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Mixed Methods and Triangulation in History Education Research
Empirical research in history education involves exploring complex and multifaceted contexts, requiring researchers to adopt methodologies that embrace this complexity. Mixed methods and triangulation offer valuable opportunities to address the limitations of partial research approaches and provide a more comprehensive understanding of historical education phenomena.
This special series in the History Education Research Journal presents a collection of peer-reviewed, high-quality articles focusing on the theoretical and methodological dimensions of mixed methods and triangulation designs in history education research. The series aims to inspire innovative research practices and foster deeper insights into the field.
The collection highlights diverse perspectives and innovative applications of mixed methods and triangulation in history education research. Originally published as a special issue in 2019, edited by Roland Bernhard, Christoph Kühberger, and Christoph Bramann, as of now it features articles from researchers across seven countries: Australia, Austria, Germany, the Netherlands, Portugal, Switzerland, and the United Kingdom.
Researchers interested in contributing to this evolving field are encouraged to submit their work for peer review, specifying its relevance to this collection, now curated by HERJ Editorial Board member Roland Bernhard. To submit to the journal, click here.
Current Editor
Prof Roland Bernhard, University of Vienna, Austria
Past Editors
Prof Roland Bernhard, University of Vienna, Austria
Dr Christoph Mramann, University of Salzburg, Austria
Prof Andreas Körber, University of Hamburg, Germany
Research article
How to use mixed-methods and triangulation designs: An introduction to history education research
2019-04-30 Volume 16 • Issue 1 • 2019 • 5–23
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
The untapped potential of mixed-methods research approaches for German history education research
2019-04-30 Volume 16 • Issue 1 • 2019 • 24–34
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Triangulation in history education research, and its limitations: A view from the UK
2019-04-30 Volume 16 • Issue 1 • 2019 • 35–49
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Bricolage research in history education as a scholarly mixed-methods design
Heather Sharp
2019-04-30 Volume 16 • Issue 1 • 2019 • 50–62
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Using mixed methods to capture complexity in an empirical project about teachers' beliefs and history education in Austria
2019-04-30 Volume 16 • Issue 1 • 2019 • 63–73
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
'One has to take leave as much as possible of one's own standards and values': Improving and measuring historical empathy and perspective reconstruction
2019-04-30 Volume 16 • Issue 1 • 2019 • 74–87
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Student essays expressing historical thinking: A quantitative and dually qualitative analysis of 1,100 papers for the History Contest of the German President
Christopher Wosnitza and Johannes Meyer-Hamme
2019-04-30 Volume 16 • Issue 1 • 2019 • 88–102
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
The experience of and reflection on triangulation and/or mixed methods, discussing a study on the ideal and reality, use and understanding of history textbooks
Bodo von Borries
2019-04-30 Volume 16 • Issue 1 • 2019 • 103–111
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Assessing pre-service history teachers' pedagogical content knowledge with a video survey using open-ended writing assignments and standardized rating items
2019-04-30 Volume 16 • Issue 1 • 2019 • 112–126
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Profiles of teaching and learning moments in the history classroom
2019-04-30 Volume 16 • Issue 1 • 2019 • 127–138
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Task complexity in history textbooks: A multidisciplinary case study on triangulation in history education research
Christoph Kühberger, Christoph Bramann, Zarah Weiß and Detmar Meurers
2019-04-30 Volume 16 • Issue 1 • 2019 • 139–157
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Children's understanding of time: A study in a primary history classroom
Glória Solé
2019-04-30 Volume 16 • Issue 1 • 2019 • 158–173
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research
Editorial
Mixed methods and triangulation in history education research: Introduction
Roland Bernhard, Christoph Bramann and Christoph Kühberger
2019-04-30 Volume 16 • Issue 1 • 2019 • 1–4
Also a part of:
Special series: Mixed Methods and Triangulation in History Education Research