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Keith C. Barton

Affiliations: 
School of Education Indiana University, Bloomington, Bloomington, IN, United States 
Area:
Teacher Training Education, Social Sciences Education, Secondary Education
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"Keith Barton"
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J. S. Clark grad student 2011 Indiana University Bloomington
Carolyn A. Weber grad student 2012 Indiana University Bloomington

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Publications

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Ho L, Barton KC. (2020) Preparation for civil society: A necessary element of curriculum for social justice Theory and Research in Social Education. 1-21
Barton KC. (2015) Young adolescents' positioning of human rights: Findings from Colombia, Northern Ireland, Republic of Ireland and the United States Research in Comparative and International Education. 10: 48-70
Barton KC, McCully AW. (2012) Trying to see things differently: Northern ireland students struggle to understand alternative historical perspectives Theory and Research in Social Education. 40: 371-408
Barton KC, Mccully AW. (2010) "You can form your own point of view": Internally persuasive discourse in Northern Ireland students' encounters with history Teachers College Record. 112: 142-181
Barton KC. (2009) Home geography and the development of elementary social education, 1890-1930 Theory and Research in Social Education. 37: 484-514
Barton KC. (2005) Advancing the Conversation: The Roles of Discussants, Session Chairs, and Audience Members at AERA’s Annual Meeting Educational Researcher. 34: 24-28
Barton KC. (2005) "Best Not to Forget Them": Secondary Students' Judgments of Historical Significance in Northern Ireland Theory and Research in Social Education. 33: 9-44
Barton KC, Mccully AW. (2005) History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives Journal of Curriculum Studies. 37: 85-116
Barton KC, Levstik LS. (2004) Teaching history for the common good Teaching History For the Common Good. 1-288
Barton KC, McCully AW, Marks MJ. (2004) Reflecting on elementary children's understanding of history and social studies: An inquiry project with beginning teachers in Northern Ireland and the United States Journal of Teacher Education. 55: 70-90
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