Students think history and teachers learn
Article Properties
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DOI (url)
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Publication Date2008/05/01
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Indian UGC (journal)
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Citations4
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Phillipa Hunter
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Bruce Farthing
Citations
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Whose story should we be telling? An exploration of student attitudes towards, and perceptions of, the British history curriculum | History Education Research Journal |
| 2023 | |
| Problematised history pedagogy as action research in preservice secondary teacher education | Educational Action Research |
| 1 | 2018 |
| Elicitation Techniques: Getting People to Talk About Ideas They Don’t Usually Talk About | Theory & Research in Social Education |
| 110 | 2015 |
Using Vignettes as Self-Reflexivity in Narrative Research of Problematised History Pedagogy | Policy Futures in Education |
| 5 | 2012 |
Citations Analysis
The category
Education: Theory and practice of education 3
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Using Vignettes as Self-Reflexivity in Narrative Research of Problematised History Pedagogy and was published in 2012. The most recent citation comes from a 2023 study titled Whose story should we be telling? An exploration of student attitudes towards, and perceptions of, the British history curriculum. This article reached its peak citation in 2023, with 1 citations. It has been cited in 4 different journals, 25% of which are open access. Among related journals, the History Education Research Journal cited this research the most, with 1 citations. The chart below illustrates the annual citation trends for this article.