Research Articles

Smith, M., Breakstone, J., & Wineburg, S. (2018). History assessments of thinking: A validity study. Cognition and Instruction. Advance online publication. doi: 10.1080/07370008.2018.1499646

* Wineburg, S., & McGrew, S. (in press). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record.

* Wineburg, S., Smith, M., & Breakstone, J. (2018). What is learned in college history classes? Journal of American History, 104(4), 983-993.

McGrew, S., Breakstone, J., Ortega, T., Smith, M., & Wineburg, S. (2018) Can students evaluate online sources? learning from assessments of civic online reasoning. Theory & Research in Social Education.

Smith, M. (2017). Cognitive validity: Can multiple-choice items tap historical thinking processes? American Educational Research Journal. Advance online publication.

Smith, M. (2017). New multiple-choice measures of historical thinking: An investigation of cognitive validity. Theory and Research in Social Education, 46(1), 1-34.

Schneider, J. & Zakai, S. (2016). A rigorous dialectic: Writing and thinking in history. Teachers College Record, 118(1), 1-36.

Santiago, M. (2016). Erasing differences for the sake of inclusion: How Mexican/Mexican American students construct historical narratives. Theory & Research in Social Education, 44(4), 1-32.

Reisman, A. & Fogo, B. (2016). Contributions of educative document-based curricular materials to quality of historical instruction.Teaching and Teacher Education, 59, 191-202.

Reisman, A. (2015). Entering the historical problem space: Whole-class text-based discussion in history class.Teachers College Record, 117(2), 1-44.

Fogo, B. (2015). The making of California's history-social science standards: Enduring decisions and unresolved issues. The History Teacher, 48(4), 737-775.

Reisman, A. (2015). The difficulty of assessing disciplinary historical reading. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 29-39). New York: Routledge.

Smith, M. & Breakstone, J. (2015). History Assessments of Thinking: An investigation in cognitive validity. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 233-245). New York: Routledge.

* Wineburg, S., & Reisman, A. (2015). Disciplinary literacy in history: A toolkit for digital citizenship. Journal of Adolescent & Adult Literacy, 58(8), 636-639.

Achinstein, B. & Fogo, B. (2015). Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching & Teacher Education 45, 45-58.

Breakstone, J. (2014). Try, try, try again: The process of designing new history assessments. Theory & Research in Social Education 42(4), 453-485.

Fogo, B. (2014). Core practices for teaching history: The results of a Delphi Panel survey. Theory & Research in Social Education 42(2), 151-196.

Smith, M., Breakstone, J., & Wineburg, S. (2012). Achievement testing in history. In J. Hattie & E. A. Anderman (Eds.), International guide to student achievement. New York: Routledge.

Reisman, A. (2012). Reading Like a Historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 33(1), 86-112. 

* Reisman, A. (2012). The 'document-based lesson': Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233-264.

Reisman, A., & Wineburg, S. (2012). "Text complexity" in the history classroom: Teaching to and beyond the Common Core. Social Studies Review, 51, 24-29.

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. & Fogo, B. (2010). Testing in history. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.). Oxford: Elsevier.

Wineburg, S. (2009). The Teaching American History program: A venerable past and a challenging future. In K. Woestman & R. Ragland (Eds.), The Teaching American History program: Lessons for history educators and historians (pp. ix-xii). New York: Routledge.

Wineburg, S. (2008). Historical thinking is unnatural -- and immensely important. In D. A. Yerxa (Ed.),  Recent themes in historical thinking: Historians in conversation (pp. 35-43). Columbia, SC: University of South Carolina Press. 

* Martin, D., & Wineburg, S. (2008). Seeing historical thinking. The History Teacher, 41(3), 1-15.

Reisman, A., & Wineburg, S. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99(5), 202-207.

Wineburg, S., & Monte-Sano, C. (2008). “Famous Americans”: The changing pantheon of American heroes. Journal of American History, 94(4), 1186-1202.

Wineburg, S., Reisman, A., & Fogo, B. (2007). Historical evidence and evidence for educational claims. International Journal of Social Education, 22(1), 146-156.

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). Common belief and the cultural curriculum: An intergenerational study of historical consciousness. American Educational Research Journal, 44(1), 40-76.