Representing only a fraction of the research that has exploded during the past decade, this special issue marks a resurgence in interest among American psychologists in the learning and teaching of history. This turn toward history parallels renewed interest shown by state departments of education, private foundations, national reform efforts in education, and the federal government. Viewed in its entirety, this issue reflects a vigorous attempt to explore the intellectual content of a core school subject. The articles provide a broad view of school history -- ranging from the high school classroom to the university seminar -- embracing technology, assessment, and curriculum along the way.
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