This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…

For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction,…

Inquiry-based history instruction is rare in most school settings, but particularly in classes of students who are perceived to be "low achieving." Students with low reading abilities or test scores typically receive instruction focused on rote recall of historical information. Teachers and students face great obstacles in inquiry based learning,…

This article summarizes findings from a nine-year research program investigating how technological affordances might be used as a part of holistic learning environments to support teachers and learners in disciplined inquiry about persistent social issues. We discuss what our findings suggest about the potential and the limitations of…

This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching, reflected on their experiences, and then engaged in peer mentoring of other teachers. Data…

Teachers who have tried problem-based historical inquiry have often found its demands overwhelming. Both teachers and students need a support structure to assist them with the inquiry process. The Persistent Issues in History (PIH) Network seeks to nurture and support a national community of teachers who engage their students in problem-based…

This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying belief, knowledge, and dispositional factors that may…