studies Education, 119-143, 2020 | 3 | 2020 |
Theodore M. ChristouQueen's University在 queensu.ca 的电子邮件经过验证
