Sam Wineburg

Q: What Schools Are Affiliated With Sam Wineburg

Sam Wineburg is affiliated with the following schools: University of Pennsylvania, Brown University, University of California, Berkeley, Stanford University, University of Chicago, University of Washington, Columbia University

Sam Wineburg's AcademicInfluence.com Rankings

Sam Wineburg

Education

#189

World Rank

#294

Historical Rank

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Sam Wineburg

Psychology

#3904

World Rank

#4373

Historical Rank

Educational Psychology

#136

World Rank

#147

Historical Rank

Cognitive Psychology

#534

World Rank

#559

Historical Rank

psychology Degrees

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Education
Psychology

Sam Wineburg's Degrees

PhD Psychology University of Chicago
Bachelors Psychology University of Pennsylvania

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Why Is Sam Wineburg Influential?

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According to Wikipedia, Samuel S. Wineburg is an American educational and cognitive psychologist. He is the Margaret Jacks Professor of Education and, by courtesy, of History & American Studies emeritus at Stanford University.

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Sam Wineburg's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Toward a Theory of Teacher Community. (2001) (1170)
Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence (1991) (1061)
On the Reading of Historical Texts: Notes on the Breach Between School and Academy (1991) (672)
Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Critical Perspectives on the Past) (2001) (591)
Historical Thinking and other Unnatural Acts (2010) (424)
Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts (1998) (423)
Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History (1988) (341)
Evaluating information: The cornerstone of civic online reasoning (2016) (332)
Knowing, teaching, and learning history : national and international perspectives (2000) (320)
Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning (2018) (217)
Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (2011) (166)
In the company of colleagues: An interim report on the development of a community of teacher learners (1998) (146)
Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness (2007) (145)
The Self-Fulfillment of the Self-Fulfilling Prophecy (1987) (145)
Models of Wisdom in the Teaching of History (1991) (133)
Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers (1993) (131)
Comparative Understanding of School Subjects: Past, Present, and Future (2005) (108)
Lateral Reading: Reading Less and Learning More When Evaluating Digital Information (2017) (103)
Creating a Community of Learners Among High School Teachers. (1998) (100)
The Challenge That's Bigger than Fake News: Civic Reasoning in a Social Media Environment. (2017) (99)
Teaching the Skill of Contextualizing in History (2008) (97)
Interdisciplinary curriculum : challenges to implementation (2000) (94)
What Makes Teacher Community Different from a Gathering of Teachers? An Occasional Paper. (2000) (93)
Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information (2019) (92)
Tampering with History: Adapting Primary Sources for Struggling Readers. (2009) (82)
Disciplinary Literacy in History (2015) (78)
Between Veritas and Communitas: Epistemic Switching in the Reading of Academic and Sacred History (2012) (74)
A Cappadocian Speculation (1971) (73)
“Famous Americans”: The Changing Pantheon of American Heroes (2008) (67)
Crazy for History (2004) (66)
Reading and Rewriting History. (2004) (63)
Remembrance of Theories past (1989) (58)
Why we need a new approach to teaching digital literacy (2018) (58)
Students’ Civic Online Reasoning: A National Portrait (2021) (57)
Contextualized thinking in history (1994) (49)
Improving university students' web savvy: An intervention study. (2019) (48)
Beyond the Bubble in History/Social Studies Assessments (2013) (47)
Beyond “breadth and depth”: Subject matter knowledge and assessment (1997) (46)
What Can Forrest Gump Tell Us about Students' Historical Understanding? (2001) (43)
