“Couldn't she just leave?”: The Relationship Between Consistently Using Class Discussions and the Development of Historical Empathy in a 9th Grade World History Course

By Jada Kohlmeier. 2006

106 citations recorded by the source corpus.

How researchers see this paper

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Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom (2011, background): “In an action research study that employed Barton and Levstik’s (2004) conceptualization of historical empathy, Kohlmeier (2006) found evidence that repeated participation in Socratic Seminars—focused on the writing of women from different historical eras—incited care from the high school students…”
Reconsidering Affective Engagement in Historical Empathy (2010, methodology): “There are indications that these domains are not mutually exclusive (Kohlmeier, 2006; Riley, 1998; Stern, 1998), and an approach that involves both domains may be the best way fully engage students in historical empathy.”
Negotiating the Process of Historical Empathy (2014, methodology): “…engage their students with history (Endacott, 2010; Kohlmeier, 2006) and achieve curricular goals related to acquiring historical content knowledge (Brooks, 2008; Davis, 2001; Doppen, 2000; Endacott, 2010; Grant, 2001; Jensen, 2008; Kohlmeier, 2006; Yeager, Foster, Maley, Anderson, & Morris, 1998).”