SAM WINEBURG
MARGARET JACKS PROFESSOR OF EDUCATION &HISTORY & AMERICAN STUDIES (BY COURTESY), EMERITUS

STANFORD UNIVERSITY
http://sheg.stanford.edu
ACADEMIC APPOINTMENTS
2002-current

Stanford University
Margaret Jacks Professor of Education
Professor (by courtesy) of History
Professor (by courtesy) American Studies

2013

Fulbright-Nehru Distinguished Chair
US/India Educational Foundation

2007-10

Stanford University
Chair, Dept. of Curriculum & Teacher Education

2008-10

Executive Director
National History Education Clearinghouse
US Department of Education

2002-

University of Washington
Affiliate Research Professor, Cognitive Studies in Education

1997-98

University of Haifa, Visiting Professor
Tel Hai Regional College, Kiryat Shmoneh, Visiting Lecturer

1989-2002

University of Washington, Seattle
Assistant to Associate to Full
Cognitive Studies in Education, Adjunct Professor, History

EDUCATION
Umeå University, Sweden

Hon D.H.L, 2012

Stanford University

1984-1990
PhD Psychological Studies in Education

University of California/Berkeley

1980-1983
BA History of Religion
Summa cum laude, Phi Beta Kappa

Brown University

1976-1977

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2

AWARDS & HONORS• APA Editor’s Choice

American Psychological Association, July 2022

For “Lateral Reading on the Open Internet” (Journal of Educational Psychology,2022) named “one of the most exciting new findings in psychological science selectedby APA journal editors.”• Convocation Scholar

Grinnell College, March, 2022

• Hewit Distinguished Professorship

University of Northern Colorado, March, 2022

• UNESCO Media Literacy Award

Alliance International Committee, Oct., 2020

• William and Edwyna Gilbert Award,

American Historical Association, 2019

For the “outstanding contribution to the teaching of history” for ‘What is Learned inCollege History Classes?’ Sam Wineburg, Mark Smith, & Joel Breakstone (2018)
Journal of American History, 104, 983-993.
• Distinguished Scholar Community Lecture

Walla Walla University, May, 2019

• Civic Engagement Campus-Wide Scholar

Brigham Young University, March 2019

• Craft of History Endowed LectureshipNorthwestern University, May, 2017

• International Advisory Board Member

PLATO: Positive Learning in the Age ofInformation, Johannes Guternberg Universit,
Mainz, 2017

• Qatar Distinguished Lecturer

Texas A&M University at Qatar, consortiumof American Universities of Qatar, 2016

• National Academy of Education

Inducted 2015

• Willower Endowed Lecturer

SUNY/Buffalo, Graduate School of
Education, 2016

• Distinguished Teaching Award

Stanford University
Graduate School of Education, 2014

• Fulbright Nehru Distinguished Chair

US-India Fulbright Commission, 2013

• Honorary DoctorateUmeå University, Sweden, 2012

• James Harvey Robinson Award, American Historical Association, 2012

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For the innovation that has made “the most outstanding contribution to the teaching andlearning of history in any field for public or educational purposes” for Reading like a
Historian: Teaching Literacy in Middle and High School History Classrooms by Sam
Wineburg, Daisy Martin, and Chauncey Monte-Sano.
• Distinguished Lecturer, Organization of American Historians, 2006, 2009, 2012, 2015
Selected by president of the Organization of American Historians as one of the field’s“most illustrious and dynamic lecturers” to serve as Distinguished Lecturer for a periodof two years.
• Best of the Best Book Award, Association of American University Presses & theAmerican Library Association, 2012
Awarded by panel of public and school librarians to the finest books published by
University presses to Reading like a Historian: Teaching Literacy in Middle and HighSchool History Classrooms by Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano.
• Kappan Classic, Phi Delta Kappan Magazine, 2011

Phi Delta Kappan Magazine names “Historical Thinking and Other Unnatural Acts”(Kappan, v. 80, 1999) a “Kappan Classic” and reprints in Jan. 2011 edition.
• William Gilbert Award, American Historical Association, 2008
For the “outstanding contribution to the teaching of history” for ‘Common Belief and the
Cultural Curriculum,’ American Educational Research Journal, 2008, v. 44, 40-76.
• James Harvey Robinson Award, American Historical Association, 2009
For the teaching innovation that has made “the most outstanding contribution to theteaching and learning of history in any field for public or educational purposes” forhistoricalthinkingmatters.org (with Roy N. Rosenzweig, posthumously, Daisy Martin, &Sharon Leon).
• Trustee, National Council for History Education, 2007-2011• International Distinguished Lecture, Catholic University of Leuven, Belgium, 2007.
• Fellow, Center for Advanced Study in the Behavioral Sciences, 2004
Named as fellow for a twelve-month residency before 2009, Center for Advanced Study,
Palo Alto, California (declined)• Exemplary Research in Teaching & Teacher Education Award, 2003

Wineburg
4Awarded by the American Educational Research Association, for “Toward a Theory of
Teacher Community,” Pam Grossman, Sam Wineburg, & Stephen Woolworth (2001).
Teachers College Record, 103, 942-1012.
• Frederic W. Ness Book Award, 2002
From the Association of American Colleges and Universities (AAC&U) for the bookpublished that “best illuminates the goals and practices of a contemporary liberal
education” to Historical Thinking and Other Unnatural Acts: Charting the Future of
Teaching the Past (Philadelphia, 2001).
• ‘Book of the Season,’ American Association of State & Local History, 2002
Selected as the “Book of the Season” by the AASLH, Historical Thinking and Other
Unnatural Acts: Charting the Future of Teaching the Past. http://www.aaslh.org/ambooks.htm• Outstanding Contribution Relating Research to Practice, 2000
Awarded by the American Educational Research Association for the article that best
exemplifies the relationship between research and educational practice, for “Historical
Thinking & Other Unnatural Acts,” Phi Delta Kappan, 1999. http://www.pdkintl.org/kappan/kwin9903.htm• Exemplary Research Award, National Council for the Social Studies, 1999
Awarded every two years to “exemplary research that promotes new social
knowledge,” for Historical Thinking and Other Unnatural Acts.
http://www.ncss.org/about/releases.html• NRC/National Academy of Science Panel, Science of Learning, 1996-99
Named to fifteen-member commission of the National Research Council/National Academy of
Science to produce report, How People Learn: Brain, Mind, Experience & School. (NRC
Press, 1999). http://books.nap.edu/books/0309065577/html/index.html• Outstanding Scholarship on Teacher Education Award, 1992
From the Association of Colleges and Schools of Education & Land Grant Colleges forresearch that “creates knowledge about the processes of teacher education” for “A Caseof Pedagogical Failure—My Own.” Journal of Teacher Education, 42, 273-280, 1991.
• Distinguished Teaching Award, University of Washington, 1990-91
One of four professors from a faculty of 2000 to receive award representing “thehighest praise for teaching abilities and contributions to the University.”• National Academy of Education Spencer Fellow, 1991-93
Fellowship awarded to “outstanding researchers at the post-doctoral stage who pursue
work on topics related to education.”

Wineburg
5• Spencer Foundation Predoctoral Fellow, 1988-89
Fellowship for “dissertation research that promises to make a significant contribution toeducation and its allied disciplines.”
SERVICE
National Academy of Education (2019)

NAE Committee on Civic Engagement

National Academy of Education (2016-18)

NAE Pre-doctoral fellowship review committee

Chair, International Review Committee
Schools of Education (2014-15)

Israel Council for Higher Education

Academic Advisory Board (2002-2014)

Mandel Foundation, Jerusalem, Israel

Associate Editor (2000-05)

International J. of History Teaching & Learning

Editorial Board (1996-current)(2002-2022)(2003-2008)(1995-2005)(1996-1999)

Cognition and Instruction
Journal of the Learning Sciences
World History Connected
American Educational Research Journal
Educational Psychologist

Trustee (2007-2011)

National Council for History Education

Member, National Advisory Board (1996-99)

College Board

Member, Committee on Teacher Education (2001) National Academy of Education

Member, Publications Committee (1990-93)

American Educational Research Association

Chair, P. O. Johnson Award Committee (2000)

American Educational Research Association

Member, Scribbner Award Committee (1999-01)

American Educational Research Association

Member, Distinguished Contributions to
Educational Research Award Committee (2001)

American Educational Research Association

Member, National Advisory Boards

Board of Visitors
Learning Research & Development Center (LRDC)
University of Pittsburgh
National Research Council/National Academy

Wineburg
6“How People Learn: Targeted Report for Teachers”
Center for the Development of Teaching
Educational Development Center, Newton MA
Center for the Study of Historical Consciousness
Univ. of British Columbia, Vancouver, BC
California History/Social Science Board
Sacramento, California
Visible Knowledge ProjectGeorgetown University, Washington DC
Technical Assistance Group (1994-97)

National Board of Professional Teaching Standards

GRANTS & FUNDED RESEARCH• “Extending Civic Reasoning into New Areas of the Curriculum in Chicago and Los
Angeles Public Schools,” Stanford Impact Lab (Co-PI, Antero Garcia), 2022-2024.
• “Extending Civic Reasoning into New Areas of the Curriculum.” Brinson Foundation,
2022-2023• “Adapting and Scaling Existing Educational Programs to Combat Inauthenticity andInstill Trust in Information,” National Science Foundation, Co-PI with Justin Reich(MIT), Francesca Tripodi (University of North Carolina) & Michael Caulfield(University of Washington), 2021-22• “Civic Reasoning Across the Curriculum.” Brinson Foundation, 2021-2022• “Embedding Civic Online Reasoning in the Curriculum.” Spencer Foundation, 2021.
• Embedding Digital Literacy in the Core School Subjects, Robert McCormick
Foundation, 2021-2023.
• Expansion of Digital Literacy to the Indian Subcontinent, Google Asia Pacific, 20202021.
• Online Course for teaching Civic Online Reasoning, subcontract from Massachusetts
Institute of Technology, 2020-2021.
•“Connecting Source Work with the Writing of Persuasive Essays.” Library ofCongress, 2020-2021.

