Browse by UCL people
Group by: Type | Date
Number of items: 23.
Article
Brant, J;
Chapman, AJ;
Isaacs, T;
(2016)
International instructional systems: social studies.
Curriculum Journal
10.1080/09585176.2015.1134340.
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Chapman, A;
(2022)
'Because they measure success differently': Buidling students' understandngs of how historical accounts are made - possibility and potential.
Revista Territórios e Fronteiras
, 14
(2)
pp. 21-37.
10.22228/rt-f.v14i2.1161.
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Chapman, Arthur;
(2024)
Nationalising the curriculum 1991-2013: The English National Curriculum as a roman national.
Passato e Presente
, XLII
(123)
pp. 90-113.
10.3280/PASS2024-123006.
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Chapman, Arthur;
(2024)
Historical Interpretation as the Foundational Concept for History Education.
Revista de Historia
, 31
, Article hc380. 10.29393/RH31-2HIAC10002.
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Chapman, Arthur;
(2024)
Body, Form, Spirit and Schema Theory: Some Reflections on History Education.
Teaching History
, 58
(3)
pp. 4-8.
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Chapman, Arthur;
(2024)
Connaître l’histoire : réflexions sur la tradition disciplinaire en Angleterre.
Diversité
, 204
10.35562/diversite.4486.
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Chapman, Arthur;
(2023)
Was it really the straw that broke the camel's back?
Teacher Plus
, 2023
(June)
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Chapman, A;
(2020)
What Should School History Be? Reflections on the aims of school history and Manifesto per la Didattica della Storia.
Didactica della Storia: Journal of research and didactics of history
, 2
(1)
pp. 52-62.
10.6092/issn.2704-8217/11017.
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Chapman, AJ;
(2017)
Research and practice in history education in England: a perspective from London.
The Journal of Social Studies Education
, 6
pp. 13-41.
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Chapman, AJ;
Burn, K;
Kitson, A;
(2018)
What is School History For? British Student-teachers' Perspectives // ¿Para Qué Sirve La Enseñanza
De La Historia? Perspectivas De Docentes y Estudiantes Británicos.
Arbor: Revista de Ciencia, Pensamiento y Cultura
, 194
(788)
, Article a443. 10.3989/arbor.2018.788n2003.
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Chapman, AJ;
Gómez Carrasco, CJ;
Miralles Martínez, P;
(2017)
Los procedimientos de evaluación en la clase de Historia. Un análisis comparativo a través de las opiniones de los docentes en formación en España e Inglaterra = The assessment procedures when teaching history. A comparative analysis through the opinions of teachers in training in Spain and England.
Revista Electrónica Interuniversitaria de Formación del Profesorado
, 20
(2)
pp. 45-61.
10.6018/reifop/20.2.284631.
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Chapman, AJ;
Hale, R;
(2017)
Understanding what young people know: methodological and theoretical challenges in researching young people’s knowledge and understanding of the Holocaust.
Holocaust Studies
, 23
(3)
pp. 289-313.
10.1080/17504902.2017.1296067.
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Deng, Zongyi;
Chapman, Arthur;
Gericke, Niklas;
(2025)
Powerful knowledge, school subjects and the
curriculum: an international and comparative
perspective.
Journal of Curriculum Studies
10.1080/00220272.2025.2528744.
(In press).
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Es, L;
Chapman, A;
(2021)
Interview with Arthur Chapman.
Turkish History Education Journal
, 10
(2)
pp. 57-64.
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Gómez Carrasco, CJ;
Chapman, AJ;
(2017)
Enfoques historiográficos y representaciones sociales en los libros de texto. Un estudiocomparativo, España - Francia - Inglaterra = Historiographical approaches and social representations in textbooks. A comparative study, Spain - France - England.
Historia y Memoria de la Educación
, 2017
(6)
pp. 319-361.
10.5944/hme.6.2017.17132.
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Khawaja, Amna;
Puustinen, Mikko;
Chapman, Arthur;
Nordgren, Kenneth;
(2025)
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland.
Journal of Curriculum Studies
10.1080/00220272.2025.2482201.
(In press).
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Pearce, AR;
Chapman, A;
(2017)
Holocaust Education 25 Years On: Challenges, Issues, Opportunities.
Holocaust Studies: A Journal of Culture and History
, 23
(3)
pp. 223-230.
10.1080/17504902.2017.1296082.
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Turner, Jen;
Chapman, Arthur;
(2023)
‘It does duty for any amount of mayhem’: helping Year 8 to understand historians’ narrative decision-making.
Teaching History
, 190
pp. 80-91.
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Book
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Chapman, A (Ed).
(2021)
Knowing History in Schools: Powerful knowledge and the powers of knowledge.
Knowledge and the Curriculum.
UCL Press: London, UK.
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Book chapter
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Chapman, A;
(2021)
Changing LUK: Nation and Narration in the First and
the Third Editions of Life in the United Kingdom.
In: Brauch, N and Berger, S and Lorenz, C, (eds.)
Analysing Historical Narratives: On Academic, Popular and Educational Framings of the Past.
(pp. 304-326).
Berghahn Books: Oxford, UK.
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Chapman, Arthur;
(2025)
Why History Educa0on Ma3ers: Disciplinarity and Narra0ve
Competence.
In: Kokkinos, G and Lemonidou, E and Ksvikis, K, (eds.)
Από την ιστορική εκπαίδευση Αποτιμήσεις και προοπτικές (τιμητικός τόμος για τη Μαρία Ρεπούση).
ΠΕΔΙΟ: Athens, Greece.
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Chapman, Arthur;
(2023)
Introduction.
In: Bain, Bob and Chapman, Arthur and Kitson, Alison and Shreiner, Tamara, (eds.)
History Education and Historical Inquiry.
Information Age Publishing: Charlotte, NC, USA.
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Chapman, Arthur;
(2023)
Historical Interpretation: Deconstructing Represented Pasts.
In: Gómez Carrasco, Cosme Jesús and Monteagudo-Fernández, José and Moreno-Vera, Juan Ramón, (eds.)
Teaching History to Face the World Today: Socially-conscious Approaches, Activity Proposals and Historical Thinking Competencies.
(pp. 121-144).
Peter Lang: New York, NY, USA.
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