An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course
Harris, R. (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton.
Full text not archived in this repository.
Abdallah-Pretceille, M. (2006) ‘Interculturalism as a paradigm for thinking about diversity’ Intercultural Education 17 (5), 475-483. Aguado, T. and Malik, B. (2006) ‘Intercultural Education: teacher training and school practice, UNED, Madrid, 15-17 March 2006’ Intercultural Education 17 (5), 447-456. Ahmed, S. (2009) ‘Embodying diversity: problems and paradoxes for Black feminists’ Race Ethnicity and Education 12 (1), 41–52. Almarza, D. J. (2005) ‘Connecting Multicultural Education Theories with Practice: a case study of an intervention course using the realistic approach in teacher education’ Bilingual Research Journal 29 (3), 527-539. Altrichter, H., Posch, P. and Somekh, B. (1993) Teachers Investigate their Work London: Routledge. Ambe, E. (2006) ‘Fostering multicultural appreciation in pre-service teachers through multicultural curricular transformation’ Teaching and Teacher Education 22, 690-699. Archer, L. (2008) ‘The impossibility of minority ethnic educational ‘success’? An examination of the discourses of teachers and pupils in British secondary school’ European Educational Research Journal 7 (1), 89-107. Arthur, J. and Wright, D. (2001) Teaching Citizenship in the Secondary School London: David Fulton Publishers. Ball, A. F. (2000) ‘Preparing teachers for diversity: lessons learned from the US and South Africa’ Teaching and Teacher Education 16, 491-509. Bandura, A. (1997) Self-efficacy New York: W. H. Freeman. Banks, J. A. (2006a) ‘Approaches to Multicultural Curriculum Reform’ in J. A. Banks Race, Culture and Education: the selected works of James A. Banks’ London: Routledge. Banks, J. A. (2006b) ‘Teaching Black History with a focus on Decision-Making’ in J. A. Banks Race, Culture and Education: the selected works of James A. Banks’ London: Routledge. Banks, J. A. (2006c) ‘Varieties of History: Negro, Black, White’ in J. A. Banks Race, Culture and Education: the selected works of James A. Banks’ London: Routledge. Bartlett, S. and Burton, D. (2006) ‘Practitioner research or descriptions of practice? A discussion of teachers investigating their classrooms’ Educational Action Research 14 (3), 395-405. Barton, K. and Levstik, L. (2004) Teaching History for the Common Good Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Barton, K. and McCully, A. (2005) ‘History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives’ Journal of Curriculum Studies 37 (1), 85-116. Bell, D. (2005) Citizenship: Hansard Society Lecture 17 January 2005. Available at www.ofsted.gov.uk (Accessed: 28 July 2005). bell hooks (1994) Teaching to transgress: Education as the Practice of Freedom London: Routledge. Bennett, C. I. (1990) (2nd edn) Comprehensive Multicultural Education: Theory and Practice Boston: Allyn and Bacon. Bennett, S. (2006) ‘History Teaching and Sensitive Issues in Europe’ paper presented at the Teaching Emotive and Controversial History seminar, Huntingdon. Bhatti, G. (2004) ‘Good, Bad and Normal Teachers’ in G. Ladson-Billings and D. Gillborn (eds) The RoutledgeFalmer Reader in Multicultural Education London: RoutledgeFalmer. Bhopal, K., Harris, R. and Rhamie, J. (2009) The Teaching of ‘Race’, diversity and inclusion on PGCE courses at the University of Southampton. Report for Multiverse . Boyle, B., White, D. and Boyle, T. (2004) ‘A longitudinal study of teacher change: what makes professional development effective? The Curriculum Journal 15 (1), 45-68. Boix Mansilla, V. (2001) ‘Expecting High Standards from Inner-City Students’ in A. Dickinson, P. Gordon and P. Lee (eds) Raising Standards in History Education: International Review of History Education Vol. 3 London: Woburn Press. British Broadcasting Corporation (2007a) Britain ‘must resist extremists’. Available at http://news.bbc.co.uk/1/hi/uk_politics/6309427.stm (Accessed: 16 February 2007). British Broadcasting Corporation (2007b) Veil woman challenges sacking’. Available at http://news.bbc.co.uk/1/hi/england/bradford/6282459.stm (Accessed: 16 February 2007). British Educational Research Association (BERA) (2004) Revised Ethical Guidelines for Educational Research [Online]. Available at http://www.bera.ac.uk/files/2008/09/ethica1.pdf (Accessed 23 May 2007). Brown, G. (2006) The future of Britishness, keynote address to the Fabian Society Conference on Britishness, London, 14 January. Brydon-Miller, M. (2008) ‘Ethics and action research: deepening our commitment to principles of social justice and redefining systems of democratic practice’ in P. Reason and H. Bradbury (eds) The SAGE Handbook of Action Research: Participative Inquiry and Practice (2nd edn) Thousand Oaks, Ca: Sage. Burgess, H. and Shelton, A. (2008) ‘Using e-learning to support primary trainee