•“Civic Online Reasoning in High School Government Classes.” Robert McCormick
Foundation, 2019-2020.

Wineburg
7•“Civic Online Reasoning as a Means to Civic Engagement.” Silver Giving, 20182020.

•“Civic Online Reasoning Intervention in India.” TELOS, 2019.

•“Teaching Students Civic Online Reasoning.” Spencer Foundation, 2019-20.

•“Civic Online Reasoning: A National Curriculum.” The Poynter Institute and
Google.org, 2018-2020.

•“Teaching with Primary Sources in a Digital Age,” Library of Congress, 2018-2020.

•“Measuring Civic Online Reasoning: A National Survey,” William and Flora Hewlett
Foundation, 2017-2019.

•“Civic Online Reasoning and the College General Education Curriculum,” Silver
Giving Foundation, 2017-2018.

•“Teaching with Primary Sources in a Digital Age,” Library of Congress, 2017-2018.

•“Extending Reading like a Historian to High School,” Rose Hill Foundation, 20172018.

•“A Digital Curriculum for the Future,” Dintersmith Foundation, 2017-2018•“Rethinking ‘Gen Ed’ in a Digital Age,” Germanacos Foundation, 2017-2018.

•“Putting Online Civic Literacy into the Civics Class,” Knight Foundation, 2017-2018.

•“Online Civic Literacy,” Robert McCormick Foundation, 2017-2019.

•“Phase II: Connecting Historical Reasoning to Civic Competency,” Silver Giving
Foundation, 2017-2018.

•“New Assessments for Historical Thinking and Civic Reasoning,” Library ofCongress, 2016-2017.

• TELOS, Stanford University, 2016-2017.
•“Teacher Engagement in an Inquiry-Based Curriculum in Pasadena,” The Rose Hill
Foundation, 2016-2017.

•“Assessing Students Ability to Engage with Online Evidence,” Spencer Foundation,
2015-17.

•“Connecting Historical Reasoning to Civic Competency,” Silver Giving Foundation,
2016-2017.

Wineburg
8•“Civic Reasoning,” William & Flora Hewlett Foundation, 2016-2017.

•“Educational Materials and Digital Dissemination,” Silver Giving Foundation, 20152016.

• “Digital History for Future Learning,” Wallenberg Global Learning Foundation, 20122016.
• “From History Assessments to Assessments of News Literacy,” Robert C. McCormick
Foundation, 2015-2017.
• “Developing 21st Century Assessments using Library of Congress Digital Archives,”
Library of Congress, 2011-15.
• “Credibility of Information on the Internet: Preparing Teachers to Prepare Students,”
Germanacos Foundation, 2014-2015.
• “Extending Reading like a Historian to Middle School,” Newark (NJ) Public Schools,
2013-16.
• “Extending Reading like a Historian to Middle School: Curriculum Phase II” Silver
Giving Foundation, 2013-14.
• “Developing Document-Based Assessments for the History Classroom,” City of New
York, 2013-14.
• “Teaching and Learning about the Holocaust in Contemporary Poland,” Jim Joseph
Foundation, 2012-2013.
• “New Assessments for History Instruction,” Bill & Melinda Gates Foundation, 20112013.
• “Reading like a Historian: Web-based Platform,” Stanford University K-12 Incentive
Grant, 2011-2012.
• “Establishing a Concentration in Education & Jewish Studies,” Jim Joseph Foundation,
San Francisco, 2009-2014.
• “Reading Like a Historian: Curriculum for SFUSD,” San Francisco Unified School
District (with Avishag Reisman & Bradley Fogo) 2009-2010.
• “Assessing Historical Understanding.” K-12 Initiative, Stanford University (with Avishag
Reisman). 2009-2010.
• “National History Education Clearinghouse.” US Department of Education (with Roy N.
Rosenzweig, George Mason University), 2007-2012.

Wineburg
9• “Planning Grant: Ph.D. Concentration in Education and Jewish Studies.” Jim Joseph
Foundation, San Francisco, 2008.
• “Teaching for Historical Thinking.” K-12 Initiative, Stanford University (with Avishag
Reisman & Bradley Fogo). 2007-2008.
• “Promoting Historical Thinking and Literacy.” Teachers for a New Era, Carnegie
Corporation of New York, 2006-2007.
• “Teaching History with Online Resources,” William & Flora Hewlett Foundation (withRoy N. Rosenzweig, George Mason University), 2004-2006.
• “Digital History & Online Resources: Extension into Teacher Education,” Carnegie
Corporation of New York, 2005-2006.
• “World History Curriculum that Speaks to the World,” Wallenberg Global Learning
Network, Wallenberg Foundation, Sweden (with Brigid Barron & Hans Albin Larrson),
2005-2006.
• “A Digital Head Camera for Understanding Learning in History Museums” (with Susie
Wise). Stanford Humanities Laboratory, 2005-06• “Famous Americans: Changes in Historical Consciousness Across an American Century,”
Spencer Foundation, 2004-2005.
• “A Comparative Psychology of School Subjects: Promoting Epistemological
Sophistication in Elementary Science through the Study of History” (with Reed Stevens,
Leslie Herrenkohl, & Philip Bell). National Science Foundation, 1999-2003.
• “Examining Discourse and Multiple Methodologies in Research: Support for Postdoctoral
Fellow,” Mandel Foundation, 2001-2003.
• “Youth and Historical Learning: An International Conference,” Spencer Foundation
Officers’ Grant (with Peter Seixas & Peter Stearns), 1998-2000.
• “Historical Sense Making—The Next Phase: Support for Postdoctoral Fellow,”1998-2000(anonymous donor).
• “Youth and Historical Learning: An International Conference,” Carnegie Foundation for
Advancement of Teaching (with Peter Seixas & Peter Stearns), 1998-2000.
• “Studying a Community of Teacher-Learners,” John D. and Catherine T. MacArthur
Foundation/Spencer Foundation Professional Development Research and Documentation
Grant (with Pam Grossman), 1997-2000.
• “A Community of Learners for Teachers,” James S. McDonnell Foundation (with Pam
Grossman), 1995-1998.

Wineburg
10• “Historical Sense-Making: Intergenerational Study,” Spencer Foundation, 1995-1999.
• “Fostering a Community of Learners–Extension into History/Social Studies,” Andrew W.
Mellon Foundation (subcontract to Ann Brown/Joseph Campione, principal investigators),
1994-95.
• “The Qualitative Turn in Psychological Research in Education,” Spencer Foundation,
1992-93.
• “Using Performance-Based Exercises to Assess the Teaching of History,” Graduate
School Research Fund, University of Washington, 1989.
• “Historical Problem-Solving: A Study of the Cognitive Processes Used in the Evaluationof Documentary Evidence,” Spencer Foundation, 1987-88.
CONTRACTS WITH DISTRICTS, STANFORD HISTORY EDUCATION GROUP [SELECTED]
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2021-22 Chicago Public Schools
2014-17 Los Angeles Unified Schools
2012-16 Newark (NJ) Public Schools
2014-15 Syracuse Unified Schools
2012-13 New York City Public Schools
2012-13 Baltimore Public Schools
2012-13 Cincinnati Public Schools
2012-13 Eagle County (CO) Public Schools
2012-14 Los Angeles Unified School District
2012-13 Chicago Public Schools

REVIEWER/CONSULTANT[selected]

GoogleTikTokJournal of the Learning Sciences
Research on the Teaching of English
Educational Psychologist
Teaching and Teacher Education
Review of Educational Research
Educational Researcher
American Educational Research Journal
Teachers College Record
Journal of Social Psychology
Pacific Quarterly Review
Journal of Educational Psychology
World History ConnectedInternational Journal of Social Education
Journal of Research on Educational EffectivenessJames S. McDonnell Foundation
Spencer Foundation

Microsoft
Qatar Foundation, Qatar
Journal of Curriculum and Supervision
Journal of Teacher Education
Contemporary Educational Psychology
Written Communication
Historical Studies in Education
Educational Research and Evaluation
American Journal of Education
Qualitative Studies in Education
Handbook of Research on Teaching
Social Education
Jewish Social Studies
Journal of Social History
Journal of American History
Reading and Writing
Historica/Canada
State of Connecticut

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State of Washington
State of Maryland
New York State Regents
Ministry of Education, British Columbia
National Research Council
Phillips Exeter Academy
LA Unified School District
College Board
HaMakom, Tel Aviv, Israel
Dutch Social Science Research Council
University of Hong Kong
Singapore American School
California State University/Northridge

National Science Foundation
State of California
New York University
US Department of Education
Teaching American History (TAH) Grants
Saint Andrews School (DE)Riverside (CA) Unified School District
Virginia Beach Unified School District
Michigan State University
Oakland Unified School District
BOCES Western New York
Austrian Research Council

PUBLICATIONSBOOKSCaulfield, M., & Wineburg, S. (in press, 2023). A Citizen’s Guide to the Internet: How toThink Straight, Avoid Being Duped, and Make Better Decisions about what to Believe
Online. Chicago: University of Chicago Press.
Wineburg, S. (2018). Why Learn History (When It’s Already on Your Phone). Chicago:
University of Chicago Press.
Reviewed:

