Volume 16 • Issue 1 • 2019
Editorial
Mixed methods and triangulation in history education research: Introduction
2019-04-30 Volume 16 • Issue 1 • 2019 • 1–4
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
The untapped potential of mixed-methods research approaches for German history education research
2019-04-30 Volume 16 • Issue 1 • 2019 • 24–34
Triangulation in history education research, and its limitations: A view from the UK
2019-04-30 Volume 16 • Issue 1 • 2019 • 35–49
Bricolage research in history education as a scholarly mixed-methods design
2019-04-30 Volume 16 • Issue 1 • 2019 • 50–62
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
'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
Student essays expressing historical thinking: A quantitative and dually qualitative analysis of 1,100 papers for the History Contest of the German President
2019-04-30 Volume 16 • Issue 1 • 2019 • 88–102
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
2019-04-30 Volume 16 • Issue 1 • 2019 • 103–111
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
Profiles of teaching and learning moments in the history classroom
2019-04-30 Volume 16 • Issue 1 • 2019 • 127–138