Samuel S Wineburg
Datos Biográficos
| ID | 1603671 |
|---|---|
| NOMBRE | Samuel S Wineburg |
| NOMBRES | Samuel S |
| APELLIDO | Wineburg |
| FIRMA | WINEBURG S S |
| AFILIACIONES | University of Washington |
| VERIFICADO | No |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 182 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1987 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2012 |
| ÍNDICE H | 3 |
Historical Thinking and Other Unnatural Acts
Although most of us think of history b7 sand learn it--as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing…
Picturing the Past
This study explored how schoolchildren picture the past. Fifth and eighth graders were asked to project themselves into historical roles--Pilgrims, Western Settlers, and Hippies--and to draw pictures of these figures. They also were asked to illustrate short textbook-like passages. Boys' drawings were consistent across task and historical role, depicting a past populated almost exclusively by men. Girls' drawings varied by task and historical rol…
Wrinkles in Time and Place
New forms of assessment are sweeping the country. This article reports findings from one of the first projects to develop and field-test performance-based assessments for teachers, Stanford University’s Teacher Assessment Project. The authors analyze the responses of two high school history teachers on three perfomance assessments of teaching: (a) Evaluation of Student Papers , in which teachers read and responded to a set of student essays; (b) …
Historical problem solving
History teachers are frequently urged to use primary sources in their classrooms. Yet little research exists to guide them, for history has been virtually ignored by researchers interested in cognition and instruction. The present study explored how people evaluate primary and secondary sources when considering questions of historical evidence. A group of working historians and high school seniors thought aloud as they reviewed a series of writte…
On the Reading of Historical Texts
In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students’ re…
A Case of Pedagogical Failure-My Own
A nontextual form of case study based on an instructor's own teaching is described. A shared experience between the teacher and students becomes the raw material from which a case is crafted. Instead of giving students descriptions of events they have not experienced, the teacher educator and students recount events they have both experienced-albeit from different perspectives-in a collaborative process that promotes the development of a more com…
Commentary
Remembrance of Theories past
Peering at History through Different Lenses
The Self-Fulfillment of the Self-Fulfilling Prophecy
Few ideas have influenced educational research and practice as much as the notion of the self-fulfilling prophecy. Yet despite the impact of the "educational self-fulfilling prophecy," the empirical status of the construct, as applied to the effect of teacher expectations on student IQ, remains equivocal. Lack of evidence was apparent even in the now-classic "Pygmalion Study" (Rosenthal & Jacobson, 1968), which claimed to show that teachers" expe…
On the Reading of Historical Texts
In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students’ re…
Wrinkles in Time and Place
New forms of assessment are sweeping the country. This article reports findings from one of the first projects to develop and field-test performance-based assessments for teachers, Stanford University’s Teacher Assessment Project. The authors analyze the responses of two high school history teachers on three perfomance assessments of teaching: (a) Evaluation of Student Papers , in which teachers read and responded to a set of student essays; (b) …
The Self-Fulfillment of the Self-Fulfilling Prophecy
Few ideas have influenced educational research and practice as much as the notion of the self-fulfilling prophecy. Yet despite the impact of the "educational self-fulfilling prophecy," the empirical status of the construct, as applied to the effect of teacher expectations on student IQ, remains equivocal. Lack of evidence was apparent even in the now-classic "Pygmalion Study" (Rosenthal & Jacobson, 1968), which claimed to show that teachers" expe…
Picturing the Past
This study explored how schoolchildren picture the past. Fifth and eighth graders were asked to project themselves into historical roles--Pilgrims, Western Settlers, and Hippies--and to draw pictures of these figures. They also were asked to illustrate short textbook-like passages. Boys' drawings were consistent across task and historical role, depicting a past populated almost exclusively by men. Girls' drawings varied by task and historical rol…
Remembrance of Theories past
A Case of Pedagogical Failure-My Own
A nontextual form of case study based on an instructor's own teaching is described. A shared experience between the teacher and students becomes the raw material from which a case is crafted. Instead of giving students descriptions of events they have not experienced, the teacher educator and students recount events they have both experienced-albeit from different perspectives-in a collaborative process that promotes the development of a more com…
The Self-Fulfillment of the Self-Fulfilling Prophecy
Few ideas have influenced educational research and practice as much as the notion of the self-fulfilling prophecy. Yet despite the impact of the "educational self-fulfilling prophecy," the empirical status of the construct, as applied to the effect of teacher expectations on student IQ, remains equivocal. Lack of evidence was apparent even in the now-classic "Pygmalion Study" (Rosenthal & Jacobson, 1968), which claimed to show that teachers" expe…
Peering at History through Different Lenses
Commentary
Remembrance of Theories past
Historical problem solving
History teachers are frequently urged to use primary sources in their classrooms. Yet little research exists to guide them, for history has been virtually ignored by researchers interested in cognition and instruction. The present study explored how people evaluate primary and secondary sources when considering questions of historical evidence. A group of working historians and high school seniors thought aloud as they reviewed a series of writte…
On the Reading of Historical Texts
In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students’ re…
A Case of Pedagogical Failure-My Own
A nontextual form of case study based on an instructor's own teaching is described. A shared experience between the teacher and students becomes the raw material from which a case is crafted. Instead of giving students descriptions of events they have not experienced, the teacher educator and students recount events they have both experienced-albeit from different perspectives-in a collaborative process that promotes the development of a more com…
Wrinkles in Time and Place
New forms of assessment are sweeping the country. This article reports findings from one of the first projects to develop and field-test performance-based assessments for teachers, Stanford University’s Teacher Assessment Project. The authors analyze the responses of two high school history teachers on three perfomance assessments of teaching: (a) Evaluation of Student Papers , in which teachers read and responded to a set of student essays; (b) …
Picturing the Past
This study explored how schoolchildren picture the past. Fifth and eighth graders were asked to project themselves into historical roles--Pilgrims, Western Settlers, and Hippies--and to draw pictures of these figures. They also were asked to illustrate short textbook-like passages. Boys' drawings were consistent across task and historical role, depicting a past populated almost exclusively by men. Girls' drawings varied by task and historical rol…
Historical Thinking and Other Unnatural Acts
Although most of us think of history b7 sand learn it--as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing…
Educator Training and Historical Pedagogy (6 obras) · Psychology (6 obras) · Sociology (5 obras) · Computer Science (4 obras) · Mathematics education (4 obras) · Educational Assessment and Pedagogy (3 obras) · History (3 obras) · Pedagogy (3 obras) · Art (2 obras) · Curriculum (2 obras)