Publications

Carroll, J. E. (2022). ‘Terms and conditions: using metaphor to highlight causal processes with Year 13‘. Teaching History, 187, pp.40-49. 

Carroll, J. E. (2020). ‘Whose genres? Establishing curricular goals for students’ historical writing in England’ Teaching History (HTANSW), 52 (2), pp. 17-20

Carroll, J.E. (2019). ‘Epistemic explanations for divergent evolution in discourses regarding students’ extended historical writing in England’. Journal of Curriculum Studies, 51 (1), pp.100-120

Carroll, J. E. (2018). ‘Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13’. Teaching History, 172, pp.18-29

Carroll, J. E. (2017). ‘From divergent evolution to witting cross-fertilisation: the need for more inter-discursive communication regarding students’ extended historical writing’. Curriculum Journal, 28 (4), pp.504-523

Carroll, J. E. (2017). ‘From ‘double vision’ to panorama: using history of memory to bridge ‘event space’ when exploring interpretations of Nazi popularity with Year 13′. Teaching History, 168, pp.24-36

Carroll, J. E. (2017). ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written arguments’. Teaching History, 167, pp.8-16

Carroll, J. E. (2016). ‘Grammar. Nazis. Does the grammatical ‘release the conceptual’? Teaching History, 163, pp.8-16

Carroll, J. E. (2016). ‘Exploring historical ‘frameworks’ as a curriculum goal: a case study examining students’ notions of historical significance when using millennia-wide time scales’. Curriculum Journal, 27 (4), pp.454-478

Carroll, J. E. (2016). ‘The whole point of the thing: how nominalisation might develop students’ written causal arguments’ Teaching History, 162, pp.16-24