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On the Reading of Historical Texts: Notes on the Breach Between School and Academy:

On the Reading of Historical Texts: Notes on the Breach Between School and Academy: In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students’ responses to these same documents. I then speculate about the source of differences between these two groups, arguing that each group brings to these texts a distinctive epistemological stance, one that shapes and guides the meanings that are derived from text. I end by outlining the implications of this work for how we define reading comprehension and how we define the place of history in the school curriculum. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

On the Reading of Historical Texts: Notes on the Breach Between School and Academy:

American Educational Research Journal , Volume 28 (3): 25 – Jun 23, 2016

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References (15)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312028003495
Publisher site
See Article on Publisher Site

Abstract

In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students’ responses to these same documents. I then speculate about the source of differences between these two groups, arguing that each group brings to these texts a distinctive epistemological stance, one that shapes and guides the meanings that are derived from text. I end by outlining the implications of this work for how we define reading comprehension and how we define the place of history in the school curriculum.

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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