(Dis) Union at 150: Collective Memories of Secession

Article Properties
Cite
Reich, Gabriel A., et al. “(Dis) Union at 150: Collective Memories of Secession”. Theory &Amp; Research in Social Education, vol. 43, no. 4, 2015, pp. 499-27, https://doi.org/10.1080/00933104.2015.1100151.
Reich, G. A., Buffington, M., & Muth, W. R. (2015). (Dis) Union at 150: Collective Memories of Secession. Theory &Amp; Research in Social Education, 43(4), 499-527. https://doi.org/10.1080/00933104.2015.1100151
Reich, Gabriel A., Melanie Buffington, and William R. Muth. “(Dis) Union at 150: Collective Memories of Secession”. Theory &Amp; Research in Social Education 43, no. 4 (2015): 499-527. https://doi.org/10.1080/00933104.2015.1100151.
Reich GA, Buffington M, Muth WR. (Dis) Union at 150: Collective Memories of Secession. Theory & Research in Social Education. 2015;43(4):499-527.
Journal Categories
Education
Education
Theory and practice of education
Social Sciences
Refrences
Title Journal Journal Categories Citations Publication Date
“It Wasn't a Good Part of History”: National Identity and Students' Explanations of Historical Significance

 Teachers College Record: The Voice of Scholarship in Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 73 1998
10.4324/9780203858059 2010
10.4324/9780203858059 2009
10.4324/9780203878880 2009
10.2307/j.ctt1x76fc2 2005
Citations
Title Journal Journal Categories Citations Publication Date
“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness Theory & Research in Social Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 1 2022
“But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society Theory & Research in Social Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 5 2021
The mint julep consensus: An analysis of late 19th century Southern and Northern textbooks and their Impact on the history curriculum

 The Journal of Social Studies Research 6 2020
Assessment of teachers’ gains across multiple historic site-based professional development programs Teaching and Teacher Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 1 2020
What Teachers Retain From Historic Site-Based Professional Development

 Journal of Teacher Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 6 2019
Citations Analysis
Category Category Repetition
Education: Theory and practice of education4
Education4
Social Sciences4
The category Education: Theory and practice of education 4 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled What Teachers Retain From Historic Site-Based Professional Development and was published in 2019. The most recent citation comes from a 2022 study titled “We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness. This article reached its peak citation in 2020, with 2 citations. It has been cited in 4 different journals. Among related journals, the Theory & Research in Social Education cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year