MasterClass in History Education draws on international research and practice to present effective and engaging approaches for history teachers who want to explore the ways in which reading, research and reflection can support the development of history teaching and learning in the classroom.

At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history teacher addresses clear questions arising from their practice and together they illustrate various approaches to data collection, data analysis and argument. These history teachers also show how they drew on diverse scholarship in history and history education, including many publications by other history teachers. In eight further chapters, other experts, ranging from practitioner-scholars to researchers in diverse fields (such as history, history education, teacher education, teacher research and curriculum theory) reflect on the distinctive insights that these teachers offer and explore connections with their own fields.

The combination of perspectives and the depth of knowledge of the varied contributors reveal the importance of different kinds of relationship between 'theory' and 'practice'. The links between classroom realities and research and the critical use of different kinds of text will support history teachers in developing their practice and professional voice.

Christine Counsell is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK.

Katharine Burn is Associate Professor of Education (History), University of Oxford, UK.

Arthur Chapman is Senior Lecturer in History Education at UCL Institute of Education, University College London, UK.

Series Editor's Preface, Sue Brindley (University of Cambridge, UK)
Introduction, Christine Counsell (University of Cambridge, UK), Katharine Burn (Institute of Education, University of London, UK) and Arthur Chapman (Edge Hill University, UK)
1. Historical Evidence and Language, Paula Worth (Bristol Grammar School, UK)
2. Historical Causation and Counter-factual Reasoning, Ellen Buxton (Portchester Community School, UK)
3. Historical Significance and Place, Michael Harcourt (Wellington High School, New Zealand)
4. Historical Diversity, History Curricula and Power, Robert Somers (Istanbul International School, Turkey)
5. Historical Change and Continuity: In Search of Argument, Rachel Foster (Comberton Academy, UK)
6. Developing Big Pictures of the Past, Rick Rogers (Benton Park School, UK)
7. Understanding Historical Interpretation: Using Online Peer Discussion to Learn how Historians Work, Daniel Magnoff (Combe Girls' School, UK)
8. Examining the Use of Substantive Concepts in Pupils' Historical Learning, Michael Fordham (Cottenham Village College, UK)
9. Forms and Modes of Historical Thinking, Allan Megill (University of Virginia, USA)
10. Modernist and Post-modernist Influences in History Education, Peter Seixas (University of British Columbia, Canada)
11. Examining the Relationship Between History Education Research Traditions and Classroom-based Research, Janet van Drie (University of Amsterdam, The Netherlands) and Carla van Boxtel (University of Amsterdam, The Netherlands)
12. Academic History and School History: Changing Relationships?, John Tosh (Roehampton University, UK)
13. Exploring the Potential of Contrasting Traditions in History Education Research for History Teachers Today, Ed Podesta (Little Heath School, UK)
14. Where Does Practitioner Research in History Education Fit into Broader Traditions of Practitioner Research?, John Elliott (University of East Anglia, UK)
15. Disciplinary Directions: What is Distinctive About History Educationists' Approach to Disciplinarity?, Michael Young (Institute of Education, University of London, UK)
16. Professional and Policy Contexts, Constraints and Catalysts to History Practitioner Research, Isobel Jones (Institute of Education, University of London, UK)
17. Developing Historical Learning as Powerful Thinking for 21st Century People, Mark Sheehan (Victoria University of Wellington, New Zealand)
18. The Changing Field of Professional-Scholarly Collective Knowledge about History Education, Christine Counsell (University of Cambridge, UK)
19. Theory, Philosophy and Practice of History: From Pedagogy to Subject Didactics, Arthur Chapman (Edge Hill University, UK)
20. History Teacher Professional Development and the Place of Teacher Research within it, Katharine Burn (Institute of Education, University of London, UK)
Index