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dc.contributor.authorDillenburg, Margeryen_US
dc.date.accessioned2017-08-01T14:41:54Z
dc.date.available2017-08-01T14:41:54Z
dc.date.issued2017
dc.identifier.urihttps://hdl.handle.net/2144/23247
dc.description.abstractHistorical empathy is a topic that is decades old in history education research, but has been stunted in it’s implementation due to a lack of conceptual clarity, and a lag in balanced research grounding the term. Also, classroom practices and pedagogy have had some implementation missteps that have encouraged over identification and unrestrained emotional engagement between students of history and historical agents. These missteps run counter to the practice of quality, unbiased historical inquiry. The goal of this research study is to contribute to the field and knowledge in area of historical empathy, and to provide knowledge that help practitioners avoid such missteps. This study intends to help stabilize the term, and to investigate the dual-process (affective and cognitive) nature of historical empathy engagement. Through investigates the different conceptualizations and frameworks, especially in digging deeper into students’ affective process in historical empathy engagement, this study intends to balance the field’s understanding of the affective process in a dual-process model. The findings highlight the areas where current knowledge was echoed, where research may be misunderstood or fall short, and where further research and study is needed.en_US
dc.language.isoen_US
dc.subjectEducationen_US
dc.subjectEmpathyen_US
dc.subjectHistoryen_US
dc.subjectHistory educationen_US
dc.subjectSocial studiesen_US
dc.titleUnderstanding historical empathy in the classroomen_US
dc.typeThesis/Dissertationen_US
dc.date.updated2017-06-06T01:13:59Z
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US


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