Journal of American History, 2020
American Historical Review, 2020
Perspectives of the American Historical Association, 2018
Washington Independent Review of Books, 2018
Revue Francaise de Pédagogie, 2018
Commonweal, 2019
National Council for History Education, 2019
Teachers College Record, 2019
Trend & Tradition: Magazine of Colonial Williamsburg, 2019
The Public Historian, 2019
Theory & Research in Social Education, 2019
Historical Studies in Education, 2019
Marginalia Historica, 2019
Teaching History: A Journal of Methods, 2020
Ciencia y Educación, 2020
European History Quarterly, 2020
Teaching History (AU), 2020
The History Teacher, 2020
Contemporary Educational Dialogue, 2021

Translated

Chinese (2022)
Korean (2020)

Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a Historian. New York:
Teachers College Press. [9th printing]
Reviewed: Theory & Research in Social Education, 2015
History Teacher, 2012

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Teaching History: A Journal of Methods, 2012
J. of Adolescent & Adult Literacy, 2012
Translated: Chinese, 2016

Wineburg, S. (2001). Historical Thinking & Other Unnatural Acts: Charting the Future of
Teaching the Past. Philadelphia, PA: Temple University Press. [19th printing]
Reviewed:

New York Times, March 6, 2002. http://www.nytimes.com/2002/03/06/education/06LESS.html
Seattle Post-Intelligencer, June 1. 2001 http://seattlepi.nwsource.com/books/25496_book01.shtml
J. of American History, March, 2003.
American J. of Education, v. August 2002
Teachers College Record, v. 104 (5), 2001
History Teacher, v. 35 (4), 2002
Social Education, v. 89, Sept. 2001
History News, Winter 2003
Thought & Action: NEA Higher Education Journal, Fall 2002
Anthropology & Education Quarterly, v. 33, Dec. 2002
Pennsylvania History, v. 69, Summer 2002
The Historian, v. 65, June 2003
Indiana Magazine of History, v. 50, Sept. 2004
History News Network, http://hnn.us/blogs/entries/12469.html

Translated

Indonesian 2005
Korean 2006
Japanese 2017
Chinese 2022

Wineburg, S., & Grossman, P. (Eds.). (2000). Interdisciplinary Curriculum: Challenges to
Implementation. New York: Teachers College Press.
Stearns, P. N., Seixas, P., & Wineburg, S. (Eds.). (2000). Knowing, Teaching and Learning
History: National and International Perspectives. New York: NYU Press.
Reviewed:

Educational Researcher, 2003.
History & Theory 104 (5), 2001.
History Teacher, v. 89, Sept. 2001.
Teachers College Record, June 1. 2001.
Canadian Historical Review, May, 2001.
Teaching History: A Journal of Methods. March 2004TEXTBOOKS
Stearns, P.N., & Wineburg, S., & Ramirez, S. (2007). Human Legacy (10th grade WorldHistory textbook). Austin, TX: Holt, Rinehart, & Winston.
Wineburg, S., & Stearns, P. (2007). Reading Like a Historian Toolkit (World History).
Austin, TX: Holt, Rinehart, & Winston.
Wineburg, S. (2006). Consulting author, American Anthem (11th grade US History).
Austin, TX: Holt, Rinehart, & Winston.

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Wineburg, S. (2006). Reading Like a Historian Toolkit (11th grade US History). Austin,
TX: Holt, Rinehart, & Winston.
ARTICLES & CHAPTERS

Kozyreva, A., Wineburg, S., Lewandowsky, S., & Hertwig, R (2022). “Critical ignoring
as a core competence for digital citizens.” Current Directions in Psychological
Science. https://doi.org/10.1177/0963721422112157
Wineburg, S., & Ziv, N. (August 1, 2022). What happens when TikTok is your main
source of news and information? Los Angeles Times.
Breakstone, J., Smith, M., Ziv, N. & Wineburg, S. (2022). Civic preparation for thedigital age: How college students evaluate online sources about social and politicalissues. Journal of Higher Education, https://doi.org/10.1080/00221546.2022.2082783
Wineburg, S., Breakstone, J., McGrew, S., Smith, M., & Ortega, T. (2022). Lateralreading on the open Internet: A district-wide field study in high school government
classes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000740
Wineburg, S. (2021, May 13). To navigate the Web you need critical thinking, but also
critical ignoring. The Conversation (reprinted Houston Chronicle, St. Louis Post-Dispatch,
Albany Times-Union and dozens of other papers)

Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., &Saavedra, A. (2021). Civic online reasoning: A National Portrait. Educational
Researcher, 20 (10), 1-11. DOI: 10.3102/0013189X211017495
Breakstone, J., Smith, M., Connors, P., Ortega, T, Kerr, D., & Wineburg, S. (2021). Lateralreading: College students learn to critically evaluate internet sources in an online course.
Harvard Kennedy School (HKS) Misinformation Review, 2 (1),https://misinforeviwe.hks.harvard.edu

Wineburg, S. (2021). Silence of the ellipses: Why we need to stop telling lies to ourchildren. Phi Delta Kappan. https://kappanonline.org/history-textbook-lies-wineburg/
Wineburg, S. (2021). Deliberation and the culture of the yellow folder (pp. 1019-1038).
In Daniel Pekarsky (Ed.), Empowering leaders. Jerusalem: Hebrew University Magnes
Press.
Wineburg, S., & Ziv, N. (2020). Educating for misunderstanding. Los Angeles Times.
Wineburg, S. (2020). Is there a role for history in a digital age? Introduction to Chinese
edition of Historical Thinking and Other Unnatural Acts.
Wineburg, S. (2020). The curriculum we owe our students in a digital age.
Schulmanagment. (German).

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Ziv, N., & Wineburg, S. (2020, March 16). How to spot coronavirus misinformation.
TIME Magazine. https://time.com/5803936/coronavirus-misinformation/
Wineburg, S. & Ziv, N. (2019, Dec. 4). The meaninglessness of .org. New York Times.
https://www.nytimes.com/2019/12/05/opinion/dot-org-domain.html

Wineburg, S., & McGrew, S. (2019). Lateral Reading: Reading less and learning morewhen evaluating digital information. Teachers College Record, 121 (11), 1-40.
ISSN: ISSN-0161-4681

Wineburg, S. (2019). Be internet smart. TIME for Kids. https://www.timeforkids.com/g56/beinternet-smart-2/

Wineburg, S. (2019). Why historical expertise is insufficient for evaluating digitalsources. In Sebastian Barsch, Hans-Joachim Langbehn, Andreas Lutter, Christian
Meyer-Heidemann (Eds.), Fake und Filter: Historisches und politisches Lernen in
Zeiten der Digitalisierung (Fake and filter: Teaching history and civic education intimes of digitization). Frankfort, Germany: Wochenschau-Verlag.
Wineburg, S. (2019, June 12). Why George Washington embraced the idea of a‘nondescript’ God? Smithsonian Magazine, https://www.smithsonianmag.com/history/why-georgewashington-embraced-idea-nondescript-god-180972405/

Wineburg, S. (2019, May 19). Don’t know much about the history of Russian spying?
Los Angeles Times.
Wineburg, S. (2019, April 10). Digitally native? Hardly. Pacific Standard.
McGrew, S., Breakstone, J., Smith, M.D., Ortega, T., & Wineburg, S. (2019). Improving
university students’ web savvy: An intervention study. British Journal of Educational
Psychology, 89, 485-500.
Wineburg, S. (2019, Feb. 12). The Internet is sowing mass confusion: We must rethink
how we teach kids every subject. USAToday.
https://www.usatoday.com/story/opinion/2019/02/12/internet-confusion-rethink-education-digitalsputnik-moment-column/2769781002/

Breakstone, J., Smith, M.D., Wineburg, S. (2019). Historical assessments of thinking: A
validity study. Cognition and Instruction, 37 (1), 118-144.
https://doi.org/10.1080/07370008.2018.1499646

Wineburg, S. (2019). What’s difficult about difficult history? In M. Gross and Luke Terra(Eds.). Teaching and learning the difficult past: Comparative perspectives. New York:
Routledge.
McGrew, S., Breakstone, J., Smith, M., Ortega, T. & Wineburg, S. (2019). Civic online
reasoning. In Wayne Journell (Ed.) Fake news: What it is, why it is problematic, andwhat educators can do about it. New York: Teachers College Press.