Picturing the Past: Gender Differences in the Depiction of Historical Figures (1997) (43)
The psychology of learning and teaching history. (1996) (38)
Seeing Thinking on the Web (2008) (35)
New Directions in Assessment: Using Library of Congress Sources to Assess Historical Understanding. (2012) (33)
What Does NCATE Have to Say to Future History Teachers? Not Much (2005) (29)
Commentary: Remembrance of Theories Past (1989) (28)
A Sobering Big Idea (2006) (19)
Lateral reading: College students learn to critically evaluate internet sources in an online course (2021) (18)
History Assessments of Thinking: A Validity Study (2018) (18)
Forrest Gump and the Future of Teaching the Past (2007) (16)
T.S. Eliot, Collaboration, and the Quandaries of Assessment in a Rapidly Changing World. (1997) (16)
A Case of Pedagogical Failure—My Own (1991) (15)
"Text Complexity" in the History Classroom: Teaching to and Beyond the Common Core (2012) (13)
Historicalthinkingmatters.org: Using the Web to Teach Historical Thinking (2008) (13)
Lateral reading on the open Internet: A district-wide field study in high school government classes. (2022) (12)
Why Google Can’t Save Us (2018) (9)
Historical Evidence and Evidence of Learning (2007) (9)
Must It Be This Way? Ten Rules for Keeping Your Audience Awake During Conferences (2004) (8)
Undue Certainty : Howard Zinn's A People's History of the United States (2012) (8)
What Is Learned in College History Classes (2018) (8)
Toward a Theory of Teacher Community (2001) (6)
A partial history. A essay review of Teaching and Learning History in Elementary Schools (1998) (6)
Affect and effect in cognitive approaches to instruction (2001) (5)
Grossman, Pamela, Sam Wineburg, and Scott Beers, "When Theory Meets Practice in the World of School'" pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000. (2000) (5)
Factors affecting philanthropic behavior of Jewish adolescents. (1991) (3)
Civic Preparation for the Digital Age: How College Students Evaluate Online Sources About Social and Political Issues (2022) (3)
The silence of the ellipses: Why history can’t be about telling our children lies (2021) (3)
Formative Assessment Using Library of Congress Documents. (2015) (3)
Reading and Rewriting History Students learn to read critically as they plunge into primary and secondary sources looking for historical fact. (2004) (3)
Who is a Famous American? Charting Historical Memory across the Generations (2008) (3)
Historical Thinking and Other Unnatureal Acts: Debates about National History Standards Become So Fixated on the Question of "Which History" That a More Basic Question Is Neglected: Why Study History at All? (2010) (3)
What Do Educational Psychologists Do? An Institutional Case Study (1987) (2)
Critical Ignoring as a Core Competence for Digital Citizens (2022) (2)
Mr. Stinson's Vietnam: Moral Ambiguity in the History Classroom. Teaching Cases in Cross-Cultural Education, No. 11. (1993) (1)
Testing in History (2010) (0)
History of Education (2011) (0)
_Teea-%c%hXin1g the Skill'of Contextualizing "iniFEstory (2008) (0)
Editing into Clarity (2010) (0)
Who Is This “I” Person, Anyway? The Presence of a Visible Author in Statistical Text (2019) (0)
When Good Intentions Aren't Enough. (1987) (0)
Slaves on Screen: Film and Historical Vision (review) (2002) (0)
像史家一般閱讀：在國、高中歷史課堂中教閱讀素養 (2014) (0)
Self-Fulfilling Prophecy (2016) (0)
Editing into Clarity: A Scholar's Initial Stab at Sharing His Ideas Gets Mixed Results; His Continued Effort to Clarify His Meaning Produces a Valuable Article (2010) (0)
Chapter 5 The role of subject-matter knowledge in teacher assessment (2004) (0)

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Other Resources About Sam Wineburg

What Schools Are Affiliated With Sam Wineburg?

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Sam Wineburg's Academic­Influence.com Rankings

Sam Wineburg's Degrees

Similar Degrees You Can Earn

Why Is Sam Wineburg Influential?

Sam Wineburg's Published Works

Published Works

Other Resources About Sam Wineburg

What Schools Are Affiliated With Sam Wineburg?

Sam Wineburg's AcademicInfluence.com Rankings