The project's aim is to produce preliminary publication standards for meta-narrative reviews. This publication standard was developed as part of the RAMESES (Realist And MEta-narrative Evidence Syntheses: Evolving Standards) project. No previous publication standards exist for the reporting of meta-narrative reviews. A meta-narrative review seeks to illuminate a heterogeneous topic area by highlighting the contrasting and complementary ways in which researchers have studied the same or a similar topic. In addition, proposals for topic specific special issues are considered.Meta-narrative review is one of an emerging menu of new approaches to qualitative and mixed-method systematic review. Research investigating cognition and instruction at multiple grain sizes and through the use of mixed methods is welcomed. We invite manuscripts that: systematically investigate the design, generation, functioning, and support of innovative contexts for learning examine the growth and development of interest and identity in these contexts explore how social practices, especially in professions, shape cognition describe the activity of teaching in support of learning advance our understanding of cognitive processes and their development as they occur in subject matter domains and across contexts, such as laboratories, schools, professions, and informal sites of learning analyze the nature of fluent and skilled cognition, including professional expertise, in important domains of knowledge and work examine learners in interaction with innovative tools designed to support new forms of literacy and contribute to theory building and educational innovation. Mindful that education has long been regarded as a design profession, we are most interested in the development of pragmatic theories that offer empirically well-grounded accounts of cognition in designed contexts, such as schools, museums, and workplaces. Given that methodologies are tools of theory, we invite careful consideration of how methods and theories are reflexively constituted in accounts of teaching and learning. The editors and editorial board of Cognition and Instruction recall an admonition of a historian of science, de Solla Price, to consider scientific reasoning as "thinking creatively about anything with no holds barred." We invite work that imaginatively considers problems in cognition and instruction, along with the evidence that would allow others to participate in the exercise of such imagination. The results suggest that in history education first aiming at a constructivist concept of nation and then using the concept to reflect on the national historical subject and events in the narrative might help produce historical understanding of a national past. Only identification appears to be fairly constant across years of history learning. The results show that the past is mostly understood in master narrative terms but in the 11th grade narratives demonstrate a more historical understanding. The narratives of Argentine 8th and 11th graders were analyzed to establish whether a change toward a more complex historical account occurred. A detailed analysis of students' historical narratives about the origins of their own nation is presented in terms of four master narrative characteristics related to the historical subject, national identification, the main theme and the nation concept. Master narratives frame students' historical knowledge, possibly hindering access to more historical representations.
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