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Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Teaching
students to navigate the online landscape. Social Education, 82 (4), 219-221.
Wineburg, S., & McGrew, S. (2018, December 18). To avoid getting duped by fakenews, think like a fact checker. Huffington Post https://www.huffingtonpost.com/entry/opinionfake-news-web-literacy-propaganda-fact-checkers_us_5c1812f5e4b0432554c332e3

Wineburg, S. (2018, October). Flunking an exam of historical facts? Let’s teach whylearning history really matters. The Hill, https://thehill.com/opinion/education/411705-flunkingan-exam-with-historical-facts-lets-teach-why-history-really

Wineburg, S. (2018, October 1). Why California’s New Media Law for Schools May
Backfire? Washington Post. https://www.washingtonpost.com/education/2018/10/01/whycalifornias-new-media-literacy-law-schools-could-backfire/?utm_term=.6d1acf76beb5

Wineburg, S. (2018). Don’t know much about history—never did. Education Week.
https://www.edweek.org/ew/articles/2018/09/19/think-todays-students-dont-know-history-try.html

Wineburg, S. (2018). Howard Zinn’s Anti-Textbook. Slate. https://slate.com/humaninterest/2018/09/howard-zinn-in-history-class-teachers-and-a-peoples-history-of-the-united-states.html

Wineburg, S., Breakstone, J., & Smith, M. (2018). Assessing the past in college
classrooms. Inside Higher Education. https://www.insidehighered.com/views/2018/04/03/historiansneed-measure-what-their-students-learn-opinion

Wineburg, S. (2018, January 4). “Toxic Content on the Web: Education, not Regulation.”
TheHill.com http://thehill.com/opinion/cybersecurity/367996-toxic-content-on-the-web-the-answer-iseducation-not-regulation

Wineburg, S. (2018). Obituary of a billion-dollar boondoggle. Chronicle of Higher
Education. https://www-chronicle-com.stanford.idm.oclc.org/article/Obituary-for-a-BillionDollar/244500

Breakstone, J., McGrew, S., Ortega, T., Smith, M., & Wineburg, S. (2018, April). Media
literacy takes on the digital morass. School Administrator.
Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Why we needa new approach to teaching digital literacy. Phi Delta Kappan, 99, 27-32.
McGrew, S., Breakstone, J., Smith, M., Ortega, T. & Wineburg, S. (2018). Can students
evaluate online sources? Learning from assessments of civic online reasoning. Theory
and Research in Social Education, 46, 165-193.
Wineburg, S., Breakstone, J., Smith, M. (2018). What is learned in college history
classes? Journal of American History, 104, 983-993.
Wineburg, S. (2018). Is this a real story? Learning critical history and learning its limits.
In J. Levisohn & J. Kress (Eds.), Advancing the learning agenda in Jewish education(pp. 139-157). Brighton, MA: Academic Studies Press.

Wineburg
16

Wineburg, S., Smith, M., & Breakstone, J. (2017, September 20). Grading the ‘Nation’s
Report Card’: F. Washington Post.
McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The challenge that’s
bigger than fake news: Teaching students in engage in online civic reasoning.
American Educator, 41, 4-10 (cover article).
Wineburg, S., Breakstone, J., McGrew, S., Ortega, T., & M (2017). The myth of digital
natives and the nature of digital expertise. In O. Zlatkin-Troitschanskaia, G. Wittum,& A. Dengel (Eds.) (in press). Positive learning in the age of information (PLATO):
A blessing or a curse? Wiesbaden, Germany: Springer.
Wineburg, S. (2017). The search for truth on the Internet. Magma (Turkish), p. 24.
Wineburg, S. (2017). Fake news isn’t the problem. Schools are. Huffington Post.
Wineburg, S., & McGrew, S. (November 1, 2016). Why students can’t Google their way
to truth. Education Week.
Translated Hebrew, 2017

Wineburg, S. (2016). A new way of learning history. Introduction to the Chinese edition
of Reading Like a Historian: Teaching Literacy in Middle and High School History
Classrooms (S. Wineburg, D. Martin, C. Monte-Sano, Eds.). Taipei: National Taiwan
University Press.
Wineburg, S. (2016). Why historical thinking is not about history. History News:
Magazine of the Association for State & Local History, 71(2), 13-16.
Translated Georgian, 2018 Amerikis Seswavlis sakiTxebi, VII
Translated Portuguese, 2019 "Porque o pensamento histórico não é sobre História." OPSIS 19.2 (2019): 1-5.

Breakstone, J. & Wineburg, S. (2016). Formative assessment. Social Education, 80(1), 8-9.
Breakstone, J., Wineburg, S, & Smith, M. (2015). Formative assessment using Library ofCongress documents. Social Education, 79(4), 178-182.
Wineburg, S., & Reisman, A. (2015). Disciplinary literacy in history: A toolkit for digitalcitizenship. Journal of Adolescent and Adult Literacy, 58(8), 634-637.
Wineburg, S., & Reisman, A. (2014). Research on historical understanding: A glimpse
from the American shore. In M. Köster, H. Thünemann, & M. Zülsdorf-Kersting(Eds.), Researching history education: International perspectives and disciplinary
traditions (pp. 321-340). Bamberg, Germany: Wochenschau Verlag.
Updated & revised: 2019

Wineburg, S. (2014). “Looting or finding: On reading photography,” in H. M. Austin &K. Thompson. Examining the evidence. Chicago: Capstone.

Wineburg
17

Wineburg, S. (2014). “Introduction.” In Chauncey Monte-Sano, et al. Reading, thinking
and writing about history. New York: Teachers College.
Wineburg, S. (2014). The teaching of the past? Times of India Education Yearbook, p.
124-125.
Wineburg, S. (2013, December 11). “Where’s history in the Common Core?” Education
Week.
Wineburg, S. (2013). Changing the teaching of history, one byte at a time. Edutopia.
http://www.edutopia.org/blog/changing-the-teaching-of-history-sam-wineburg
Wineburg, S. (2013, Sept. 6). Choosing real world impact over impact factor. Chronicle ofHigher Education, B2.
Wineburg, S. (2013, August 2). In Indiana, history meets politics. Los Angeles Times.
Wineburg, S. (2013, July 30). Dear Mitch: Here’s where we split ways on Howard Zinn. Journaland Courier (Lafayette Indiana), A-5.
Breakstone, J., Smith, M., & Wineburg, S. (2013). Beyond the bubble: New history/social
studies assessments for the Common Core. Phi Delta Kappan, 94(5), 53-57.
Smith, M., Breakstone, J., & Wineburg, S. (2013). Achievement testing in history. In J.
Hattie & E. A. Anderman (Eds.), International Guide to Student Achievement (pp. 313315). New York: Routledge.
Wineburg, S. (2013). Undue certainty: Howard Zinn’s A People’s History of the UnitedStates. American Educator, 36(4), 27-34.
Wineburg, S., Smith, M., & Breakstone, J. (2012). New directions in assessment: Using
Library of Congress sources to assess historical understanding. Social Education,76(6),288-291.
Reisman, A., & Wineburg, S. (2012). Text complexity in the history classroom: Teaching toand beyond the Common Core. Social Studies Review, 8, 20-25.
Wineburg, S. (2012). Becoming historical. In J. Nokes, Building students’ historicalliteracies: Learning to read and reason with historical texts and evidence. New
York: Routledge.
Reisman, A., & Wineburg, S. (2012). Ways of knowing and the history classroom:
Supporting disciplinary discussion and reasoning about texts. In M. Carretero (Ed.),
History education and the construction of identities (pp. 171-188). Charlotte, NC:
Information Age.
Wineburg, S. & Monte-Sano, C. (2012). Famous Americans. In J. Banks, (Ed.),
Encyclopedia of diversity in education. Thousand Oaks, CA: Sage.

Wineburg
18

Gottlieb, E., & Wineburg, S. (2012). Between Veritas and Communitas: Epistemic switchingin the reading of academic and sacred history. Journal of the Learning Sciences, 21(1),84-129.
Wineburg, S., & Gottlieb, E. (2011). Historians meet Thanksgiving: What would George do?
Historically Speaking, 12(5). 6-8
Wineburg, S., & Gottlieb, E. (2011, Nov. 23). What would George do? San Jose Mercury
News. http://www.mercurynews.com/opinion/ci_19393447
Wineburg, S. (2011, Oct. 24). Testing students’ knowledge of the civil rights movement. Los
Angeles Times, p. 26.
Carlson, P. (Dec. 2011). Sam Wineburg: Critic of history education (interview). American
History, 46(2), 28-29.
Wineburg, S. (2011, June 11). Can educators answer these lame questions? A commentaryon NAEP. History News Network (online) http://hnn.us/articles/140055.html
Wineburg, S., Breakstone, & Smith, M. D. (2010). Beyond the bubble: A new generation ofhistory assessments. Queen’s Education Newsletter, 10, 4-6.
Wineburg, S. (2010). Editing into clarity. Phi Delta Kappan, 94 (4), 67.
Wineburg, S., & Fogo, B. (2010). Testing in history. In Eva Baker, Barry McGaw, &Penelope Peterson (Eds.), International Encyclopedia of Education. (pp. 175-180).
Amsterdam: Elsevier.
Wineburg, S., & Schneider, J. (2009). Was Bloom’s Taxonomy pointed in the wrong
direction? Phi Delta Kappan, 91, 56-61.
Translated: Turkish (2013). Bloom Taksononis yanliş yönü mü lşaret etti? Turkish History Education Journal, 2(2), 228-239.

Wineburg, S., & Schneider, J. (2009, October 7). Inverting Bloom’s taxonomy. Education
Week, 29 (6), 28-29, 31.
Wineburg, S. (2009, October). Facts versus meaning. Newsletter of the National History
Club, p. 1-2.
Wineburg, S., & Martin, D. (2009). Tampering with history: Adapting primary sources for
struggling readers. Social Education, 73(5), 212-216.
Wineburg, S. (2009). “Teaching American History” program: A venerable past and achallenging future. In K. Woestman & R. Ragland (Eds). Teaching American history
state by state. (pp. 2-7). New York: Routledge.

