Rounding Up Unusual Suspects: Facing the Authority Hidden in the History Classroom.

By Robert B. Bain. 2006

184 citations recorded by the source corpus.

Subfields: Education, History, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4e7a193c70501bcb7d0d46181146a59c63b3504e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In History

In Sociology and Political Science

Citations in the corpus

Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “Social studies instruction, in particular, has been dominated by lecture, rote memorization, and individual textbook work (e.g., Bain, 2006).”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “Although many teachers encourage the sharing of students’ ideas and discussion about content, according to research on classroom practice, classrooms are typically places where the teacher talks, and students listen (Bain, 2006).”
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “Ball et al. (2008) might have included this in their category “knowledge of curriculum.”
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies (2017, background): “, Ragland, 2007), nor are materials that support this kind of disciplinary thinking widely available; instead, textbookbased instruction dominates (Bain, 2006).”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “Given that historians privilege argumentation over other writing forms (Bain, 2006; Collingwood, 1943), it is important to explore how novices use evidence and construct arguments about controversial issues and how these skills develop in response to instruction.”
Organizational Resources in the Service of School-Wide Ambitious Teaching Practice (2011, background): “Research on ambitious teaching in different content areas has provided insights into the challenges of putting these higher standards for learning and knowledge into practice in individual classrooms with diverse learners (e.g., Bain, 2006; Lee, 2007; Leinhardt & Steele, 2005).”
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas (2020, background): “Although there are many teachers who engage students in sharing and negotiating their emerging ideas about content, research on classroom talk has found that, typically, classrooms are places where teachers talk and students listen (e.g., Bain, 2006; Cazden, 2001; Nystrand et al., 2003).”
Using Writing Tasks to Elicit Adolescents’ Historical Reasoning (2012, background): “In history, this written work requires disciplinary thinking such as taking an investigative stance toward the past and an understanding of the norms of knowledge construction and communication in the discipline (cf. Bain, 2006).”