The History Teacher is the most widely recognized journal in the United States devoted to more effective teaching of history in pre-collegiate schools, community colleges and universities.
The Society for History Education, Inc., an affiliate of the American Historical Association, supports all disciplines in history education with practical and insightful professional analyses of traditional and innovative teaching techniques.
This item is part of a JSTOR Collection.
For terms and use, please refer to our
The History Teacher
© 1992 Society for History Education