Wineburg
19

Reisman, A., & Wineburg, S. (2008). Teaching the skill of contextualizing in history. Social
Studies, 99(5), 202-207.
Wineburg, S. (2008). Goodbye, Columbus. Smithsonian Magazine, 39(2), 98-104.
Martin, D., & Wineburg, S. (2008). Seeing historical thinking. History Teacher, 41 (3), 1-15.
Wineburg, S., & Monte-Sano, C. (2008). Who is a ‘Famous American’? Charting historicalmemory across the generations. Phi Delta Kappan, 89(9), 643-648.
Martin, D., Wineburg, S., Rosenzweig, R., Leon, S. (2008). Historicalthinkingmatters.org:
Using the World Wide Web to teach historical thinking. Social Education, 72(3), 140-143.
Wineburg, S., & Monte-Sano, C. (2008). Famous Americans: The changing pantheon ofAmerican heroes. Journal of American History, 93 (2), 1186-1202.
Wineburg, S. (2008). The role of subject matter knowledge in the assessment of teachers. In
J. Hattie & L. Ingarvason (Eds). Assessing Teachers for Professional Certification: The
National Board for Professional Teaching Standards – The First Decade. (pp. 113-138).
Boston, MA: Elsevier/JAI.
Wineburg, S., Reisman, A., & Fogo, B. (2007). Historical evidence and evidence foreducational claims. International Journal of Social Education, 22(1), 146-156.
Gottlieb, E., & Wineburg, S. (2007, Dec. 12). The teachers’ strike: The day after.
HaAretz/International Herald Tribune, p. 15.
Wineburg, S. (2007). Unnatural and essential: The nature of historical thinking. Teaching
History, 129, 6-12.
Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Forrest Gump and the future ofteaching the past. Phi Delta Kappan. (cover article), 89 (3), 168-177.
Wineburg, S. (2007, June 6). Opening up the textbook. Education Week, 36-37.
Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and the cultural
curriculum: An intergenerational study of historical consciousness. American
Educational Research Journal, 44 (1), 40-76.
Lucas, Joseph (2006). Historical thinking is unnatural and immensely important: Aninterview with Sam Wineburg. In Historically Speaking: Bulletin of the Historical
Society, 7(3), 39-42.
Reprinted: (2008)

Recent Trends in Historical Thinking: Historians in Conversation, edited by Donald A. Yerxa,.
Columbia, SC: University of South Carolina Press, 35-43.

Wineburg, S. (2006). A sobering big idea. Phi Delta Kappan.

Wineburg
20

Wineburg, S. (2005, October 10). Columbus Day: 1892 not 1492. Los Angeles Times. p. 18.
Stevens, R., Wineburg, S., Herrenkohl, L., & Bell, P. (2005). Comparative understanding ofschool subjects: Past, present, and future. Review of Research in Education, 75 (2), 125157.
Wineburg, S. (2005). What does NCATE have to say to future teachers of history? Not
much. Phi Delta Kappan, 85, 659-665 (cover article).
Wineburg, S. (2005). The psychological study of historical consciousness. In J. Straub(Ed.), Narration, identity, and historical consciousness (pp. 187-210). New York:Berghahn.
Wineburg, S. (2005, April 6). Maintaining the vitality of our irrelevance: Preparing a future
generation of education researchers. Education Week, 35, 37.
Wineburg, S. (2005, February 16). Beyond a big heart and a thick book. Los Angeles Times,
A-16. [reprinted in over two dozen newspapers, from the DeKalb, IL Daily Chronicle to Qatar’s The Peninsula]
Wineburg, S., & Grossman, P. (2005). A community of teacher-readers. In M. Nisan & O.
Shemer (Eds.), Educational deliberations: Essays in honor of Seymour Fox (pp. 181195). Jerusalem: Keter.
Translated: Hebrew (2005).

Wineburg, S., & Martin, D. (2004, September). Reading and rewriting history. Educational
Leadership, 62, 42-45.
Wineburg, S. (2004). Crazy for history. Journal of American History, 90 (4), 1401-1414.
Reprinted: (2008)

Gary Kornblith and Carol Lesser (Eds.) Teaching American History. Essays Adapted from the
Journal of American History. Boston, MA: Bedford/St. Martins.

Wineburg, S. (2004). Must it be this way? Ten rules for keeping your audience awake during
conference presentations. Educational Researcher, 33 (4), 13-14.
Wineburg, S. (2004). The cultural commons of ‘Forrest Gump.’ Cineaste, 10, 67-68.
Wineburg, S. (2003, Nov.). Power Pointless. American School Board Journal. p. 11
Wineburg, S. (2003, April ). Teaching the mind good habits. Chronicle of Higher Education. B20.
Reprinted:

Stanford Report June 11, 2003.
Preparing Teachers to Teach Reading, National Academy of Education (2005).

Wineburg, S. (2002, June 7). Still crazy after all these years. Arizona Tribune, p. 24. [alsoappeared, Tallahassee Democrat; Pittsburgh Tribune Review; Lexington (KY) Herald
Leader, and over two dozen Knight-Ridder newspapers] distributed by the History News
Network .

Wineburg
21

Wineburg, S. (2002). Review of Natalie Zemon Davis, “Slaves on Screen: Film andHistorical Vision.” Journal of Social History, 36, 218-220.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher
community. Teachers College Record, 103 (6), 942-1012.
Wineburg, S. (2001). Social memory and issues of education. In Harald Welzer (Ed.), Das
Soziale Gedächtnis (Social Memory): Geschichte, Erinnerung, Tradierung (pp. 179-204).
Hamburger: Hamburg.
Wineburg, S. & Grossman, P. (2001). Affect and effect in cognitive approaches to education. In
D. Klahr and S. Carver (Eds.), Cognition and Instruction: Twenty-five years of progress (pp.
479-492). Mahwah, NJ: Erlbaum.
Wineburg, S., Mosborg, S., Porat, D. (2001). Forrest Gump and other keys to students’historical understanding. Social Education, 65, 55-59.
Reprinted:

Research into Practice in Social Studies, edited by Walter Parker (2009, Routledge)

Grossman, P., & Wineburg, S. (2001). Lee Shulman, educator. In Joy A. Palmer (Ed.), Fifty
major thinkers on education (pp. 256-263). London: Routledge.
Wineburg, S, & Grossman, P. (2000). Scenes from a courtship: Some implications ofinterdisciplinary humanities curricula in the comprehensive high school (pp. 57-73).
In S. Wineburg & P. Grossman (Eds.), Interdisciplinary Curriculum: Challenges toimplementation. New York: Teachers College Press.
Paxton, R. J., & Wineburg, S. S. (2000). History teaching. In B. Moon, S. Brown, & M.
Ben-Peretz (Eds.), Routledge International Companion to Education. London: Routledge.
Wineburg, S. (2000). Making historical sense. In P. Stearns, S. Wineburg, & P. Seixas(Eds.), Knowing, Teaching and Learning History: National and International
Perspectives (pp. 301-318). New York: NYU Press.
Wineburg, S., & Porat, D. (1999, Dec.19). Left out of the debate (Hebrew). ‫תלמידים מחוץ למחלקת‬Ha-Aretz, p. 20.
Wineburg, S. (1999). Historical thinking & other unnatural acts. Phi Delta Kappan, 80 (7),488-499 (cover article). http://www.pdkintl.org/kappan/kwin9903.htm
Reprinted:

History Matters: Newsletter of the National Council of History Education, 7, 1, 6.

Seixas, P., Stearns, P., & Wineburg, S. (1999). History, memory, research and the schools.
Perspectives of the American Historical Association, 37, 1, 28-31.
Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation ofhistorical texts. Cognitive Science, 22, 319-346.

Wineburg
22

Wineburg, S. (1998). A partial history. (Essay review of Teaching and Learning History in
Elementary School by Jere Brophy & Bruce VanSledright). Teaching and Teacher
Education, 14, 233-243.
Wineburg, S. S. (1998). Die psychologische Untersuchung des Geschichtsbewusstseins (“Theempirical study of historical consciousness”). In J. Straub (Ed), Erzählung, Identität undhistorisches Bewußtsein, (Erinnerung - Geschichte - Identität, vol.1), Frankfurt a.M.,
Germany: Suhrkamp.
Wineburg, S., & Grossman, P. (1998). Creating a community of learners among high school
teachers. Phi Delta Kappan, 79, 350-353.
Thomas, G., Wineburg, S., Grossman, P., Myhre, O., Woolworth, S. (1998). In thecompany of teachers: An interim report on the development of a community ofteacher learners. Teaching and Teacher Education, 14, 180-195.
Wineburg, S. (1997). Beyond “Breadth and Depth”: Subject matter knowledge andassessment. Theory into Practice, 36, 255-261.
Wineburg, S. S., & Oates, L. (1997). Education’s promise. Journal of Legal Writing, 3, 1-19.
Wineburg, S. S. (1997). T. S. Eliot, collaboration, and the quandaries of assessment in a rapidlychanging world. Phi Delta Kappan, 79, 59-65.
http://www.pdkintl.org/kappan/kwin9709.htm

Fournier, J., & Wineburg, S. S. (1997). Picturing the past: Gender differences in the
depiction of historical figures. American Journal of Education, 105, 160-185.
Wineburg, S. S. (1996). The psychology of learning and teaching history. In R. C. Calfee &D. C. Berliner (Eds.), Handbook of Educational Psychology (pp. 423-437). New York:
Macmillan.
Wineburg, S. S., & Fournier, J. (1994). Contextualized thinking in history. In M. Carretero& J. Voss (Eds.), Cognitive and instructional processes in history and the social sciences(pp. 285-308). Hillsdale, NJ: Erlbaum.
Wineburg, S. S. (1994). Out of our past and into our future: The teaching and learning of
history. Educational Psychologist (special issue on “Teaching and Learning in History,”
Guest Editor, Sam Wineburg), 29, 57-60.
Wineburg, S. S. (1994). The cognitive representation of historical texts. In G. Leinhardt, I.
L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 85-135). Hillsdale,
NJ: Erlbaum.
Translated:

Chinese (2003). Tsing Hua Journal for History Education (pp. 4-54).

Nolen, S. B., Johnson-Crowley, N., & Wineburg, S. S. (1994). Who is this “I” person,
anyway? The presence of a visible author in statistical text. In R. Garner & P. A.

Wineburg
23

Alexander (Eds.), Beliefs about text and instruction with text (pp. 41-56). Hillsdale, NJ:
Erlbaum.
Wineburg, S. S. (1993). Mr. Stinson’s Vietnam: Moral Ambiguity in the History Classroom(Cases in Cross-Cultural Education, no. 11). Fairbanks, AL: University of Alaska Press.
Wilson, S. M., & Wineburg, S. S. (1993). Wrinkles in time: Using performance assessments
to understand the knowledge of history teachers. American Educational Research Journal,
30, 729-769.
Wineburg, S. S., & Fournier, J. (1992). Thinking in time. Mosaic: Newsletter of the Center
on History-Making in America, 2, 2-3.
Reprinted: (1993). History News, 48, 26-27.

Wineburg, S. S. (1992). Probing the depths of students' historical knowledge. Perspectives of theAmerican Historical Association, 30, 20-24
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between
school and academy. American Educational Research Journal, 28, 495-519.
Wineburg, S. S. (1991). A case of pedagogical failure—My own. Journal of Teacher
Education, 42, 273-280.
Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes usedin the evaluation of documentary and pictorial evidence. Journal of Educational
Psychology, 83, 73-87.
Wineburg, S. S. (1991). Factors affecting philanthropic behavior of Jewish adolescents.
Journal of Social Psychology, 131, 345-354.
Wineburg, S. S., & Wilson, S. M. (1991). Subject matter knowledge in the teaching of
history. In J.E. Brophy (Ed.), Advances in Research on Teaching (pp. 303-345).
Greenwich, CN: JAI.
Wineburg, S. S. (1991). Jewish ethics. In J. Carman & M. Juergensmeyer (Eds.), A
Bibliographic Guide to the Comparative Study of Ethics (pp. 309-336). New York:
Cambridge University Press.
Wineburg, S. S., & Shulman, L. S. (1990). The self-fulfilling prophesy: Its genesis anddevelopment in American education. In J. Clarke, C. Modgil, & S. Modgil (Eds.), Robert
K. Merton: Consensus and controversy (pp. 261-281). Hants, England: Falmer.
Wineburg, S. S. (1989). Remembrance of theories past. Educational Researcher, 18, 7-10.
Reprinted: Artificial Intelligence and Education: Principles and case studies, 1991, Editedby Masoud Yazdani

Wineburg
24

Wineburg, S. S., & Wilson, S. M. (1988). Models of wisdom in the teaching of history. Phi
Delta Kappan, 70, 50-58.
Reprinted: The History Teacher: Journal of Society for History Education (1992) 24, 395-412.

Wilson, S. M., & Wineburg, S. S. (1988). Peering at history through different lenses: The
role of disciplinary perspectives in teaching history. Teachers College Record, 89, 525539.
Wineburg, S. S. (1987). The self-fulfillment of the self-fulfilling prophecy. Educational
Researcher, 9, 28-37.
Reprinted:a) J. Kretovics, & E. J. Nussel (Eds.). (1994). Revitalizing urban schools. Boston: Allyn & Bacon.
b) D. A. Anderson & B. J. Biddle (Eds.). (1991). Knowledge for policy: Improving education throughresearch (pp. 276-290). London, England: Falmer.
c)translated into Polish, S. Trusz (Ed.), Interpersonal Expectancy Effects. Essential Readings (pp.
645-664). Warszawa: WN Scholar.

Wineburg, S. S. (1987). Does research count in the lives of behavioral scientists? A reply to
Rosenthal and Rist. Educational Researcher, 9, 42-44.
Wineburg, S. S., & McGraw, L. L. (1987). What do educational psychologists do? An
institutional case study. Educational Psychologist, 22, 43-53.
Wineburg, S. S. (1987). When good intentions aren't enough. Phi Delta Kappan, 68, 544-545.
Reprinted: J. Kleinfeld & S. Yerian (Eds.) (1995). Gender tales (pp. 161-164). New York: St. Martins Press.

WEBSITES
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25(Articles about our research have appeared in French, Japanese, Thai, Chinese, Portuguese, Italian, Spanish, Vietnamese,
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History Lessons Build Skill
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Is Knowing History So Important?
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History Text Not Final Word
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Chronicle of Higher Ed. Condemned to Repeat It
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Recover our Past by Method, Not Make-Believe
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Teachers Balance Emotions, Facts of War
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Reading Key to Social Studies Expectations
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Greatest Generation Struggled with History
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Students’ Struggle with History Not New(2016 April 1)(2014 Nov. 26)(2014 Sept. 8)(2013, Oct. 3)(2013, Oct. 3)(2013, Aug. 18)(2013, July 29)(2013, July 27)(2013, May/June)(2013, April. 19)(2012, Aug. 8)(2012, March 28)(2011, June 27)(2011, June 22)(2010, Dec. 29)(2009, Sept. 8)(2009, Aug. 23)(2009, July 25)(2009, Feb. 10)(2008, Sept. 22)(2008, Feb. 4)(2008, Feb. 22)(2008, Feb. 5)(2007, Sept. 25)(2007, June 04)(2007, May 18)(2006, Nov. 24)(2006, Oct. 21)(2006, June 16)(2006, March 18)(2006, March 10)(2005, Aug. 8)(2005, July 9)(2005, July 8)(2005, June 24)(2005, March 8)(2005, March 4)(2004, Dec. 7)(2004, June 24)(2004, March 20)(2004, March 9)(2004, March 16)Wineburg
26

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NPR, “Big History Challenges Conventional History” (2016, Jan 5)
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KPCC Radio, Los Angeles, “Is there a crisis of historical knowledge?” (2011, Oct. 6)
KGO Radio, San Francisco, “Stanford Wins National History Center,” (2007, Oct. 3)
Voice of America (VOA), “Talking History: The preparation of History Teachers,”
Syndicated program sponsored by the Organization of American Historians, (2005 May 10)
C-SPAN, “Talking History with Sam Wineburg,” Washington Report with Brian LambNational call-in broadcast (2004 March 12)
KCTS News Radio, San Francisco, “Are the kids dumb, or are we?” (2004 April 2)
WKGET-Bakersfield, Connecting With Kids (syndicated TV show in 103 markets). “Kids,
Parents, and History.” (2003 November 12)
NPR, All Things Considered, “Remembering the Past” (2002 September 10)
KQED-Seattle Public Radio interview, “Sam Wineburg: Why Thinking Historically Is Hard
to Do” (2002 September 2)
WBUR-Boston Public Radio interview, “Sam Wineburg: Creating a Historical Revolution in
Teaching,” (2002 May 29).
Reshet Aleph (‫ )רשת א‬Learning History—Call-in Radio Show with Avi Katzman (inHebrew). Jerusalem, Israel, (2001 July 12)
COMMISSIONED PAPERS & TECHNICAL REPORTS
Sam Wineburg, “In the Beginning There Were the Objects: Fresh Principles for New
Jewish Museum,” (commissioned paper for the World Jewish Museum, Tel Aviv,
2020)
Sam Wineburg, Nadav Ziv, Joel Breakstone, & Mark Smith “Educating for
Misunderstanding: How Approaches to Teaching Digital Literacy Make Students
Susceptible to Scammers, Rogues, Bad Actors & Hate Mongers” (working paper A21322, Stanford History Education Group, Stanford University, Stanford, CA, 2020).

Wineburg
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Sam Wineburg, Joel Breakstone, Mark Smith, Sarah McGrew, & Teresa Ortega. “Civic
Online Reasoning: Curriculum Evaluation” (working paper 2019-A2, Stanford
History Education Group, Stanford University, Stanford, CA, 2019).
Joel Breakstone, Mark Smith, Sam Wineburg, Amie Rapaport, Jill Marshall Garland, &Anna Saavedra (2019). Civic online reasoning: A national portrait. Working Paper,
A1,Stanford History Education Group, Stanford University, Stanford University.
Nadav Ziv and Sam Wineburg (2019). Dot-Orgs and Hate Groups. Working Paper A2,
Stanford History Education Group, Stanford University, Stanford University.
Wineburg, S., Breakstone, J., Smith, M.D., McGrew, S., & Ortega, T. (2019). Civic
Online Reasoning: Curriculum Evaluation. Working Paper 2019-A3, Stanford History
Education Group, Stanford University, Stanford University.
Wineburg, S., & McGrew, S. (2018). Lateral Reading: Reading Less and Learning More
When Evaluating Digital Information. Working Paper No. 2017-A1; Stanford History
Education Group. https://ssrn.com/abstract=3048994 [downloaded 12,000 times as of July, 2021]
Wineburg, Sam & Associates (2015). Education Schools in Israel: Final Report to the Stateof Israel Council for High Education ‫המועצה להשכלה גבוהה‬. Jerusalem, Israel.
Wineburg, Sam (2004). Must it be this way? Division K Newsletter, American Educational
Research Association, Washington, DC.
Wineburg, S. S. (1994). Nature of Subject Matter Knowledge for Assessment. (Issues Paper,no. 5). National Board of Professional Teaching Standards, Detroit, MI.
Wineburg, S. S. (1993). Issues in Teacher Assessment: The Role of Collaboration in theConstruction of a Site-Based Teaching Portfolio. (Issues Paper, no. 9). National Board ofProfessional Teaching Standards, Detroit, MI.
INVITED PRESENTATIONS (selected)[May 2022 Jerusalem]. “Teacher Education: Past, Present, and a Possible Future,”
Keynote address, Hebrew University of Jerusalem.
[September 2019 London]. “Why the Media Literacy We Have is Not the Media Literacy We
Need,” Invited presentation, Global Media Literacy Summit, sponsored by Google.org.
[January 2019 Greensboro, NC]. “Surfing the Web in an Age of Fake News,” Invited
presentation, American Association of University Professors, University of North
Carolina, Greensboro.
[February 2018 Tel Aviv]. “Literacy and Historical Texts,” Invited presentation, Center for
Educational Technology, Tel Aviv University.

