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  • About
    • History of SHEG
    • People
    • Updates
    • In the News
    • Professional Development
    • Testimonials
    • Links
  • Events
  • Projects
  • Publications
    • Magazine Articles
    • Research Articles
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Research Articles

College & Research Libraries

Preparing College Students for a Digital Age: A Survey of Instructional Approaches to Spotting Misinformation

Nadav Ziv and Emma Bene

Current Directions in Psychological Science - journal cover

Critical Ignoring as a Core Competence for Digital Citizens

Anastasia Kozyreva , Sam Wineburg, Stephan Lewandowsky, and Ralph Hertwig

The Journal of Higher Education

Civic Preparation for the Digital Age: How College Students Evaluate Online Sources about Social and Political Issues

Joel Breakstone, Mark Smith, Nadav Ziv, and Sam Wineburg

Journal of Educational Psychology

Lateral Reading on the Open Internet


Sam Wineburg, Joel Breakstone, Sarah McGrew, Mark Smith, and Teresa Ortega

Computers & Education

Conversations After Lateral Reading: Supporting Teachers to Focus on Process, Not Content
 

Sarah McGrew and Virginia L. Byrne

Teacher and Teacher Education

Challenging Approaches: Sharing and Responding to Weak Digital Heuristics in Class Discussions


Sarah McGrew

Cognition and Instruction journal cover

Internet or Archive? Expertise in Searching for Digital Sources on a Contentious Historical Question

Sarah McGrew

Educational Researcher image

Students’ Civic Online Reasoning: A National Portrait


Joel Breakstone, Mark Smith, Sam Wineburg, Amie Rapaport, Jill Carle, Marshall Garland, and Anna Saavedra

Misinformation Review logo

Lateral Reading: College Students Learn to Critically Evaluate Internet Sources in an Online Course

Joel Breakstone, Mark Smith, Priscilla Connors, Teresa Ortega, Darby Kerr, and Sam Wineburg

Report Cover, October 2020

Educating for Misunderstanding

Sam Wineburg, Joel Breakstone, Nadav Ziv, and Mark Smith

JRTE

Who Is Behind This? Preparing High School Students to Evaluate Online Content


Sarah McGrew and Virginia Byrne

Computers & Education cover, February 2020

Learning to Evaluate: An Intervention in Civic Online Reasoning

Sarah McGrew

Report Cover, December 2019

Civic Online Reasoning: Curriculum Evaluation

Sam Wineburg, Joel Breakstone, Mark Smith, Sarah McGrew, and Teresa Ortega

British Journal of Educational Psychology cover image

Improving University Students' Web Savvy: An Intervention Study


Sarah McGrew, Mark Smith, Joel Breakstone, Teresa Ortega, and Sam Wineburg

Journal of Curriculum Studies January 2019

Teacher Adaptation of Document-Based History Curricula: Results of the Reading Like a Historian Curriculum-Use Study

Brad Fogo, Abby Reisman, and Joel Breakstone

Cognition and Instruction September 2018

History Assessments of Thinking: A Validity Study

Mark Smith, Joel Breakstone, and Sam Wineburg

Teachers College Record

* Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information

Sam Wineburg and Sarah McGrew 

Journal of American History

* What is Learned in College History Classes? 

Sam Wineburg, Mark Smith, and Joel Breakstone

Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning

Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning

Sarah McGrew, Joel Breakstone, Teresa Ortega, Mark Smith, and Sam Wineburg

New multiple-choice measures of historical thinking: An investigation of cognitive validity.

New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity

Mark Smith 

American Educational Research Journal

Cognitive Validity: Can Multiple-Choice iItems Tap Historical Thinking Processes?

Mark Smith

Executive Summary November 2016 cover

Evaluating Information: The Cornerstone of Civic Online Reasoning

Sam Wineburg, Sarah McGrew, Joel Breakstone, and Teresa Ortega

Teaching and Teacher Education

Contributions of Educative Document-Based Curricular Materials to Quality of Historical Instruction

Abby Reisman and Brad Fogo

Theory & Research in Social Education

Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives

Maribel Santiago

Teachers College Record

A Rigorous Dialectic: Writing and Thinking in History

Jack Schneider and Sivan Zakai

The History Teacher

The Making of California's History-Social Science Standards: Enduring Decisions and Unresolved Issues

Brad Fogo

Journal of Adolescent and Adult Literacy

* Disciplinary Literacy in History: A Toolkit for Digital Citizenship

Sam Wineburg and Abby Reisman

New Directions in Assessing Historical Thinking

History Assessments of Thinking: An Investigation in Cognitive Validity

Mark Smith and Joel Breakstone

New Directions in Assessing Historical Thinking

The Difficulty of Assessing Disciplinary Historical Reading

Abby Reisman

Teaching and Teacher Education

Mentoring Novices' Teaching of Historical Reasoning: Opportunities for Pedagogical Content Knowledge Development Through Mentor-facilitated Practice

Betty Achinstein and Bradley Fogo

Teachers College Record

Entering the Historical Problem Space: Whole-Class Text-Based Discussion in History Class

Abby Reisman

Theory and Research in Social Education

Try, Try, Try Again: The Process of Designing New History Assessments

Joel Breakstone

Theory and Research in Social Education

Core Practices for Teaching History: The Results of a Delphi Panel Survey

Bradley Fogo

International Guide to Student Achievement

Achievement Testing in History

Mark Smith, Joel Breakstone, and Sam Wineburg

History Education and the Construction of Identities

Ways of Knowing and the History Classroom: Supporting Disciplinary Discussion and Reasoning About Texts

Avishag Reisman and Sam Wineburg

Journal of Curriculum Studies

* The 'Document-Based Lesson': Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers

Avishag Reisman

Cognition and Instruction

Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools

Avishag Reisman

Social Studies Review

"Text complexity" in the History classroom: Teaching To and Beyond the Common Core

Avishag Reisman and Sam Wineburg

International Encyclopedia of Education

Testing in History

 Sam Wineburg and Bradley Fogo

The Teaching American History Project

The Teaching American History Program: A Venerable Past and a Challenging Future

Sam Wineburg

The Social Studies

Teaching the Skill of Contextualizing in History

Avishag Reisman and Sam Wineburg

The History Teacher

* Seeing Historical Thinking

 Daisy Martin and Sam Wineburg

Recent Themes in Historical Thinking: Historians in Conversation

Historical Thinking is Unnatural -- and Immensely Important

Sam Wineburg

Journal of American History

“Famous Americans”: The Changing Pantheon of American Heroes

Sam Wineburg and Chauncey Monte-Sano

Teaching History

Unnatural and Essential: The Nature of Historical Thinking

Sam Wineburg

International Journal of Social Education

Historical Evidence and Evidence for Educational Claims

Sam Wineburg, Avishag Reisman, and Bradley Fogo

American Educational Research Journal

* Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness

Sam Wineburg, Susan Mosborg, Dan Porat, and Ariel Duncan

* Article housed in the Stanford Graduate School of Education's publicly available Open Archive.
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