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ERIC Number: EJ1120111
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0037-7996
From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms
van Hover, Stephanie; Hicks, David; Dack, Hilary
Social Studies, v107 n6 p209-217 2016
To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as "good history instruction." What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A