Wineburg
28[May 2017 Chicago]. “Historical Thinking and the College Classroom,” Invited colloquium,
Department of History, Northwestern University.
[December 2017 San Francisco]. “Why the Media Literacy We’re Teaching Won’t Help”
Keynote address, National Council for the Social Studies.
[March 2016 Buffalo, NY]. “The Role of a School of Education in a Research University”
Willower Endowment Distinguished Lecture, State University of New York at Buffalo.
[Feb., 2016 Qatar]. “Reading More and Learning Less: The Evaluation of Online Sources”
Address to the Qatar Foundation, Texas A&M University at Qatar.
[Dec., 2015, Jerusalem]. “Report on the Status of Education Schools in Israel.” Address to
the Council for Higher Education, State of Israel.
[June, 2015, New York]. “Why Historical Thinking is not about History?” Keynote address
to the Reacting to the Past Conference, Barnard College, Columbia University.
[March, 2015, Syracuse]. “What is Intelligences in a Digital World?” Keynote address to
the New York State Council for the Social Studies.
[March, 2015, Oakland]. “What does Historical Thinking Have to Do with Civic
Reasoning?” Keynote address to the California Council for the Social Studies.
[November, 2013, Bangalore]. “Assessment for Quality in Education,” Presentation toCouncil of Indian Industry (CII).
[April, 2013, San Francisco]. “A People’s History of the United States: Howard Zinn andHistorical Thinking,” Presentation to Organization of American Historians.
[March, 2012, Singapore]. “Was Barak Obama Born in Kenya and How Historical Thinking
Can Help You Find Out?” Presentation to students and staff, Singapore American School,
Singapore.
[September, 2011, Quebec City]. “A History with No Hands: Howard Zinn’s A People’s
History of the United States.” Presentation to conference on “Historical Consciousness
Today,” University of Laval.
[April, 2011, Gothenburg, Sweden]. “Teaching Children to Think Historically,” Keynote
address to the Swedish Association of History Didactics.
[Feb., 2011, Delaware]. “A Collision of Histories: Reconciling Academic and Sacred
Conceptions of the Past,” invited colloquium, University of Delaware.
[Nov. 2010, Denver]. “Thinking Historically,” invited plenary, National Council for theSocial Studies.

Wineburg
29[March 2009, Seattle]. “Teaching American History Program: Antidote for an Ailing
Profession or Boondoggle for an Ailing Profession,” invited address, Organization ofAmerican Historians.
[January 2009, New York]. “Inverting Bloom’s Taxonomy: What’s Basic When Reading
History?” invited address, American Historical Association.
[March 2008, New York]. “Famous Americans: The Changing Pantheon of American
Heroes,” invited address (with Chauncey Monte-Sano), Division C, American Educational
Research Association.
[October 2007, Nashville]. “Taking History to the Streets,” invited plenary, Tennessee
Council for History Education.
[November 2007, Rochester]. “History Thinking and the Advancement of Literacy,” invited
plenary, New York State Council for the Social Studies.
[December 2006 Jerusalem]. “ ‫ מודל לחיקוי או כרוניקה של‬:‫סטנדרטים בלימודי היסטוריה בארה"ב‬?‫( ”כשלון ידוע מראש‬Standards in the Learning of History: A Model Worthy of Emulation
or a Pre-ordained Failure?). Mandel Foundation Community Lecture.
[March 2005, San Jose, CA]. “Tear Down this Wall: Improving Relations between
Departments of History and Schools of Education,” invited talk to Organization ofAmerican Historians (OAH), Annual Conference.
[March 2005, St. Peter, MN]. Historical Thinking and the Liberal Arts Curriculum. Invited
Distinguished Lecture. Gustavus Adolphus College, Department of History.
[February 2005, Los Angeles]. The preparation of history teachers for “Teachers for a New
Era.” Faculty seminar, California State University, Northridge.
[Sept. 2004, Exeter, NH]. Beyond historical thinking. Visiting distinguished address to thefaculty at Phillips Exeter Academy.
[Feb. 2004, Chicago]. What does NCATE Have to Say to the Future Teacher of History: Not
Much. Keynote address, American Association of Colleges of Teacher Education(AACTE).
[Jan. 2004, Jerusalem]. Teaching the Holocaust. Presentation to the Jerusalem Fellows,
Mandel School of Educational Leadership. Jerusalem, Israel.
[March, 2003, St. Louis]. History in school and out. Presentation to the Missouri Historical
Society.
[May, 2002, Seattle]. Knowing Other-wise: How confrontations with the past teach us about
the present. Keynote address, Partnerships in Teaching through Technology (PETTT),
University of Washington.

Wineburg
30[November, 2001, Washington, DC]. Rethinking connections between school history and theliberal arts. Keynote address, Project 30, Washington, DC.
[August, 2001, Vancouver]. Historical thinking and other unnatural acts. Keynote address,
Peter Wall Institute for Advanced Studies and the Vancouver Art Gallery, Center for the
Study of Historical Consciousness, Vancouver, British Columbia.
[February 2001, Delaware]. “Teaching for Understanding in History” Endowed Lectureship,
College of Education, University of Delaware, Newark, Delaware.
[April 2001, Seattle]. “Collective memory, cultural studies, and the teaching of history:
Separate spheres or common partners?” Presidential Invited Session, presented at theAmerican Educational Research Association.
[June, 2000, San Jose, CA]. “The Role of Intermediate Cognitive Processes in Skilled
Historical Cognition” Presentation to the Conference on the Scholarship of Teaching,
Carnegie Foundation for the Advancement of Teaching.
[March, 2000, Lake Chelan, WA]. “Making Historical Sense: Memory and the Teaching ofHistory.” Presentation to the Conference of Washington State Council for the Social
Studies.
[June, 1999, Germany]. “Making Historical Sense: Memory as an Intergenerational
Phenomenon.” Invited paper for working conference, Traditions & Transitions:
Commemorating History and Presenting the Past, University of Hannover.
[June, 1999, Pittsburgh]. “Affect and Effect in Cognitive Approaches to Instruction.” Invited
paper, Thirtieth Annual Carnegie Symposium on Cognition, Carnegie Mellon University.
[April 1999, Montreal]. “History, collective memory, and the battleground of the school
curriculum.” Presidential Invited Session, American Educational Research Association,
Montreal.
[May 1998, Tel Aviv] “Between Raul Hilberg & Steven Spielberg: The Relationship between
the Past and the Present among American High School Students.” Invited colloquium to
the School of Education, Tel Aviv University.
[March 1998, London] “Standards for Historical Thinking.” Invited colloquium to theInstitute of Education, University of London.
[March 1997, Toronto] “The nature of historical expertise: An expert-expert study,” Invited
colloquium to the Ontario Institute for Studies in Education, University of Toronto.
[June, 1994, Germany] “Empirical Methods for Exploring Historical Consciousness.” Invited
presentation to the faculty of history and philosophy, ZIF Interdisciplinary Center,
Universtat Bielefeld.

Wineburg
31[June, 1994, Israel] “Reconstructing Teacher Education.” Invited presentation to the faculty ofeducation, University of Haifa.
[February, 1994, East Lansing, MI] “Overcoming the ‘natural’ in achieving historical
understanding.” Invited colloquium to the College of Education, Michigan State
University.
[January, 1993, Reno, NV] "Students' naive epistemologies and the learning of history."
Invited colloquium, Department of History, University of Nevada.
[October, 1992, Spain] "Finding home in a foreign country: The nature of contextualized
thinking in history." Invited presentation to the First International Conference on
Reasoning in History and the Social Sciences, Autonoma University, Madrid.
[February, 1992, Vancouver] "Reading historical texts: New problems and old." Keynote
address to the Department of Social and Educational Studies and the British Columbia
Social Studies Teachers Association, University of British Columbia, Vancouver.
[October, 1990, Cambridge, MA] "On the reading of historical texts." Invited paper
presented at the "Languages of Thinking" Conference, Project Zero, Harvard University
REFEREED PRESENTATIONSWineburg, S. (2018). Civic online reasoning: Are the tools we’ve invented handling us,
Not Vice Versa? Paper presented at the annual meeting of the American Educational
Research Association.
McGrew, S., & Wineburg, S. (2017). “Reading Less and Learning More: Expertise in
Evaluating the Credibility of Online Information,” Paper presented at the annual
meeting of the American Educational Research Association, San Antonio, TX.
Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2017). “Assessmentsof Digital Literacy: Development and Validation,” Paper presented at the annual
meeting of the American Educational Research Association, San Antonio, TX.
Breakstone, J., Wineburg, S., & Smith, M. (2016). “History Assessments of Thinking: A
Validity Study.” Paper presented at the annual meeting of the American Educational
Research Association, Washington, DC.
McGrew, S., & Wineburg, S. (2016). “Expertise in Assessing the Credibility of Online
Information: An Exploratory Study,” Paper presented at the annual meeting of theAmerican Educational Research Association, Washington, DC.
Wineburg, S., Breakstone, J, & Smith, M. (2013). "Creating History Assessments for the
Twenty-first Century: Using the Library of Congress's Digital Resources to Go
Beyond the Bubble,” Organization of American Historians, San Francisco.

