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1 – 10 of over 70000Jared P. Collette and Suzanne H. Jones
This empirical quantitative research study aimed to test whether historical texts could activate empathic concern and perspective taking in a US History classroom with adolescent…
Abstract
Purpose
This empirical quantitative research study aimed to test whether historical texts could activate empathic concern and perspective taking in a US History classroom with adolescent students.
Design/methodology/approach
Eighth-grade participants (n = 227) were randomly assigned to read either a historical narrative text or a collection of primary documents, then participants self-reported a range of emotions and wrote a paragraph that was assessed for historical perspective taking.
Findings
Results indicated that for students randomly assigned to read the narrative text, empathic concern or compassion, was associated with higher historical perspective taking, even after controlling for literacy ability.
Research limitations/implications
All participants attended a single predominantly. White upper middle class middle school, and read either one narrative text or one collection of primary documents. Findings cannot be generalized to all students or all texts. The study design did not assess for a causal relationship of empathic concern and historical perspective taking.
Practical implications
This study demonstrates that empathic concern, when activated through a certain narrative text, can be associated with greater achievement on cognitive academic tasks such as writing a paragraph assessed for historical perspective taking. Furthermore, this study provides evidence that empathic concern should be a target emotion for students rather than a similar emotional experience as the person they are empathizing with.
Originality/value
Adolescents today appear to have lower levels of empathy than in the past. Empathy may be crucial for moral behavior. Research indicates that historical texts could potentially provide effective empathic interventions for adolescents. However, there are no published empirical quantitative research studies related to activating empathy for adolescents through literacy in a history classroom.
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Lindsay D’Adamo and Thomas Fallace
This action research study explores how the multigenre research project develops historical empathy, or historical perspective taking skills, in a class of 22 fourth grade…
Abstract
This action research study explores how the multigenre research project develops historical empathy, or historical perspective taking skills, in a class of 22 fourth grade students. Much of the research in these areas focuses on the high school and university level. However, this study explored the degree to which upper elementary students were able to recognize historical perspectives, and whether the multigenre project format was conducive to developing this particular skill. The students in the study selected a historical topic from a list of historical subjects, then researched this topic, and displayed what they learned through multiple genres. The action researcher found that the multigenre research project increased students’ understanding of the differences in historical perspectives.
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The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of…
Abstract
The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of “doing” history); (b) enhances interpretative skills; (c) cultivates historical perspectives based upon evidentiary history; and (d) encourages student authorship of historical narratives. The instructional model emphasizes small- and large-group activities, including oral presentations, discussions about primary documents, and considerations relative to the creation of written history. Students generate their own historical narratives in order to articulate their perspectives. The purpose of the model is to facilitate students’ historical understandings by developing more empathetic perceptions of the people of the past.
Jason Endacott and Sarah Brooks
Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined…
Abstract
Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and practical approaches to utilizing historical empathy with students, leading to persistent confusion about the nature, purpose and fostering of historical empathy. Our goal is to present an updated conceptualization that clearly defines historical empathy as a dual-dimensional, cognitive-affective construct and differentiates historical empathy from exclusively cognitive or affective modes of historical inquiry. We further provide an updated instructional model for the promotion of historical empathy that includes consideration for historical empathy’s proximate and ultimate goals. We aim to highlight where research has produced some consensus on best practice for promoting empathy and where further study is needed.
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With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who…
Abstract
With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who understand both the relevance of social studies content and the effectiveness of interdisciplinary teaching regularly incorporate applicable history-based children’s tradebooks in their curricula. Locating developmentally appropriate books is simple. Teaching history using children’s literature can be effective. It can be counterproductive, however, if the selected book is replete with historical misrepresentations. Teaching historical thinking in elementary school is problematic no matter what the teaching tool, and there are few methodological roadmaps for elementary teachers. Here, I first suggest ways for teachers to nurture elementary students’ historical thinking using anecdotes from everyday activities and literature with themes germane to history and multiculturalism. Then, I suggest ways for elementary educators to locate and develop engaging, age-appropriate, and historically accurate curricular supplements. Using literature on Christopher Columbus as a reference point to facilitate young students’ historical thinking, I propose an interdisciplinary approach, discipline-specific historical literacy strategies, and history-themed authentic assessments.
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Garry D. Carnegie and Christopher J. Napier
The purpose of this paper is to revisit the special issue of Accounting, Auditing & Accountability Journal published in 1996 on the theme “Accounting history into the twenty‐first…
Abstract
Purpose
The purpose of this paper is to revisit the special issue of Accounting, Auditing & Accountability Journal published in 1996 on the theme “Accounting history into the twenty‐first century”, in order to identify and assess the impact of the special issue in shaping developments in the accounting history literature, and to consider issues for future historical research in accounting.
Design/methodology/approach
A retrospective and prospective essay focusing on developments in the historical accounting literature.
Findings
The special issue's advocacy of critical and interpretive histories of accounting's past has influenced subsequent research, particularly within the various research themes identified in the issue. The most significant aspect of this influence has been the engagement of increasing numbers of accounting historians with theoretical perspectives and analytical frameworks.
Research limitations/implications
The present study examines the content and impact of a single journal issue. It explores future research possibilities, which inevitably involves speculation.
Originality/value
In addressing recent developments in the literature through the lens of the special issue, the paper emphasises the unifying power of history and offers ideas, insights and reflections that may assist in stimulating originality in future studies of accounting's past.
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This chapter explores the potential of transnational history for researching global higher education policy. It begins with an overview of transnational history as a perspective…
Abstract
This chapter explores the potential of transnational history for researching global higher education policy. It begins with an overview of transnational history as a perspective, demonstrating how it is, in part, a response to processes of globalization that have also transformed contemporary higher education. Second, it reviews key features of transnational history as a perspective that can enhance global higher education policy research. The third part takes dimensions of contemporary global higher education and discusses how these can be approached through a transnational historical perspective drawing on the features outlined. The chapter concludes by highlighting how a transnational historical approach can enable new insights and research questions as well as some challenges presented by this perspective. The spatial focus of the chapter is predominantly European higher education, though the implications are more general.
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Sarah Drake Brown and Richard L. Hughes
The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.
Abstract
Purpose
The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.
Design/methodology/approach
The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis.
Findings
The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge.
Originality/value
Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.
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This study explored the development of historical empathy in the social studies classroom by addressing the following question: Does the manner in which students are asked to…
Abstract
This study explored the development of historical empathy in the social studies classroom by addressing the following question: Does the manner in which students are asked to express their historical conclusions impact their ability to exhibit empathy? The results of two different types of writing assignments were examined in order to determine whether one is more likely to encourage the display of historical empathy: text written in the first person from the perspective of a historical agent or text written in the third person about the perspectives of historical agents. Data, in the form of student writing samples and interviews, was collected over a two-week period in an eighth-grade social studies classroom. The findings suggest that the way in which students are asked to articulate their historical conclusions can indeed encourage or inhibit their ability to exhibit empathetic regard.