Berkowitz, L., & Donnerstein, E. (1982). External validity is more than skin deep: Some answers to criticisms of laboratory experiments. American Psychologist, 37(3), 245.
Bermudez, A. (2015). Four tools for critical inquiry in history, social studies, and civic education. Revista de Estudios Sociales, 52, 102–118.
Britt, M. A., Rouet, J.-F., Georgi, M. C., & Perfetti, C. A. (1994). Learning from history texts: From causal analysis to argument models.
Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. New England Reading Association Journal, 46(1), 16–29.
Doolittle, P. E., Hicks, D., Triplett, C. F., Nichols, W. D., & Young, C. A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education, 17(2), 106–118.
Downey, M. T., & Long, K. A. (2020). Historical Thinking. In Teaching for Historical Literacy. https://doi.org/10.4324/9781315717111-9
Drake, F. D., & Brown, S. D. (2003). A systematic approach to improve students’ historical thinking. The History Teacher, 36(4), 465–489.
Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications.
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcare. Journal of Health Care Chaplaincy, 24(3), 107–130.
Guthrie, J. T., & Klauda, S. L. (2016). Engagement and motivational processes in reading. Handbook of Individual Differences in Reading: Reader, Text, and Context, 41–53.
Haste, H., & Bermúdez, Ã. (2017). The power of story: Historical narratives and the construction of civic identity. Palgrave Handbook of Research in Historical Culture and Education, 427–447.
Hynd, C., Holschuh, J. P., & Hubbard, B. P. (2004). Thinking like a historian: College students’ reading of multiple historical documents. Journal of Literacy Research, 36(2), 141–176.
Iordanou, K., Kendeou, P., & Zembylas, M. (2020). Examining my-side bias during and after reading controversial historical accounts. Metacognition and Learning, 15(3), 319–342. https://doi.org/10.1007/s11409-020-09240-w
Jenkins, K., & Munslow, A. (2004). The Nature of History Reader. Psychology Press.
Jones, N. N., & Walton, R. (2018). Using narratives to foster critical thinking about diversity and social justice. Key Theoretical Frameworks: Teaching Technical Communication in the Twenty-First Century, 241–267.
Leatherdale, S. T. (2019). Natural experiment methodology for research: A review of how different methods can support real-world research. International Journal of Social Research Methodology, 22(1), 19–35.
Lévesque, S. (2008). Thinking Historically: Educating Students for the Twenty-first Century. University of Toronto Press.
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The effect of learners’ motivation on their reading comprehension skill: A literature review. International Journal of Research in English Education, 2(3), 10–21.
Munslow, A. (2006). Deconstructing History. Taylor & Francis.
Munslow, A. (2018). Narrative and History. Bloomsbury Publishing.
Nichols, B. (1994). Blurred boundaries: Questions of meaning in contemporary culture. Indiana University Press.
Nokes, J. D. (2017). Exploring patterns of historical thinking through eighth-grade students’ argumentative writing. Journal of Writing Research, 8(3), 437–467.
Perfetti, C. A., Britt, M. A., & Georgi, M. C. (2012). Text-based learning and reasoning: Studies in history. Routledge.
Schutte, N. S., & Malouff, J. M. (2007). Dimensions of reading motivation: Development of an adult reading motivation scale. Reading Psychology, 28(5), 469–489.
Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593–605.
Seixas, P., & Peck, C. (2004). Teaching historical thinking. Challenges and Prospects for Canadian Social Studies, 109–117.
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901.
Topolski, J. (2001). The structure of historical narratives and the teaching of history. International Review of History Education, 9–22.
Van Boxtel, C., & Van Drie, J. (2018). Historical reasoning: Conceptualizations and educational applications. The Wiley International Handbook of History Teaching and Learning, 149–176.
Voss, J. F., & Silfies, L. N. (1996). Learning from history text: The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14(1), 45–68.
White, H. (1980). The Value of Narrativity in the Representation of Reality. Critical Inquiry. https://doi.org/10.1086/448086
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59–68.
Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. Handbook of Reading Research, 3(2000), 406.
Yin, R. K. (2012). Case study methods.