Weaving instructional explanations in history
Bibliographic Data
| ID | 5264595 |
|---|---|
| Authors | Gaea Leinhardt (University of Pittsburgh, corresponding author) |
| Year | 1993 |
| Volume | 63 |
| Issue | 1 |
| Pages | 46-74 |
| Publication date | 1993-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1993.tb01041.x |
| OpenAlex | W1990444573 |
| Language | EN |
| Citations received | 16 |
This paper contributes to a growing body of research on the study of classroom learning and instruction in specific subject matter areas. It addresses the broad issue of the nature of and occasions for instructional explanations in history. Based on a study that traced the classroom instruction of one exemplary US history teacher for an entire semester, the paper presents a typology of instructional explanations in this discipline. Analysis of the lessons shows how the teacher uses each type of instructional explanation and how students acquire competence in constructing their own explanations as the year progresses
Competence (human resources) · Curriculum · Mathematics education · Pedagogy · Sociology · Subject matter · Teaching method · Typology · Weaving · Educator Training and Historical Pedagogy · Psychology · Social Psychology
Picturing the Past
The Question of Authenticity
Developmental Gains of a History Major
Chapter 1 Developing Socially Just Subject-Matter Instruction
Identifying Teacher Expertise
Disciplinary Literacies and Learning to Read for Understanding
Aportes de la Lingüística a la Educación Histórica
La práctica educativa. Una revisión a partir del estudio de la interacción profesor-alumnos en el aula
La causalidad histórica en las explicaciones de los profesores de Secundaria
Is self-explanation while solving problems helpful? The case of analogical problem-solving
Teaching History
Elementary Social Studies
Reading Abraham Lincoln
Historical Reasoning
Theoretical triangulation as an approach for revealing the complexity of a classroom discussion
Concrete and abstract visualizations in history learning tasks
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,55 |
| Citation span | 1997 - 2018 (22) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |