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The effect of multimedia use on the teaching and learning of Social Sciences at tertiary level: a case study 1730 75 0 34 1839
The development of Afrocentricity: a historical survey 1190 465 0 0 1655
The value of History as a school subject in an age of science and technology 1265 24 0 0 1289
Confronting controversial issues in History classrooms: an analysis of pre-service high school teachers' experiences in post-apartheid South Africa 960 82 0 0 1042
Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia 514 55 0 2 571
The impact of social media on History education: a view from England 508 33 0 6 547
Decolonial History teachers' charter: a praxis guide 500 38 0 8 546
Bernstein's theory of the pedagogic device as a frame to study history curriculum reform in South Africa 480 52 0 1 533
Underperformance in Social Studies in Grades 5-7 in Namibian primary schools: a case study 470 49 0 3 522
Historical Significance in the South African History curriculum: An un-silencing approach 461 52 0 0 513
Reflections on Sessional Paper No 10, 1965, a government policy paper that widened the economic, social and political divide in Kenya 485 13 0 0 498
Ghana, cocoa, colonialism and globalisation: introducing historiography 418 61 0 1 480
Women in history textbooks: what message does this send to the youth? 353 43 0 1 397
Contemporary relevance - a category of historical science and of the didactics of history and its consequences in teacher training 367 13 0 0 380
The American Indian Civil Rights Movement: A case study in Civil Society Protest 294 39 0 11 344
In the moment of making History: The case of COVID-19 in Zambia 298 19 0 5 322
Clear-cut to high-tech: History Teaching and Learning Support Material (TLSM) drawing on Information and Communication Technology (ICT) 175 121 0 5 301
Achieving results in History and the role of the teacher: A learner's perspective 251 43 0 0 294
Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy 267 20 0 3 290
Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities 262 23 0 0 285
New Generation History: Grade 11 learner's book 260 21 0 0 281
Student protest and the culture of violence at African universities: An inherited ideological trait 208 36 0 35 279
History in Senior Secondary School CAPS 2012 and beyond: A comment 244 26 0 0 270
Developments in history education in Ghana 223 45 0 2 270
The portfolio as an authentic assessment tool for learning: is it serving its purpose? 254 0 0 2 256
Moral judgments in the history classroom: Thoughts of selected novice history teachers 214 7 0 2 223
A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives 180 36 0 3 219
Conceptualising historical literacy - a review of the literature 189 26 0 0 215
Indigenous South African poetry as conduits of History: Epi-poetics – a pedagogy of memory 200 15 0 0 215
The Three Million Gang in Maokeng Township (Kroonstad) and the reaction of the African National Congress's aligned structures 196 10 0 2 208
Fallism as Decoloniality: Towards a Decolonised School History Curriculum in Post-colonial-apartheid South Africa 165 34 0 4 203
Historic Environment Education - Vaal River tunnels: The forgotten history of the early days of coal in the Vereeniging area 176 24 0 1 201
Learn History, think unity: National integration through History education in Cameroon, 1961-2018 178 17 0 4 199
The integration of cell phone technology and poll everywhere as teaching and learning tools into the school History classroom 180 14 0 3 197
The school as a microcosm of communities and their heritage and the need to encapsulate this in the writing of school histories 190 0 0 4 194
Reflections on applying critical discourse analysis methodologies in analysing South African history textbooks 154 34 0 0 188
South African history textbook research - A review of the scholarly literature 149 22 0 15 186
Setting up a school museum 183 0 0 1 184
Emotions in Holocaust education - the narrative of a history teacher 158 11 0 9 178
African History Teaching in contemporary German textbooks: From biased knowledge to duty of remembrance 43 132 0 0 175
Teaching Social Sciences: Intermediate and senior phases 163 11 0 0 174
Poetry as method in the history classroom: Decolonising possibilities 109 33 0 26 168
Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum 131 29 0 6 166
Why indigenous knowledges in the 21st century? A decolonial turn 131 30 0 2 163
The role of history textbooks in promoting historical thinking in South African classrooms 145 16 0 2 163
What should history teachers know? Assessing history students authentically at the conclusion of the PGCE year 153 6 0 0 159
Trainee teachers' observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers 107 46 0 3 156
Implementing Flipped Classroom in History: The reactions of eighth grade students in a Portuguese school 137 16 0 1 154
Stereotypes, prejudices, self and 'the other' in history textbooks 143 6 0 3 152
A systematic method for dealing with source-based questions 148 2 0 0 150
The strong state and embedded dissonance: history education and populist politics in Hungary 136 9 0 0 145
Creating a collaborative learning environment online and in a blended history environment during Covid-19 112 11 0 5 128
