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This work seeks to document emerging trends in research on classroom teaching. Topic selection for each volume emphasize conceptualization and analysis of the processes of teaching (including not only the behaviours that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during and after interaction with students). Specially likely to be selected are topics that involve linking information about teaching processes with information about presage variables (especially teacher knowledge and beliefs), context variables, or student variables. Contributions to this volume elaborate on the existing knowledge base about history teaching and learning and extend it in several new directions. In the second chapter, Peter Knight reviews British theory and research on what children aged 5-16 might achieve in history, how history has been taught in British schools and current reform efforts centered around establishment of national goals and curriculum guidelines. Chapter 3 is a further discussion of findings about elementary students historical understandings. Chapters 4-9 focus primarily on teaching and are sequenced according to grade level. They include topics such as the dilemmas faced by secondary school teachers in deciding what to teach and how to teach it and the ways in which teachers cope with value conflicts in their functioning as curricular gatekeepers.