teachers’ development of mathematical subject knowledge: an analysis of learning and the impact on confidence’ Teacher Development 12 (1), 37-55. Burn, K. (2007) ‘Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators’ Oxford Review of Education 33 (4), 445-467. Burn, K., Hagger, H., Mutton, T. and Everton, T. (2000) ‘Beyond Concerns with Self: the sophisticated thinking of beginning student teachers’ Journal of Education for Teaching 26 (3), 259-278. Burn, K., Hagger, H., Mutton, T. and Everton, T. (2003) ‘The Complex Development of Student-Teachers’ Thinking’ Teachers and Teaching: Theory into Practice 9 (4), 309-331). Burn, K., Mutton, T. and Haggar, H. (in press) ‘Strengthening and sustaining learning in the second year of teaching’ Oxford Review of Education, scheduled for publication 2010, 36 (36). Burns, D. (2007) Systemic Action Research: a strategy for whole system change Bristol: The Policy Press Cabello, B. and Burstein, N. D. (1995) ‘Examining Teachers’ Beliefs about Teaching in Culturally Diverse Classrooms’ Journal of Teacher Education 46 (4), 285-294. Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research London: Falmer Press. Causey, V., Thomas, C., and Armento, B. (2000) ‘Cultural diversity is basically a foreign term to me: the challenges of diversity for preservice teacher education’ Teaching and Teacher Education 16, 33-45. Charmaz, K. (2000) ‘Grounded Theory: Objectivist and Constructivist Methods’ in N. K. Denzin and Y. S. Lincoln (eds) Handbook of Qualitative Research (2nd edn) Thousand Oaks, CA: Sage. Charmaz, K. (2006) Constructing Grounded Theory: A practical guide through qualitative analysis Los Angeles, CA: Sage. Clark, L. (2007) ‘Schools told to dump Churchill and Hitler from history lessons’, Daily Mail 13 July [Online]. Available at: http://www.dailymail.co.uk/pages/live/articles/news/news.html?in_article_id=467889&in_page_id=1770 (Accessed: 31 March 2008). Clay, J. and George, R. (2007) ‘Equality and diversity’ in V. Ellis (ed.) Learning and Teaching in Secondary Schools (3rd edn) Exeter: Learning Matters. Clements, K. (2000) ‘Finding and Losing Utopia: Downunder action research in education’ Prospero 6 (3 & 4), 101-110. Clough, P. and Nutbrown, C. (2002) A student’s guide to methodology London: Sage. Cochran-Smith, M., Davis, D. and Fries, K. (2004) ‘Multicultural Teacher Education: research practice and policy’ in J. A. Banks and C. A. McGee Banks (eds) Handbook of Research on Multicultural Education (2nd edn), 931-978 San Francisco, CA: Jossey-Bass. Cockrell, K.S., Plaicer, P.L., Cockrell, D.H. and Middleton, J.N. (1999) ‘Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice’ Teaching and Teacher Education 15, 351-366. Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education (5th edn) London: RoutledgeFalmer. Connolly, P., Fitzpatrick, S., Gallagher, T. and Harris, P. (2006) ‘Addressing diversity and inclusion in the early years in conflict-affected societies: a case study of the Media Initiative for children in Northern Ireland’ International Journal of Early Years Education 14 (3), 263-278. Conway, N. (2007) ‘An exploration of Teaching and Learning Sensitive Issues in History: a comparative study of schools in Northern Ireland and Oxford at Secondary Level’ in A. McCully (ed) Recent Research on Teaching History in Northern Ireland: Informing Curriculum Change Ulster: University Of Ulster/UNESCO Centre. Conway, P. F. and Clark, C. M. (2003) ‘The journey inward and outward: a re-examination of Fuller’s concerns-based model of teacher development’ Teacher and Teacher Education 19 (5), 465-482. Cotton, D. (2006) ‘Teaching controversial environmental issues: neutrality and balance in the reality of the classroom’ Educational Research 48 (2), 223-241. Coulter, D. (2002) ‘What counts as action in educational action research? Educational Action Research 10 (2), 189-206. Counsell, C. (2000) ‘Historical Knowledge and historical skills: a distracting dichotomy’ in J. Arthur and R. Phillips (eds) Issues in History Teaching London: Routledge. Counsell, C. (2002) ‘History for All’ in M. Riley and R. Harris (eds) Past Forward: A Vision for School History 2002-2012 London: Historical Association. Craft, A. (1988) ‘Multicultural Teaching’ in J. Wellington (ed) Controversial Issues in the Curriculum Oxford: Basil Blackwell Ltd. Cross, B. E. (2003) ‘Learning or unlearning racism: transferring teacher education curriculum to classroom practices’ Theory into Practice 42 (3), 203-209. David, R. (2000) ‘Imagining the past: the use of archive pictures in secondary school textbooks’ The Curriculum Journal 11 (2), 225-246. Day, C. (1999) Developing Teachers: the challenge of lifelong learning London: RoutledgeFalmer. Day, C., Elliot, B. and Kington, A. (2005) ‘Reform, standards and teacher identity: Challenges of sustaining commitment’ Teaching and Teacher