Ottoman Tax Registers (Tahrir Defterleri)

The Ottoman government obtained current information on the empire's sources of revenue through periodic registers called tahrir defterleri. These documents include detailed information on tax-paying subjects and taxable resources, making it possible to study the economic and social history of the Middle East and Eastern Europe in the fifteenth and sixteenth centuries. Although the use of these documents have been typically limited to the construction of local histories, adopting a more optimistic attitude toward their potential and using appropriate sampling procedures can greatly increase their contribution to historical scholarship. They can be used in comprehensive quantitative studies and in addressing questions of broader historical significance or larger social scientific relevance.

Preservice, Secondary Social Studies Teachers' Perceptions of Gender Equity

This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.

An Activity Theoretical Approach to Designing Curriculum and Instruction That Shift the Means and Ends of History Education

Reformers want history education to help students learn to engage in historical inquiry, read critically across conflicting sources, and engage in civil discussion of controversial issues. How can we help teachers and students shift the roles, norms, and activity in history classrooms to achieve these aims? An activity-theoretical framework suggests the value of explicitly attending to multiple aspects of human activity when designing and presenting reform-oriented pedagogies or curricula. Such attention increases the odds that teachers who implement new approaches or curriculum will achieve significant shifts in the means and ends of history education.