Abstract
Abstract Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, which are based on a symposium held at the 1995 annual meeting of the College and University Faculty Assembly of NCSS, analyze the relationships among research, instruction and public policy regarding the history curriculum, and suggest ways of conceptualizing the future of history education. THEORY AND RESEARCH IN SOCIAL EDUCATION encourages reader responses that sustain and extend the dialogue initiated by this set of essays. See the Information for Authors in this issue for reply guidelines.
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