Neue Ausgabe des “History Education Research Journal” (HERJ) erschienen

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HERJ 16,1 Title

HISTORY EDUCATION RESEARCH JOURNAL (HERJ)

Focus­ing on the glob­al sig­nif­i­cance and impact of his­to­ry edu­ca­tion, this inter­na­tion­al jour­nal cov­ers all aspects of his­to­ry edu­ca­tion the­o­ry, schol­ar­ship, and pure and applied research.

Edi­tors: Jon Nichol, Hilary Coop­er and Arthur Chap­man

NEW for spring 2019:

Spe­cial issue: Tri­an­gu­la­tion in his­to­ry edu­ca­tion research

JOURNAL CONTENTS: vol. 16, no. 1

Spe­cial issue: Tri­an­gu­la­tion in his­to­ry edu­ca­tion research

Guest edi­tors: Roland Bern­hard, Christoph Bra­mann and Christoph Küh­berg­er

This spe­cial issue sprang from an inter­na­tion­al sym­po­sium in Salzburg, Aus­tria in 2017, called Tri­an­gu­la­tion in His­to­ry Edu­ca­tion Research. It includes arti­cles on mixed-meth­ods research and tri­an­gu­la­tion in his­to­ry edu­ca­tion research from sev­en dif­fer­ent coun­tries: Aus­tralia, Aus­tria, Ger­many, the Nether­lands, Por­tu­gal, Switzer­land and the Unit­ed King­dom.

· Roland BERNHARD, Christoph BRAMANN & Christoph KÜHBERGER – Mixed meth­ods and tri­an­gu­la­tion in his­to­ry edu­ca­tion research: Intro­duc­tion

· Udo KELLE, Christoph KÜHBERGER & Roland BERNHARD – How to use mixed-meth­ods and tri­an­gu­la­tion designs: An intro­duc­tion to his­to­ry edu­ca­tion research

· Manuel KÖSTER & Thüne­mann – The untapped poten­tial of mixed-meth­ods research approach­es for Ger­man his­to­ry edu­ca­tion research

· Ter­ry HAYDN – Tri­an­gu­la­tion in his­to­ry edu­ca­tion research, and its lim­i­ta­tions: A view from the UK

· Heather SHARP – Brico­lage research in his­to­ry edu­ca­tion as a schol­ar­ly mixed-meth­ods design

· Roland BERNHARD – Using mixed meth­ods to cap­ture com­plex­i­ty in a large-scale empir­i­cal project about teach­ers’ beliefs and his­to­ry edu­ca­tion in Aus­tria

· Arie WILSCHUT & Koen SCHIPHORST – ‘One has to take leave as much as pos­si­ble of one’s own stan­dards and val­ues’: Improv­ing and mea­sur­ing his­tor­i­cal empa­thy and per­spec­tive recon­struc­tion

· Christo­pher WOSNITZA & Johannes MEYER-HAMME – Stu­dent essays express­ing his­tor­i­cal think­ing: A quan­ti­ta­tive and dual­ly qual­i­ta­tive analy­sis of 1,100 papers for the His­to­ry Con­test of the Ger­man Pres­i­dent

· Bodo VON BORRIES – The expe­ri­ence of and reflec­tion on tri­an­gu­la­tion and/or mixed meth­ods, dis­cussing a study on the ide­al and real­i­ty, use and under­stand­ing of his­to­ry text­books

· Moni­ka WALDIS, Mar­tin NITSCHE & Corinne WYSS – Assess­ing pre-ser­vice his­to­ry teach­ers’ ped­a­gog­i­cal con­tent knowl­edge with a video sur­vey using open-end­ed writ­ing assign­ments and closed-end­ed rat­ing items

· Mar­i­ana LAGARTO – Pro­files of teach­ing and learn­ing moments in the his­to­ry class­room

· Christoph KÜHBERGER, Christoph BRAMANN, Zarah WEIß & Det­mar MEURERS – Task com­plex­i­ty in his­to­ry text­books: A mul­ti­dis­ci­pli­nary case study on tri­an­gu­la­tion in his­to­ry edu­ca­tion research

· Glória SOLÉ – Children’s under­stand­ing of time: A study in a pri­ma­ry his­to­ry class­room

The His­to­ry Edu­ca­tion Research Jour­nal is a bi-annu­al, open-access, peer-reviewed jour­nal based at the UCL Insti­tute of Edu­ca­tion, in col­lab­o­ra­tion with the His­to­ry Edu­ca­tors Inter­na­tion­al Research Net­work (HEIRNET), and host­ed in part­ner­ship with the His­tor­i­cal Asso­ci­a­tion. It is a relaunch of the Inter­na­tion­al Jour­nal of His­tor­i­cal Learn­ing, Teach­ing and Research (IJHLTR). Back issues of IJHLTR will remain avail­able through the His­tor­i­cal Asso­ci­a­tion until they are trans­ferred to the new journal’s home page. For infor­ma­tion about how to con­tribute to the His­to­ry Edu­ca­tion Research Jour­nal, vis­it UCL IOE Press.

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