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zotero-custom-styles

customized Zotero CSL citation styles

Background: https://www.zotero.org/support/dev/citation_styles/style_editing_step-by-step

chicago-chrono-abstract-bib.csl

Chicago style bibliography, in descending chronological order, with abstract

Steps to create: see http://jackdougherty.org/scholarship

Sample:

Dougherty, Jack, and contributors. On the Line: How Schooling, Housing, and Civil Rights Shaped Hartford and Its Suburbs. Open-access book-in-progress, under contract with Amherst College Press, 2018. http://OnTheLine.trincoll.edu. Abstract: Draft edition of a digital-first, open-access, book-in-progress. A history of housing and schooling boundaries that have divided metropolitan Hartford, Connecticut, and the struggles of families and civil rights activists to cross over, redraw, or erase these lines.

Cotto Jr., Robert, and Jack Dougherty. "Review of 'Why Busing Failed' by Matthew Delmont." History of Education Quarterly 57, no. 1 (January 2017). https://doi.org/10.1017/heq.2016.7.

Dougherty, Jack. "Defining Purpose and Process in Teaching History with Case Studies." History of Education Quarterly 56, no. 1 (February 1, 2016): 116--25. http://dx.doi.org/10.1111/hoeq.12152. Abstract: This teaching forum has taught me that historians still need a richer vocabulary to describe exactly what we mean by "teaching with case studies," because that empty phrase reveals almost nothing about what we actually do in our classrooms or, more importantly, how our students learn. In this essay, my aim is to enrich our discussion by emphasizing both the purpose and process of teaching history with case studies, to help us articulate more clearly both the why and how behind what we do in our courses.

---------. "Review of 'Building the Federal Schoolhouse' by Douglas Reed." American Journal of Education 122, no. 2 (February 2016): 291--94. http://dx.doi.org/10.1086/684555. Abstract: book review.

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