1. FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY Open Access Author: Cameron, Chelsea Title: FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY Graduate Program: Educational Psychology Keywords: History EducationReadingMultiple DocumentsQuestioningQuestions File: Download Cameron_Masters_Thesis_Format_15_Final.pdf Committee Members: Peggy Noel Van Meter, Thesis Advisor/Co-AdvisorRayne Audrey Sperling, Thesis Advisor/Co-Advisor
