Browse
Publications
Preprints
About
About UCL Open: Env.
Aims and Scope
Editorial Board
Indexing
APCs
How to cite
Publishing policies
Editorial policy
Peer review policy
Equality, Diversity & Inclusion
About UCL Press
Contact us
For authors
Information for authors
How it works
Benefits of publishing with us
Submit
How to submit
Preparing your manuscript
Article types
Open Data
ORCID
APCs
Contributor agreement
For reviewers
Information for reviewers
Review process
How to peer review
Peer review policy
My ScienceOpen
Sign in
Register
Dashboard
Search
Browse
Publications
Preprints
About
About UCL Open: Env.
Aims and Scope
Editorial Board
Indexing
APCs
How to cite
Publishing policies
Editorial policy
Peer review policy
Equality, Diversity & Inclusion
About UCL Press
Contact us
For authors
Information for authors
How it works
Benefits of publishing with us
Submit
How to submit
Preparing your manuscript
Article types
Open Data
ORCID
APCs
Contributor agreement
For reviewers
Information for reviewers
Review process
How to peer review
Peer review policy
My ScienceOpen
Sign in
Register
Dashboard
Search
History Education Research Journal
10 January 2024
Volume 21, Issue 1
21 March 2023
Volume 20, Issue 1
27 January 2022
Volume 19, Issue 1
19 October 2021
Volume 18, Issue 2
20 April 2021
Volume 18, Issue 1
20 October 2020
Volume 17, Issue 2
01 April 2020
Volume 17, Issue 1
17 October 2019
Volume 16, Issue 2
30 April 2019
Volume 16, Issue 1
26 October 2018
Volume 15, Issue 2
History Education Research Journal
Volume 20, Issue 1
Issue date:
21 March 2023
Journal:
History Education Research Journal
Publisher:
UCL Press
Table of contents
Whose story should we be telling? An exploration of student attitudes towards, and perceptions of, the British history curriculum
Oliver Morgan
The Great Irish Famine in Irish and UK history textbooks, 2010–2020
Lindsay Janssen
Not by the book: the teaching of history in Norwegian kindergartens
David Redvaldsen
Unthinking historical thinking: lessons from the Arctic
Silke Reeploeg
Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress
Marjolein Wilke
,
Fien Depaepe
,
Karel Van Nieuwenhuyse
Educational reforms and teaching of history in contemporary Spain – nation, history and education as contested issue
Ander Delgado
Investigating subject-specific writing skills and historical reasoning in historical explanations: a study of 7th- and 8th-grade comprehensive school students in North Rhine-Westphalia, Germany
Charlotte Husemann
6
Controversial issues and the nature of history: Teachers’ views on controversial historical issues in Swedish lower secondary school
Henrik Åström Elmersjö
,
Anders Persson
8
A systematic review of pedagogical interventions on the learning of historical literacy in schools
Kim Wilson
,
Dean Dudley
,
Janet Dutton
…
9