Wineburg
32

Smith, M, Breakstone, J., & Wineburg, S. (2013). “Innovative Measures of Historical
Thinking: A Validity Study.” Paper presented at the annual meeting of the American
Educational Research Association, San Francisco.
Breakstone, J., Smith, M., & Wineburg, S. (2013). “Pedagogical Content Knowledge for
Historical Inquiry: Making Sense of Students’ Answers to New History Assessments,"
Paper presented at the annual meeting of the American Educational Research Association,
San Francisco
Wineburg, S., Breakstone, J., & Smith, M. (2012). “Using Library of Congress’s digital
resources to create new forms of history assessments.” Paper presented at the annual
meeting of the American Educational Research Association, Vancouver.
Monte-Sano, C. B., & Wineburg, S. (2008). “Who is a ‘Famous American’?” Paper
presented at the annual meeting of the American Educational Research Association, San
Francisco.
Martin, D., Monte-Sano, C.B., Reisman, A., & Rosenzweig, R., Wineburg, S. (2006).
“Historical Thinking Matters: An Approach to Digital History.” Paper presented at theannual meeting of the American Educational Research Association, San Francisco.
Wineburg, S., & Gottlieb, E. (2005). “Dimensions of Historical Thinking.” Paper presented
at the annual meeting of EARLI (European Association of Research in Learning andInstruction), Nicosia, Cyprus.
Wineburg, S. (2003). “Learning history from Forrest Gump.” Paper presented at the annual
meeting of the Western Humanities Conference, Salt Lake City.
Wineburg, S., Herrenkohl, L, & Stevens, R. (2002). “Constructing historical selves throughdiscourse.” Paper presented at the annual meeting of the American Educational Research
Association, New Orleans.
Wineburg, S. (2002). “Teaching school history when most of what kids know comes fromsomewhere else.” Paper presented at the annual meeting of the American Historical
Association, San Francisco.
Wineburg, S. (2000). “Remembering the Past and Foretelling the Future,” Paper presented at
the conference on Jewish Education and Jewish Memory, Bar Ilan University, Ramat Gan,
Israel.
Grossman, P., Wineburg, S., & Woolworth, S. (2000). “Beyond the rhetoric of teacher
community, or, what makes community different from a meeting of teachers?” Paper
presented at the annual meeting of the American Educational Research Association, New
Orleans.
Mosborg, S., & Wineburg, S. (1999). “Apocalypse how?: An intergenerational analysis of
how contemporary adolescents and their parents narrate the Vietnam War.” PaperWineburg
33

presented at the annual meeting of the American Educational Research Association,
Montreal.
Grossman, P. L., Wineburg, S., & Woolworth, S. (1998). “The formation of teacher
community: Standards for evaluating change.” Paper presented at the annual meeting of
the American Educational Research Association, San Diego.
Wineburg, S. S., & Mosborg. (1998). “Teaching and learning history as epistemologicalacts.” Paper presented at the annual meeting of the American Educational Research
Association, San Diego.
McNeil, M., Nasby, D., Quinn, D., & Wineburg, S. (1997). “At risk for understanding: A
play in one act.” One act play performed at the annual meeting of the American
Educational Research Association, Chicago.
Wineburg, S. S., & Grossman, P. L. (1997). “Scenes from a marriage: Some implications ofinterdisciplinary humanities curricula in the comprehensive high school.” Paper presented
at the annual meeting of the American Educational Research Association, Chicago.
Wineburg, S. S. (1997). “Historical thinking and other unnatural acts.” Paper presented at
the annual meeting of the American Historical Association, New York.
Wineburg, S. S., & Grossman, P. L. (1996). “Teachers’ representations of student
understanding in the humanities.” Paper presented at the annual meeting of the American
Educational Research Association, New York.
Wineburg, S. S. (1996). “Why question drives method—or ought to—in educational
research.” Paper presented at the annual meeting of the American Educational Research
Association, New York.
Wineburg, S. S. (1995). “The formation of a historical interpretation: An ‘expert/expert’
study.” Paper presented at the annual meeting of the American Educational Research
Association, San Francisco.
Fournier, J., & Wineburg, S. S. (1993). "Framing assumptions and the learning of history."
Paper presented at the annual meeting of the American Educational Research Association,
Atlanta.
Nolen, S. B., Johnson-Crowley, N., & Wineburg, S. S. (1993). "Texts as teachers: Dynamic
effects on learning and motivation in statistics." Paper presented at the annual meeting of
the American Educational Research Association, Atlanta.
Wineburg, S. S. (1993). Chair, "Toward a pedagogy of history." Symposium presented at theannual meeting of the American Educational Research Association, Atlanta.
Wineburg, S. S. (1993). "The content of the form in the testing of history." Paper presented
at the annual meeting of the American Educational Research Association, Atlanta.

Wineburg
34

Wineburg, S. S. (1992). Discussant, "History instruction and learning: Across time andplace." Presented at the annual meeting of the American Educational Research
Association, San Francisco.
Wineburg, S. S., & Fournier, J. (1992). "Thinking in time: A study of anachronistic andcontextualized thinking among preservice teachers." Paper presented at the annual
meeting of the American Educational Research Association, San Francisco.
Wilson, S. M., & Wineburg, S. S. (1991). "Using performance-based exercises to measure
the pedagogical content knowledge of history teachers." Paper presented at the annual
meeting of the American Educational Research Association, Chicago.
Wineburg, S. S. (1991). "Some unanswered questions about performance-based assessmentsof teaching: A case study." Paper presented at the annual meeting of the American
Educational Research Association, Chicago.
Wineburg, S. S. (1991). "Overcoming the apprenticeship of observation: Creating conceptualchange in teacher education." Paper presented at the annual meeting of the American
Educational Research Association, Chicago.
Wineburg, S. S. (1991). "Beyond Ed Psych 101: Tampering with tradition to create
conceptual change." Paper presented at the annual meeting of the American Educational
Research Association, Chicago.
Wineburg, S. S. (1990)."The nature of the 'problem' in research on historical problem
solving." Paper presented at the annual meeting of the American Educational Research
Association, Boston.
Wineburg, S. S. (1989). "The role of student beliefs in the learning of history." Paper
presented at the annual meeting of the American Educational Research Association, San
Francisco.
Finnan, C. R., Knapp, M. S., & Wineburg, S. S. (1989). "An ecumenical approach toteaching and using qualitative research methods in education." Paper presented at theannual meeting of the American Educational Research Association, San Francisco.
Wilson, S. M., & Wineburg, S. S. (1988). "Models of wisdom in the teaching of history."
Paper presented at the annual meeting of the American Educational Research Association,
New Orleans.
Wineburg, S. S. (1988)."The self-fulfillment of the self-fulfilling prophecy: Thoughts andafterthoughts." Paper presented at the annual meeting of the American Educational
Research Association, New Orleans.
Wineburg, S. S., & Reynolds, A. (1988). "To teach or not to teach: Is that the question forteachers turned qualitative researchers?" Paper presented at the annual meeting of theAmerican Educational Research Association, New Orleans.

Wineburg
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Wilson, S. M, & Wineburg, S. S. (1987). "Peering at history through different lenses: The
role of disciplinary perspectives in the teaching of social studies." Paper presented at theannual meeting of the American Educational Research Association, Washington, D.C.
Wineburg, S. S., & Reynolds, A. (1987). "Qualitative queries about qualitative quandaries:
Confessions of qualitative researchers in education." Paper presented at the annual
meeting of the American Educational Research Association, Washington, D.C.
Wineburg, S. S. (1987). "The teaching of charity: The construction of meaning duringadolescence." Paper presented at the annual meeting of the American Educational
Research Association, Washington, D.C.
Schnieder, B., Martinez, M. E., & Wineburg, S. S. (1986). "A qualitative investigation ofself-efficacy and anxiety in mathematics." Paper presented at the annual meeting of theAmerican Educational Research Association, San Francisco.
COLLEGE & UNIVERSITY COLLOQUIA (SELECTED)
Harvard University (education)
University of Toronto (education)
Gustavus Adolphus College (history)
Evergreen State University (history)
University of Nevada, Reno (history)Arizona State University (history)
Hampshire College (history/psychology)
San Jose State University (history)
Tel Aviv University (education)
University of Delaware (education)
University of Southern California (history)
Hebrew University of Jerusalem (education)
University of Karlstad, Sweden (history)
Brigham Young University (history, educ.)Nalanda University, New Delhi (history)
Jawaharlal Nehru University, New Delhi
St. Joseph’s College, Nagaland, India
Jamia Islamia University (anthropology)
Barnard College (history)
Northwestern University (history)
Saint Anselm College (education)
Brigham Young University (communication)
Bloomsburg University (history)
UC/Santa Barbara (history)
UC/Irvine (education)
Grinnell College (information science)

University of Nebraska (education)
City University of New York (history)
California State Univ./Northridge (history)
Santa Clara University (history)
University of Akron (history)
Indiana University (history)
Hebrew University (education)
Cascadia College (history)
Michigan State University (education & history)
University of British Columbia (education)
Stanford University (history)
Ben Gurion University (education)
Univ. of N. Carolina/Greensboro (history, educ.)
Gothenburg University, Sweden (history)
Jadavpur University, Calcutta (history)
University of Kerala, Trivandrum, India
North Bengal University, Siliguri, India (English)
Greensboro College (history)
Kerem Teachers College, Jerusalem (education)
Philips Exeter Academy (history)
San Diego State University (history)
Walla Walla University (humanities)
University of California, Irvine (education)
Pima Community College
Beit Berel College, Israel
University of Northern Colorado (history)