Book Review: Why Won't you Just Tell Us the Answers?

Darling-Hammond L. Baratz-Snowden J. A good teacher in every classroom: Preparing the highly qualified teachers our children deserve Educational Horizons 85 22007 111–132

Fink W.B. The split within our ranks Social Education 19 1955 9–10

Hicks D. van Hover S. Just one fucking thing after another: Exploring the nature and purpose of history and education through the history boys Theory and Research in Social Education 35 32012 492–500

Lesh B.A. Why won't you just tell us the answer?: Teaching historical thinking in grades 2011 Stenhouse Publishers Portland, Maine 7–12

Mandell N. Malone B. Thinking like a historian: Rethinking history instruction—a framework to enhance and improve teaching and learning 2007 Wisconsin Historical Society Press Madison

Mezirow J. Transformative learning: Theory into practice New Directions for Adult and Continuing Education 74 1997 5–12

Parker W.C. Teaching against idiocy Phi Delta Kappan 86 52005 344–351

Roberts S. Using counterfactual history to enhance students’ historical understanding The Social Studies 102 2011 117–123

Ross E.W. The social studies curriculum: Purposes, problems, and possibilities 3rd ed. 2006 State University of New York Press Albany, New York

Smith J.M. Kovacs P.E. The impact of standards-based reform on teachers: The case of ‘No Child Left Behind’ Teachers and Teaching: Theory and Practice 17 22011 201–225

VanSledright B. Confronting history's interpretive paradox while teaching fifth graders to investigate the past American Educational Research Journal 39 42002 1089–1115

VanSledright B. What does it mean to read history? Fertile ground for cross-disciplinary collaborations? Reading Research Quarterly 39 32004 342–346

Viator M.G. Developing historical thinking through questions The Social Studies 103 52012 198–200

Wineburg S. On the reading of historical texts: Notes on the breach between school and the academy American Educational Research Journal 28 31991 495–519

Wineburg S. Historical thinking and other unnatural acts: Charting the future of teaching the past 2001 Temple University Press Philadelphia

Zeuli, J. S. (April, 1992). How do teachers understand research when they read it? Paper Session at the meeting of American Educational Research Association, San Francisco, California.