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Article
Publication date: 12 June 2020

Jared 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…

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.

Details

Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 March 2011

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.

Details

Social Studies Research and Practice, vol. 6 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 March 2008

Jill Jensen

Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand…

Abstract

Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand the complexity of how historians explain past events. Historical empathy, defined by Downey (1995), is the ability to recognize how the past was different from the present, to distinguish between multiple perspectives from the past, to explain the author’s perspective, and to defend it with historical evidence. In this action research study, a teacher used historical debate to foster the development of perspective taking in her fifth-grade class. Through debate, students took on the perspectives of people from the past and gained a better understanding of past events. Debates increased students’ understanding of historical contexts and differences between different viewpoints in the past, both important aspects of perspective taking. Students, however, had trouble demonstrating that the past is different from the present.

Details

Social Studies Research and Practice, vol. 3 no. 1
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 1 March 2013

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.

Details

Social Studies Research and Practice, vol. 8 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 November 2008

Sherri Rae Colby

The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the…

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.

Details

Social Studies Research and Practice, vol. 3 no. 3
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 1 November 2013

John H. Bickford III

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.

Details

Social Studies Research and Practice, vol. 8 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 29 April 2014

Garry D. Carnegie

The purpose of this paper is to examine the historiographic writings for accounting concerned with the craft of researching and writing history, published in the…

1405

Abstract

Purpose

The purpose of this paper is to examine the historiographic writings for accounting concerned with the craft of researching and writing history, published in the English-language, across a period of 30 years from 1983 to 2012. The study's aim is three-fold: first, to review the literature pertaining to the writing of accounting history and to identify key developments and trends; second, to identify the contributors to this literature and their publication outlets and third, to analyze citations to identify individuals or groups who have gained traction in accounting historiography.

Design/methodology/approach

An essay focusing on developments in the accounting historiography literature as well as a review of some key thoughts or issues in present-day accounting historiography.

Findings

The study shows that a key development in the accounting historiography literature during this period has been the advent of new accounting history, which has contributed much theoretical and topical diversity in historical accounting research and an acceptance of the role of oral history as a means of expanding the archive.

Research limitations/implications

The present study, with its focus on contributions on the craft of researching and writing history, does not itself examine actual research studies which have been undertaken on accounting's past across the same period of time.

Originality/value

The study may assist in making the contributions examined more generally assessable and comprehensible to researchers to both explore and re-explore and may even contribute to the development of further contributions on accounting historiography to guide the approaches to, and direction of, historical accounting research in future.

Details

Accounting, Auditing & Accountability Journal, vol. 27 no. 4
Type: Research Article
ISSN: 0951-3574

Keywords

Article
Publication date: 10 February 2012

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…

12091

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.

Details

Accounting, Auditing & Accountability Journal, vol. 25 no. 2
Type: Research Article
ISSN: 0951-3574

Keywords

Abstract

Details

The Perspective of Historical Sociology
Type: Book
ISBN: 978-1-78743-363-2

Article
Publication date: 21 May 2018

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.

Details

Social Studies Research and Practice, vol. 13 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

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