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I specialize in teaching and learning social studies, the history of the social studies curriculum, and research methods for investigating education in the content areas. My research focuses on students’ understanding of history, and I have conducted several studies with children and adolescents in Northern Ireland, New Zealand, and the United States. My work in curriculum theory emphasizes the role of history in preparing students for participation in pluralist democracies. |
1994, Ed.D., Curriculum and Instruction, University of Kentucky, Lexington KY
1984, M.A., Anthropology, University of California, Los Angeles, CA
1982, B. A., Anthropology, University of Kentucky, Lexington, KY |
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- Thornton, S. J., & Barton, K. C. (in press). Can history stand alone? Drawbacks and blind spots of a “disciplinary” curriculum. Teachers College Record.
- Barton, K. C. (in press). How to make history education meaningless. In L. Symcox & A. Wilschut, National history standards: The problem of the canon and the future of history teaching. Greenwich, CT: Information Age Publishing.
- Barton, K. C., & McCully, A. W. (in press). “You can form your own point of view”: Internally persuasive discourse in Northern Ireland students’ encounters with history. Teachers College Record.
- Barton, K. C., & Levstik, L. S. (2008). History. In J. Arthur, C. Hahn, & I. Davies (Eds.), Handbook of education for citizenship and democracy. (pp. 355-366). London: Sage.
- Barton, K. C. (2008). Students’ ideas about history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 239-258). New York: Routledge.
- Levstik, L. S., & Barton, K. C. (2008). Researching history education: Theory, method, and context. New York: Routledge. Read a review at http://edrev.asu.edu/essays/v12n5index.html
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