He has published numerous contributions to history education, including the History 13-16 Evaluation Study and papers on students’ ideas about change, evidence, and empathy in history. He received a degree in education from the University of Manchester.

James Stewart is a professor in the School of Education’s Department of Curriculum and Instruction at the University of Wisconsin-Madison. His research interests include student understanding, reasoning, and problem solving in science, particularly in the biological sciences. Stewart’s recent publications include articles on student understanding in genetics and evolutionary biology in Science Education and the Journal of Research in Science Teaching and a book chapter, “Teaching Science in a Multicultural Perspective.”

Suzanne M. Wilson is a professor in the Department of Teacher Education and director of the Center for the Scholarship of Teaching at Michigan State University. She was a history and mathematics teacher for 6 years; directed the Teacher Assessment Project at Stanford University; taught third-grade social studies in a professional development school; and has directed several research projects exploring the relationship of teachers’ practice to curriculum mandates. Wilson teaches prospective and practicing teachers, as well as prospective teacher educators and researchers.

Samuel S. Wineburg is professor of education at Stanford University, where he directs the Ph.D. program in History Education. His research explores the development of historical thinking among adolescents and the nature of historical consciousness. Wineburg’s book, Historical Thinking and Other Unnatural Acts: Charting the Future and Past, was awarded the 2002 Frederic W. Ness Prize for the “most important contribution to the understanding and improvement of liberal education” by the Association of American Colleges and Universities. He was a member of the NRC committee that wrote How People Learn: Brain, Mind, Experience, and School. He received his Ph.D. from Stanford University.

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