Education 21, 563-577. Day, C. and Gu, Q. (2007) ‘Variations in the conditions for teachers’ professional learning and development: sustaining commitment and effectiveness over a career’ Oxford Review of Education 33 (4), 423-443. Day, C., Stobart, G., Sammons, P., Kingham, A. and Gu, Q. (2006) Variations in Teachers’ Work, Lives and Effectvieness: Research Report 743 London: DfES Denzin, N. K. and Lincoln, Y. S. (2000) ‘Introduction: The Discipline and Practice of Qualitative Research’ in N. K. Denzin and Y. S. Lincoln (eds) Handbook of Qualitative Research (2nd edn) Thousand Oaks, CA: Sage. Department for Children, Schools and Families (2007) Guidance on the duty to promote community cohesion London: DCSF. Department for Education and Employment/Qualifications and Curriculum Authority (1999) The National Curriculum: Handbook for secondary teachers in England London: DfEE/QCA. Department for Education and Skills (2004) 14-19 Curriculum and Qualifications Reform: Final Report of the Working Group on 14-19 Reform London: DfES. Department for Education and Skills (2005) Youth Cohort Study: The activities and experiences of 16 year olds: England and Wales 2004 London: DfES. Department for Education and Skills (2006) Ethnicity and Education: The evidence on minority ethnic pupils aged 5-16 London: DfES. Department for Education and Skills (2007) Diversity and Citizenship Curriculum Review London: DfES. Department of Education and Science (1985) History in the Primary and Secondary Years London: HMSO. Edwards, D. and Mercer, N. (1987) Common Knowledge: the development of understanding in the classroom. London: Methuen. Elliott, J. (1988) ‘Educational Research and Outsider-Insider Relations’ Qualitative Studies in Education 1 (2), 155-166. Elliott, J. (2005) Using Narrative in Social Research: Qualitative and Quantitative Approaches London: Sage. Engeström, Y. (1999) ‘Activity theory and individual and social transformation’ in Y. Engeström, R. Miettinen and R. L. Runamäki (eds) Perspectives n Activity Theory Cambridge University Press: Cambridge. Faas, D. (2008) ‘From Foreigner Pedagogy to Intercultural Education: an analysis of the German responses to diversity and its impact on schools and students’ European Educational Research Journal 7 (1), 108-123. Fenwick, T. (2003) ‘The ‘good’ teacher in a neo-liberal risk society: a Foucaultian analysis of professional growth plans’ Journal of Curriculum Studies 35 (3), 335-354. Figueroa (2004) ‘Multicultural Education in the United Kingdom’ in J. A. Banks and C. A. McGee Banks (eds) Handbook of Research on Multicultural Education, 997-1026 San Francisco, CA: Jossey-Bass. Finch J. (2003)’The Vignette Technique in Survey Research’ in N. Fielding (ed) Interviewing Vol. II London: Sage. Fine, M. (1998) ‘Working the Hyphens: Reinventing Self and Other in Qualitative Research’ in n. k. Denzin and Y. S. Lincoln (eds) The Landscape of Qualitative Research: Theories and Issues Thousand Oaks, CA: Sage. Fines, J. (1987) ‘Making Sense Out of the Content of the History Curriculum’ in C. Portal (ed) The History Curriculum for Teachers London: The Falmer Press. Fives, H. (2003) ‘What is teacher efficzcy and how does it relate to teachers’ knowledge?’, American Educational Research Association (AERA 2003), Chicago, USA, 22-24 April 2003. Foldy, E. (2005) ‘Claiming a voice on race’ Action Research 3 (1), 33-54. Foreman-Peck, L. (2005) A review of Existing Models of Practitioner Research: a review undertaken for the National Academy of Gifted and Talented Youth Coventry: University of Warwick. Foreman-Peck, L. and Murray, J. (2007) Epistemological Bases of Educational Research: ESRC Teaching and Learning Research Programme paper presented at the British Educational Research Association Conference, Institute of Education, London. Foster, S. (2005) ‘The British Commonwealth in WWII: selection and omission in English history textbooks’ International Journal of Historical Learning, Teaching and Research 5 (2), 1-19. Freebody, P. (2003) Qualitative Research in Education: Interaction and Practice London: Sage Publications. Fuller, A. and Unwin, L. (2004) ‘Expansive learning environments: integrating organizational and personal development’ in H. Rainbird, A. Fuller and A. Munro (eds) Workplace Learning in Context, 126-144 Routledge: London. Fuller, F.F. and Bown, O.H. (1975) ‘Becoming a Teacher’ in K. Ryan (ed) Teacher Education (74th Yearbook of the National Society of Education) Chicago: Chicago University Press. Furlong, J. and Maynard, T. (1995) Mentoring Student Teachers: The growth of professional knowledge London: Routledge. Gaine, C. (2005) We’re all white, Thanks Stoke-on-Trent: Trentham Books. Gaine, C. and George, R. (1999) Gender, ‘Race’ and Class in Schooling: a new introduction London: Falmer Press. Garcia, O. and Lopez, R. (2005) ‘Teachers’ initial training in