Mobilising History for nation-building in South Africa: a decolonial perspective 88 21 0 18 127
The contested nature of heritage in Grade 10 South African History textbooks: A case study 57 69 0 0 126
A reflection on History Education in higher education in Eswatini during COVID-19 114 7 0 5 126
Our schools our identity: efforts and challenges in the transformation of the history curriculum in the Anglophone subsystem of education in Cameroon since 1961 103 19 0 2 124
Our Story - Godongwana becomes Dingiswayo 118 6 0 0 124
Using genre to describe the progression of historical thinking in school history textbooks 107 16 0 0 123
Online learning challenges postgraduate certificate in education History students faced during COVID-19 at the university of Zululand 89 26 0 6 121
Viva History Learner's Book Grade 10 113 6 0 0 119
Using life stories to teach about resistance to apartheid 88 21 0 7 116
The Sixties in the United States in Historical Perspective 107 6 0 0 113
The dialectics of historical empathy as a reflection of historical thinking in South African classrooms 100 10 0 1 111
"Who does this History curriculum want you to be?" Representation, school History and Curriculum in Zimbabwe 71 35 0 3 109
Thoughts about the historiography of veracity or "truthfulness" in understanding and teaching History in South Africa 89 18 0 0 107
U Zulu: Umlando Nobuqhawe BukaZulu (The history and heroism of the Zulu nation) 55 51 0 0 106
The utilisation of a Mobile Phone Forum on the Winksite application in the teaching and learning of History: a case study of Pre-service Teachers at Makerere University 96 8 0 0 104
Inspiring History learners: Getting the recipe right in the History classroom 78 13 0 11 102
Teaching and learning history in the time of the coronavirus pandemic 86 11 0 5 102
"Can Foucault come to the rescue?" - From Dogma to Discourse: deconstructing the History of Education for democratic subjects 71 27 0 0 98
Oral history in the classroom: Clarifying the context through historical understanding 77 20 0 1 98
Utilising the Stone Age for sport historical teaching 92 6 0 0 98
"What do I have to know to teach History well?" Knowledge and expertise in History teaching - a proposal 78 17 0 3 98
An analysis of the visual portrayal of women in junior secondary Malawian school history textbooks 80 13 0 3 96
Teaching about dying and death: The 1918 Flu epidemic in South Africa 75 15 0 6 96
How should a national curriculum for History be quality assured? The case of the South African Curriculum and Assessment Policy Statement (CAPS) 82 11 0 1 94
"Making History compulsory": Politically inspired or pedagogically justifiable? 74 17 0 2 93
Learners' imagination of democratic citizenship in post-apartheid South Africa: Exploring critical literary pedagogy in History teaching 30 59 0 4 93
The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender 72 20 0 0 92
Remembering "Salisbury Island" 71 6 0 14 91
Teaching and learning history through thinking maps 87 1 0 2 90
Knowledge, power and school history in post-independence Malawi: A critical analysis of curriculum change (1964-2022) 74 12 0 4 90
The Miracle Rising® as source for teaching History: Theoretical and practical considerations 61 22 0 4 87
The powerful learning environment and history learners in the Free State Province 74 8 0 4 86
Creating a British World: British colonial teachers and the Anglicising of Afrikaner children 66 17 0 3 86
Teaching History teachers during COVID-19: Charting poems, pathways and agency 69 10 0 6 85
Decolonising curriculum change and implementation: Voices from Social Studies Zimbabwean Teachers 64 21 0 0 85
Citizenship education for Africans in South Africa (1948-1994): A critical discourse 71 9 0 2 82
Reflecting the 2018 History Ministerial Task Team report on compulsory history in South Africa 54 28 0 0 82
Practical history lessons as a tool for generating procedural knowledge in history teaching 74 6 0 1 81
Gender in national history narratives in social studies textbooks for Ghana 63 16 0 1 80
The nurturing of creativity in the History classroom through teaching methods - the views of teachers and learners 64 15 0 0 79
A History teacher educator's reflections after classroom observations: The need for multi-perspectives, oral history and historiography in a history methodology course 51 23 0 2 76
History curriculum, nation-building and the promotion of common values in Africa: a comparative analysis of Zimbabwe and South Africa 29 43 0 2 74
A comparative investigation into the representation of Russia in apartheid and post-apartheid era South African History textbooks 67 6 0 0 73
Difficult relationships: how will compulsory School History and an Ubuntu-based curriculum help nation-building in South Africa? 56 15 0 2 73
Creating a historical sport narrative of Zonnebloem College for classroom practice 61 7 0 5 73
Youth in history, youth making history: challenging dominant historical narratives for alternative futures 64 7 0 0 71
History education at the crossroads: Challenges and prospects in a Lesotho context 64 6 0 0 70
The dilemmas of textbook selection - the Department of Education's 2007 screening of Grade 12 History textbooks - A case study 59 11 0 0 70
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