The International Journal Volume 12, Number 2
Journal
Volume 12.2
Editorial
New Zealand - Developing an Historical Empathy Pathway with New Zealand Secondary School Students - Martyn Davidson, University of Auckland
Cyprus - Deanna Troi and the Tardis: Does Historical Empathy have a Place in Education? Lukas N. Perikleous, University of Cyprus
Brazil - An Investigation of the Ways in which Young Brazilian Students Use Substantive Concepts of Historical Consciousness to Interpret Graphic Narratives in Historical Comic Books - Marcelo Fronza, Universidade Federal de Mato Grosso, Brazil
Sweden - Contact and Contrast: the Subject of History and its Relation to Students, 1905-2005 - Niklas Ammert, Linaeus University (Kalmar)
United Kingdom - What do Thirteen and Fourteen-Year-Olds Know About the Holocaust before they Study it? Stuart Foster , London University Institute of Education and Michael Gray, Harrow School, London
Greece - Aspects of Historical Consciousness in a Situation of Crisis - Eleni Apostouli, University of Ioannina Greece - Student Teachers' Views on Teaching Controversial Issues in School History Courses: the impact of social, cultural and ideological Factors - Dmitri Mavroskoufis, Aristotle University of Thessoloniki, George Kokkinos, University of the Aegean, Rhodes
United Kingdom - The Jewel in the Curriculum: Teaching the History of the British Empire - Adam Burns, University of Leicester
Spain - History Education under the New Educational Reform: New Wine in Old Bottles? Sebastien Molina, Cosme J. Gomez and Jorje Ortuno, Universitad de Murcia
Lesotho - Teaching and Learning About World War Desasters in Lesotho Secondary Schools: the Case of the SS Erinpura Tragedy of 1943 Mary Nombulelo Ntabeni, National University of Lesotho, Roma, Lesotho
United Kingdom - How might primary trainees' experience of a humanities module in Initial Teacher Training have impacted on their understanding of teaching history to pupils with special speech, language and communication needs? Matthew Sossick, Kingston University, United Kingdom
Attached files:
- International Journal of Historical Learning Teaching and Research 12.2
3.72 MB PDF document