cultural diversity in Spain: attitudes and pedagogical strategies’ Intercultural Education 16 (5), 433-442. Garton Ash, T. (2006) What young British Muslims say can be shocking – some of it is also true, Guardian, 7 August. Gay, G. (2004) ‘Curriculum Theory and Multicultural Education’ in J. A. Banks and C. A. McGee Banks (eds) Handbook of Research on Multicultural Education, 30-49 San Francisco, CA: Jossey-Bass. Gillborn, D. (1990) ‘Race’, Ethnicity and Education: Teaching and Learning in Multi-Ethnic Schools London: Unwin Hyman. Gillborn, D. (2005) ‘Education policy as an act of white supremacy: whiteness, critical race theory and education reform’ Journal of Education Policy 20 (4), 485-505. Gillborn, D. (2008) Racism and Education: coincidence or conspiracy? London: Routledge. Gillborn, D. and Mirza, H. (2000) Educational Inequality: mapping race, class and gender London: Ofsted. Glaser, B. G. (1978) Theoretical Sensitivity Mill Valley, CA.: The Sociology Press. Glaser, B. G. (1992) Emergence vs. Forcing: Basics of Grounded Theory Analysis Mill Valley, CA: The Sociology Press. Glaser, B. G. and Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research New York: Aldine de Gruyter. Gore, J.M., Griffiths, T. and Ladwig, J.G. (2004) ‘Towards better teaching: productive pedagogy as a framework for teacher education’ Teaching and Teacher Education 20, 375-387. Grever, M. (2007) ‘Plurality, Narrative and the Historical Canon’ in M. Grever and S. Stuurman (eds) Beyond the Canon: history for the twenty first century Basingstoke: Palgrave Macmillan. Grever, M, Haydn, T. and Ribbens, K. (2006) ‘Identity and school history: the perspectives of young people from the Netherlands and England’, European Educational Research Association (EERA 2006), Geneva, Switzerland, 13-16 Sep 2006. Grever, M. Haydn, T. and Ribbens, K. (2008) ‘Identity and school history: the perspectives of young people from the Netherlands and England’ British Journal of Educational Studies 56 (1), 76-94. Grever, M. and Stuurman, S. (2007) Beyond the Canon: history for the twenty first century Basingstoke: Palgrave Macmillan. Grosvenor, I. and Myers, K. (2001) ‘Engaging with History after Macpherson’ The Curriculum Journal 12 (3), 275-289. Guillaume, A.G. and Rudney, G.L. (1993) ‘Students Teachers’ Growth toward Independence: an analysis of their changing concerns’ Teaching and Teacher Education 9 (1), 65-80. Gundara, J. S. (2000) Intercultural Education and Inclusion London: Paul Chapman Publishing. Hagan, M. and McGlynn, C. (2004) ‘Moving barriers: promoting learning for diversity in initial teacher education’ Intercultural Education 15 (3), 243-252. Hagger, H. and McIntyre, D. (2006) Learning Teaching from Teachers Maidenhead: Open University Press. Halton, M.J. (2004) ‘Putting professional development into action by putting action into professional development in Second Level Schools in Ireland’ Educational Action Research 12 (1), 127-144. Hammersley, M. (1993) ‘On the Teacher as Researcher’ in M. Hammersley (ed) Educational Research: current issues London: Paul Chapman Publishing/Open University Press. Hammond, K. (2001) ‘From horror to history: teaching pupils to reflect on significance’ Teaching History 104, 15-23. Haritos, C. (2004) ‘Understanding teaching through the minds of teacher candidates: a curious blend of realism and idealism’ Teaching and Teacher Education 20 (6), 637-654. Harris, R. (1997) An action research project to improve the quality of A level history essay writing. Unpublished MEd dissertation. University of Oxford. Harris, R. (2000) ‘An action research project to improve the quality of A level history essay writing’ Prospero 6 (3&4), 65-69. Harris, R. and Foreman-Peck, L. (2001) ‘Learning to Teach History Writing: discovering what works’ Educational Action Research 9 (1), 97-109. Harris, R. and Foreman-Peck, L. (2004) ‘Stepping into Other People's Shoes: Teaching and Assessing Empathy in the Secondary History Curriculum’. International Journal of Historical Learning, Teaching and Research , 4 (2) (no page numbers). Harris, R. and Haydn, T. (2006) ‘Pupils’ enjoyment of history – what lessons can teachers learn from their pupils?’ The Curriculum Journal 17 (4), 315-333. Harris, R. and Luff, I. (2004) Meeting SEN in History London: David Fulton. Harris, R. and Ratcliffe, M. (2005) ‘Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'collapsed day' project?’ The Curriculum Journal , 16 (4) , pp. 439-453. Hashweh, M.Z. (2005) ‘Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge’ Teachers and Teaching: Theory and Practice 11 (3) 273-292 Haydn, T. (2000) ‘Teaching the Holocaust through History’ in I. Davies (ed) Teaching the Holocaust: educational dimensions, principles and practice London: Continuum. Haydn, T., Arthur, J. and Hunt, M. (1997) Learning to Teach History in the Secondary School . London: Routledge. Haydn, T. and Harris, R. (2008) ‘Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view’, American Educational Research Association (AERA 2008), New York, USA, 24-28 Mar 2008. Helen (charles) (1992) ’Whiteness – the relevance of politically colouring the ‘non’’ in H. Hinds, A. Phoenix and J. Stacey (eds) Working Out: New directions for women’s studies London: Falmer Press. Her Majesty’s Inspectorate (2002) Achievement of Black Caribbean Pupils: Good Practice in Secondary Schools. London: Ofsted. Hindley, G. (2004) A Brief History of the Crusades London: Constable and Robinson Publishing. Historical Association (2007) TEACH: Teaching Emotive and Controversial History 3-19 London: Historical Association. Hobsbawn, E. (1997) On History New York: New Press. Hodkinson, H. and Hodkinson, P. (2005) ‘Improving schoolteachers’ workplace learning’ Research Papers in Education 20 (2), 109-131. Hodkinson, P. and Hodkinson, H. (2003) ‘Individuals, communities of practice and the policy context: School teachers’ learning in their workplace’ Studies in Continuing Education 25 (1), 3–21. Holden, C. and Hicks, D. (2007) ‘Making global connections: the knowledge, understanding and motivation of trainee teachers’ Teaching and Teacher Education 23, 13-23. Hollins, E. R. and Guzman, M. T. (2005) ‘Research on Preparing Teachers for Diverse Populations’ in M. Cochran-Smith and K. M. Zeichner (eds) Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education Washington D.C./Mahwah, NJ: AERA/Lawrence Erlbaum Associates. Hopkins, D. (1985) A Teacher’s Guide to Classroom Research Milton Keynes: Open University Press. Humphries, C. and Ashy, M. (2006) ‘‘The confidence I needed’: elementary education majors’ perceptions of teaching physical education’ Teacher Development 10 (2), 179-196. Husbands, C., Kitson, A. and Pendry, A. (2003) Understanding History Teaching Maidenhead: Open University Press. ILEA (1986) The Teaching of Controversial Issues in Schools London: ILEA. Illingworth, S. (2000) ‘Hearts, minds and souls: exploring values through history’ Teaching History 100, 20-24. Ismailova, K. (2004) ‘Curriculum reform in post-Soviet Kyrgyzstan: indigenization of the history curriculum’ The Curriculum Journal 15 (3), 247-264. Joram, E. (2007) ‘Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education’ Teaching and Teacher Education 23, 123-135. Jurasaite-Harbison, E. and Rex, L.A. (2010) ‘School cultures as contexts for informal teacher learning’ Teaching and Teacher Education 26, 267-277 Kagan, D. M. (1992) ‘Professional growth among preservice and beginning teachers’ Review of Educational Research 62 (2), 129-169. Kelle, U. (2005) ‘”Emergence” vs. “Forcing” of Empirical Data? A crucial problem of “grounded theory” reconsidered’ Forum: Qualitative Social Research 6 (2) article 27. Available at http://nbn-resolving.de/urn:nbn:de;0114-fqs0502275 (Accessed: 16 February 2009). Kemmis, S. (1993) ‘Action Research’ in M. Hammersley (ed) Educational Research: Current Issues London: Paul Chapman Publishing/Open University Press. Kemmis, S. (2006) ‘Participatory action research and the public sphere’ Educational Action Research 14 (4), 459-476. Kemmis, S. (2008) ‘Critical Theory and Participatory Action Research’ in P. Reason and H. Bradbury (eds) The SAGE Handbook of Action Research: Participative Inquiry and Practice (2nd edn) Thousand Oaks, Ca: Sage. Kemmis, S. and McTaggart, R. (2000) ‘Participatory Action Research’ in N. K. Denzin and Y. S. Lincoln (eds) Handbook of Qualitative Research (2nd edn) Thousand Oaks, CA: Sage. Kendall, F. E. (2006) Understanding White Privilege: creating pathways to authentic relationships across race. New York, NY: Routledge. Kind, V. (2009) ‘A Conflict in Your Head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self-confidence’ International Journal of Science Education 31 (11), 1529-1562. Kinloch, N. (1998) ‘The Holocaust – moral or historical question?’ (review essay) Teaching History 93, 44-46. Kinloch, N. (2001) ‘Parallel catastrophes? Uniqueness, redemption and the Shoah’ Teaching History 104, 8-14. Kitson, A. (2007a) ‘Teaching history in Northern Ireland: creating an oasis of calm?’ in A. McCully (ed) Recent Research on Teaching History in Northern Ireland: Informing Curriculum Change Ulster: University Of Ulster/UNESCO Centre. Kitson, A. (2007b) ‘History teaching and reconciliation in Northern Ireland’ in E. Cole (ed) Teaching the Violent Past: History Education and Reconciliation Boulder, Colorado: Rowman and Littlefield Publishers. Kitson, A. and McCully (2005) 'You hear about it for real in school.' Avoiding, containing and risk-taking in the classroom’ Teaching History 120, 32-37. Klaassen, C. A. (2002) ‘Teacher pedagogical competence and sensibility’ Teaching and Teacher Education 18, 151-158. Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B. and Wubbels, T. (2001) Linking Theory and Practice: the pedagogy of realistic teacher education. Mahwah, New Jersey: Lawrence Erlbaum Associates. Ladson-Billings, G. (2004a) ‘New Directions in Multicultural Education: Complexities, Boundaries and Critical Race Theory’ in J. A. Banks and C. A. McGee Banks (eds) Handbook of Research on Multicultural Education, 50-68 San Francisco, CA: Jossey-Bass. Ladson-Billings, G. (2004b) ‘Just what is Critical Race Theory and what is it doing in a nice field like education?’ in G. Ladson-Billings and D. Gillborn (eds) The Routledge-Falmer Reader in Multicultural Education London: RoutledgeFalmer. Levin, M. (2008) ‘The Praxis of Educating Action Researchers’ in P. Reason and H. Bradbury (eds) The SAGE Handbook of Action Research: Participative Inquiry and Practice (2nd edn) Thousand Oaks, Ca: Sage. Levinson, R. (2006) ‘Towards a Theoretical Framework for Teaching Controversial Socio-scientific Issues’ International Journal of Science Education 28 (10), 1201-1224. Levstik, L. S. (2000) ‘Articulating the Silences: Teachers’ and Adolescents’ Conceptions of Historical Significance’ in P. N. Stearns, P. Seixas and S. Wineburg (eds) Knowing, Teaching and Learning History New York: New York University Press. Lunenberg, M., Korthagen, F. and Willemse, M. (2007) ‘Values-based teacher education: the role of knowledge, language and golden moments’ in T. Russell and J. Loughran (eds) Enacting a Pedagogy of Teacher Education: values, relationships and practices London: Routledge . Lyndon, D. (2006) ‘Integrating Black British History into the National Curriculum’ Teaching History 122, 37-43. Magos, K. (2007) ‘The contribution of action research to training teachers in intercultural education: a research in the field of Greek minority education’ Teaching and Teacher Education 23 (7), 1102-1112. Mahon, J. (2006) ‘Under the invisibility cloak? Teacher understanding of cultural difference’ Intercultural Education 17 (4), 391-405. Marshall, J. (2008) ‘Finding Form in Writing for Action Reseach’ in P. Reason and H. Bradbury (eds) The SAGE Handbook of Action Reseach: Participative Inquiry and Practice (2nd edn) Thousand Oaks, Ca: SAGE Publications Ltd. Marwick, A. (1989) The Nature of History (3rd edn) Basingstoke: MacMillan. May, T. (1997) Social Research: issues, methods and process (2nd edn) Buckingham: Open University Press McCully, A. (2006) ‘Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: a Northern Irish experience’ Educational Review 58 (1), 51-65. McCully, A. and Pilgrim, N. (2004) 'They took Ireland away from us and we've got to fight to get it back'. Using fictional characters to explore the relationship between historical interpretation and contemporary attitudes’ Teaching History 114, 17-21. McDiarmid, G. W. (1992) ‘What to do about differences? A study of Multicultural Education for Teacher Trainees in the Los Angeles Unified School District’ Journal of Teacher Education 43 (2), 83-93. McNally, J., Boreham, N., Cope, P. and Stronach, I. (2008) New Teachers as Learners project. Avaliable at www.strath.ac.uk/curricularstudies/eplproject/ (Accessed: 8 May 2010) McNiff, J. (2002) Action Research: Principles and Practice (2nd edn) London: RoutledgeFalmer. McNIff, J., Lomax, P. and Whitehead, J. (2003) (2nd edn) You and Your Action Research Project London: RoutledgeFalmer. McNiff, J. and Whitehead, J. (2006) All you need to know about Action Research London: Sage McTaggart, R. (1997) (ed) Participatory Action Research: International Contexts and Consequences Albany: State University of New York. Mercer, N. (1995) The Guided Construction of Knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters. Mercer, N. (2000) Words and Minds: How we use language to think together. London: Routledge. Miles, D. (2006) The Tribes of Britain London: Phoenix. Milner, H. (2005) ‘Stability and change in US prospective teachers’ beliefs and decisions about diversity and learning to teach’ Teaching and Teacher Education 21, 767-786. Milner, H. (2007) ‘Race, culture, and researcher positioning: working through dangers seen, unseen, and unforeseen’ Educational Researcher 36 (7), 388-400 Nelson, J. (2008) ‘Exploring diversity through ethos in initial teacher education’ Teaching and Teacher Education 24, 1729-1738. Nieto, S. (2000) ‘Placing equity front and center: some thoughts on transforming teacher education for a new century’ Journal of Teacher Education 51 (3), 180-187. Nieto, S. (2004) ‘Critical Multicultural Education and Students’ Perspectives’ in G. Ladson-Billings and D. Gillborn (eds) The RoutledgeFalmer Reader in Multicultural Education London: RoutledgeFalmer. Nieto, S. (2006) ‘Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers’ Intercultural Education, 17 (5), 457–473. Norberg, K. (2000) ‘Intercultural education and teacher education in Sweden’ Teaching and Teacher Education 