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1
DEFINING THE WORTHY SOCIETY: A HISTORY OF THE SOCIETAL-PROBLEMS APPROACH IN THE SOCIAL STUDIES, 1895-1985.
DEFINING THE WORTHY SOCIETY: A HISTORY OF THE SOCIETAL-PROBLEMS APPROACH IN THE SOCIAL STUDIES, 1895-1985.
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DEFINING THE WORTHY SOCIETY: A HISTORY OF THE SOCIETAL-PROBLEMS APPROACH IN THE SOCIAL STUDIES, 1895-1985.

RONALD WALTER. EVANS Stanford University. 1987

Dissertation Abstracts International 47-12A.

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2
FACTORS AFFECTING THE DEVELOPMENT OF THE PROBLEMS OF DEMOCRACY COURSE.
FACTORS AFFECTING THE DEVELOPMENT OF THE PROBLEMS OF DEMOCRACY COURSE.
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FACTORS AFFECTING THE DEVELOPMENT OF THE PROBLEMS OF DEMOCRACY COURSE.

HENRY WELLS. SINGLETON Stanford University. 1975

Dissertation Abstracts International 36-09A.

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3
HISTORICAL MODELS OF THE EMERGENCE OF THE SOCIAL STUDIES.
HISTORICAL MODELS OF THE EMERGENCE OF THE SOCIAL STUDIES.
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HISTORICAL MODELS OF THE EMERGENCE OF THE SOCIAL STUDIES.

DAVID PAUL. ROBINSON Stanford University. 1977

Dissertation Abstracts International 38-09A.

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4
The worldwide globalization of civics education topics from 1955 to 1995.
The worldwide globalization of civics education topics from 1955 to 1995.
The worldwide globalization of civics education topics from 1955 to 1995.
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The worldwide globalization of civics education topics from 1955 to 1995.

Mary Helen. Rauner ProQuest Information and Learning Co.; Stanford University. 1998

Dissertation Abstracts International 59-06A.

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5
Celluloid blackboard: Teacher practices with film and students' historical understanding.
Celluloid blackboard: Teacher practices with film and students' historical understanding.
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Celluloid blackboard: Teacher practices with film and students' historical understanding.

Alan Stewart. Marcus Stanford University. 2003

Dissertation Abstracts International 64-09A.

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6
The interpretive virtues in historiography and history education.
The interpretive virtues in historiography and history education.
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The interpretive virtues in historiography and history education.

Jon Aaron. Levisohn Stanford University. 2003

Dissertation Abstracts International 64-03A.

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7
A new perspective on perspective taking: A study of social perspective taking and its association with conflict resolution, historical empathy, and social studies achievement.
A new perspective on perspective taking: A study of social perspective taking and its association with conflict resolution, historical empathy, and social studies achievement.
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A new perspective on perspective taking: A study of social perspective taking and its association with conflict resolution, historical empathy, and social studies achievement.

Hunter. Gehlbach Stanford University. 2004

Dissertation Abstracts International 65-04A.

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8
The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.
The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.
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The thud at the classroom door: Teachers' curriculum decision-making in response to a new textbook.

Jane Heckley. Kon Stanford University. 1994

Dissertation Abstracts International 54-12A.

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9
World history textbooks and political transformations: Korea in the twentieth century.
World history textbooks and political transformations: Korea in the twentieth century.
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World history textbooks and political transformations: Korea in the twentieth century.

Ho-Hwan. Yang Stanford University. 1991

Dissertation Abstracts International 52-09A.

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10
Reading, writing, and history: Teaching for historical thinking and understanding.
Reading, writing, and history: Teaching for historical thinking and understanding.
Reading, writing, and history: Teaching for historical thinking and understanding.
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Reading, writing, and history: Teaching for historical thinking and understanding.

Stanley Lincoln. Pesick Stanford University. 1998

Dissertation Abstracts International 59-06A.

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