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