16, 511-519. Ofsted (2007) History in the balance: History in English school 2003-2007. Available at www.ofsted.gov.uk (Accessed: 27 January 2008). Ormell, C. (2000) Can action research rebut charges of intrinsic subjectivity and subversity? Prospero 6 (3&4), 111-121. Osborne, K. (2003) ‘Teaching History in Schools: a Canadian debate’ Journal of Curriculum Studies 35 (5), 585-626. Oulton, C., Dillon, J. and Grace, M. (2004) ‘Reconceptualising the teaching of controversial issues’ International Journal of Science Education 26 (4), 411-423. Panayiotopoutos, C. and Nicolaidou, M. (2007) ‘At a crossroads of civilisations: multicultural educational provision in Cyprus through the lens of a case study’ Intercultural Education 18 (1), 65-79. Park, S. and Oliver, J.S. (2008) ‘Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals’ Research in Science Education 38, 261-284. Patton, M. Q. (2002) Qualitative Research and Evaluation Methods (3rd edn) Thousand Oaks, CA: Sage. Pearce, S. (2003) ‘Compling the White Inventory: the practice of whiteness in a British primary school’ Cambridge Journal of Education 32 (2), 273-288. Pearce, S. (2005) You Wouldn’t Understand: white teachers in multiethnic classrooms Stoke-on-Trent: Trentham Books. Pendry, A. (1994) The pre-lesson pedagogical decision making of history student teachers during the internship year Unpublished PhD thesis, University of Oxford. Pendry, A. (1997) ‘The Pedagogical Thinking and Learning of History Student Teachers’ in D. McIntyre (ed) Teacher Education Research in a New Context London: Paul Chapman Publishing. Phillips, R. (1998) History Teaching, Nationhood and the State: a study in educational politics London: Cassell. Porat, D. (2001) ‘ A contemporary past: history textbooks as sites of national memory’ in A. Dickinson, P. Gordon and P. Lee (eds) Raising Standards in History Education: International Review of History Education Vol. 3 London: Woburn Press. Poulou, M. (2007) ‘Personal Teaching Efficacy and its Sources: Student teachers’ perceptions’ Educational Psychology 27 (2), 191-218. Price, M. (1968) ‘History in Danger’ History 53, 342-347. Purcell, H. (2000) ‘The Boys’ Own Stories’ BBC History Magazine 1 (4), 14-17. QCA (2006) Pupil perceptions of history at Key Stage 3. Available at www.qca.org.uk/15923.html (Accessed: 10 April 2007). QCA (2007) History: Programme of study for key stage 3 and attainment target. Available at http://curriculum.qca.org.uk/uploads/QCA-07-3335-p_History3_tcm6-189.pdf (Accessed: 10 September 2007). Reason, P. and Bradbury, H. (2008) (2nd edn) The SAGE Handbook of Action Reseach: Participative Inquiry and Practice Thousand Oaks, Ca: Sage. Rhamie, J. (2007) Eagles Who Soar Stoke-on-Trent: Trentham Books. Richardson, V. (1996) ‘The Role of Attitudes and Beliefs in Learning to Teach’ in J. Sikula (ed) Handbook of Research on Teacher Education (2nd edn) New York: MacMillan. Robson, C. (2002) (2nd edn) Real World Research Oxford: Blackwell Publishing. Ross, D. D. and Smith, W. (1992) ‘Understanding Preservice Teachers’ Perspectives on Diversity’ Journal of Teacher Education 43 (2), 94-103. Roulston, K., Legette, R., Deloach, M. & Buckhalter Pitman, C. (2005) What is ‘research’ for teacher-researchers?, Educational Action Research 13 (2), 160–188. Rutter, M., Ouston, J., Maugham, B. and Mortimore, P. (1979) Fifteen Thousand Hours: secondary schools and their effects on children. Cambridge, MA: Harvard University Press. Santoro, N. and Allard, A. (2005) ‘(Re) Examining identities: Working with diversity in the pre-service teaching experience Teaching and Teacher Education 21, 863-873. Schunk, D. H. (2004) Learning Theories: An Educational Perspective (4th edn) Upper Saddle River, N.J.: Pearson Education. Seixas, P. (2002) The Purposes of Teaching Canadian History. Available at www.quaser.ualberta.ca/css/Css_36_2/ARpurposes_teaching_canadian_history.htm (Accessed: 20 February 2007). Sheffield, G. (2002) Forgotten Victory London: Headline Review. Short, G. and Reed, C. (2004) Issues in Holocaust Education Aldershot: Ashgate. Shulman, L. (1986) ‘Those who understand: knowledge growth in teaching’ Educational Researcher 15 (20< 4-14 Shulman, L. (1987) Knowledge and teaching: foundations of the new reform Harvard Educational Review 57 (1), 1-22 Sleeter, C.E. (2001) ‘Preparing Teachers for Culturally Diverse Schools: Research and the overwhelming presence of whiteness’ Journal of Teacher Education 52 (2), 94-106. Smart, D. (2006) Invisible, Stereotypes or Citizens? An examination of visual representations of people of colour and visible minorities in Key Stage 3 history textbooks in England Unpublished PhD: Faculty of Education, University of the West of England. Somekh, B. (2006) Action Research Maidenhead: Open University Press. Stephen, A. (2005) ‘”Why can’t they just live together happily, Miss?” Unravelling the complexities of the Arab-Israeli conflict at GCSE’ Teaching History 120, 5-10. Stradling, R. (2001) Teaching 20th-century European History Strasbourg Cedex: Council of Europe Publishing. Stradling, R., Noctor, M. and Baines, B. (1984) Teaching Controversial Issues London: Edward Arnold. Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques Newbury Park, CA: Sage. Straw, J. (2006) ‘I felt uneasy talking to someone I couldn’t see’, Guardian, 6 October [Online]. Available at www.guardian.co.uk/commentisfree/2006/oct/06/politics.uk (Accessed: 16 February 2007). Stutchbury, K. and Fox, A. (2009) ‘Ethics in educational research: introducing a methodological tool for effective ethical analysis’ Cambridge Journal of Education 39 (4), 489-504 Taylor, S. and Sobel, D. (2001) ‘Addressing the discontinuity of students’ and teachers’ diversity: a preliminary study of preservice teachers’ beliefs and perceived skills’ Teaching and Teacher Education 17, 487-503. Taylor, S. and Sobel, D. (2002) ‘Missing in Action: Research on the accountability of multicultural, inclusive teacher education’. Available at www.usca.edu/essys/vol22002/taylor.pdf (Accessed: 12 April 2007). Thomas, G. (1997) ‘What’s the Use of Theory?’ Harvard Educational Review 67 (1), 75-104. Tosh, J. (2008) Why History Matters Basingstoke: Palgrave MacMillan. Traille, E.K.A. (2006) School history and perspectives on the past: a study of students of African Caribbean descent and their mothers Unpublished PhD: Institute of Education, University of London. Traille, E.K.A. (2007) ‘You should be proud about your history. They made me feel ashamed: teaching history hurts’ Teaching History 127, 31-37. Training and Development Agency for Schools (2007) Professional Standards for Teachers London: TDA. Troyna, B. (1992) ‘Can you see the join? An historical analysis of multicultural and antiracist education policies’ in D. Gill, B. Mayor and M. Blair (eds) Racism and Education Buckingham: Open University Press. Turner-Bisset, R. (2001) Expert Teaching: knowledge and pedagogy to lead the profession London: David Fulton Publishers Valli, L. (1995) ‘The Dilemma of Race: Learning to be color blind and color conscious’ Journal of Teacher Education 46 (2), 120-129. Van Eekelen, I.M., Vermunt, J.D. and Boshuizen, H.P.A. (2006) ‘Exploring teachers’ will to learn’ Teaching and Teacher Education 22, 408-423. Vaught, S. E. and Castagno, A. E. (2008) ‘”I don’t think I’m a racist”: Critical Race Theory, teacher attitudes, and structural racism’ Race, Ethnicity and Education 11 (2), 95-113. Villegas, A.M. and Lucas, T. (2002) ‘Preparing Culturally Responsive Teachers: Rethinking the Curriculum’ Journal of Teacher Education 53 (1), 20-32. Virta, A. (2002) ‘Becoming a History Teacher: Observations on the Beliefs and Growth of Student Teachers’. Teaching and Teacher Education 18 (6), 687-698. Visram, R. (1994) ‘British history: whose history? Black perspectives on British history’ in H. Bourdillon (ed) Teaching History London: Routledge. Von Borries, B. (2000) ‘Methods and Aims of Teaching History in Europe: a report on Youth and History’ in P. Stearns, P. Seixas and S. WIneburg (eds) Knowing, Teaching and Learning History New York and London: New York University Press. Walsh, B. (1998) ‘Review: ‘Homebeats: Struggles for Racial Justice: CDRom’ Teaching History 93, 47-48. Wellington, J. (1988) Controversial Issues in the Curriculum Oxford: Basil Blackwell Ltd. Wertsch, J.V. (1998) Mind as Action New York: Oxford University Press Whelan, R. (2007) (ed) The Corruption of the Curriculum London: Civitas. Williams, M. and Bolem, R. (1993) The Continuing Professional Development of Teachers Department of Education, University College of Swansea: General Teaching Council Initiative for England and Wales. Wineburg, S. (2001) Historical Thinking and Other Unnatural Acts Philadelphia: Temple University Press. Winter, R. (2002) ‘Managers, Spectators and Citizens: where does ‘theory’ come from in action research’ in C. Day, J. Elliott, B. Somekh and R. Winter (eds) Theory and Practice in Action Research: some international perspectives Wallingford: Symposium Books. Woolley, M. (2007) The attitudes and perceptions of student history teachers in relation to teaching controversial topics. Unpublished MEd assignment. University of Exeter. Zec, P. (1993) ‘Dealing with racist incidents in school’ in A. Fyfe and P. Figueroa (eds) Education for Cultural Diversity: the challenge for a new era London: Routledge. Zeichner, K. M. and Hoeft, K. (1996) ‘Teacher Socialization for Cultural Diversity’ in J. Sikula (ed) Handbook of Research on Teacher Education (2nd edn) New York: MacMillan. Zeichner, K. M. and Tabachnick, B. (1981) ‘Are the effects of university teacher education washed out by school experience?’ Journal of Teacher Education 32, 7-11.
Repository Staff Only: item control page