ABSTRACT
Peter Afflerbach, of the University of Maryland, USA, does research in literacy and on literacy assessment practices. Currently, his research is focused on the development of critical reading in particular areas such as history. Afflerbach also teaches courses that help prepare teachers. Rosalyn Ashby has been involved in research into children’s understanding of history both as a history teacher and an LEA Adviser. After working as Research Officer for Project CHATA she moved to the University of London Institute of Education as a Lecturer in Education where, in addition to her research work, she is responsible for the History PGCE and accredited courses for practising teachers, and contributes to the History Masters programme. Isabel Barca is Associate Professor at the University of Minho, Portugal. She co-ordinates the Cognition and Learning in History and the Social Sciences Project, within the CIED (Research on Education Centre), University of Minho, and the Historical Consciousness-Theory and Practice Project, funded by FCT (Science and Technology Foundation), Portugal. She has taught Methodology of History Teaching and other related subjects in MA and undergraduate history courses and has published several studies on cognition and the learning of history. Veronica Boix Mansilla, Ed. D. Human Development and Psychology, Harvard University, is a Principal Investigator at the Interdisciplinary Studies Project-Project Zero. Her work focuses on understanding as it takes place in (and between) disciplines like biology, history and the arts. She examines the role of disciplinary and interdisciplinary understanding in curriculum design, teaching practices, assessment and professional development. Maria do Carmo Barbosa de Melo graduated in History from Unicap, took a specialization course in north and northeastern Brazil’s History (UFPE), and received her doctorate at Minho University in Portugal. She is presently running a history teaching practice course and co-ordinates a specialization course on the history of northeastern Brazil at the University of Pernambuco. Stuart Foster is Senior Lecturer in History Education at the Institute of Education, the University of London. Formerly he was a tenured Associate Professor of Social Studies Education at the University of Georgia (USA). His
current research interests include the teaching and learning of history, curriculum and educational history, history textbook studies and comparative education. Dan Fromowitz is currently a high school teacher in Saskatoon, Saskatchewan. Before completing his education degree at the University of British Columbia, Dan studied political science at James Madison University (BA) and finished a Holocaust Studies programme at Simon Fraser University (MA). Marilia Gago is a graduate in History and Social Sciences from the University of Minho, where she also acquired her MA in Pedagogical Supervision and History Education, and currently studies for her PhD in History Education. Her principal research interest is in teachers’ and students’ historical ideas. A.Gwynn Henderson is Staff Archaeologist and Education Coordinator with the Kentucky Archaeological Survey. Her research focuses on the lifeways of late prehistoric cultures and the history of mid-eighteenth century indigenous groups in the middle Ohio Valley. Her most recent publications appear in The Encyclopedia of Prehistory, Volume 6 and the journal Southeastern Archaeology. She also serves as State Coordinator for Kentucky Project Archaeology and her book for adult literacy students, Kentuckians Before Boone, is used in elementary school classrooms. Petra Hill is a teacher-on-call with the Vancouver and Richmond, British Columbia School Districts. She completed her undergraduate work in History at Kwantlen University College and the University of British Columbia, before completing the UBC teacher education programme. Yi-mei Hsiao has worked as a high school history teacher in Taipei, Taiwan. Yi-mei studied History at National Taiwan Normal University (BA) and History Education at the University of London Institute of Education (MA), where she is currently a PhD student. Chris Husbands is Professor of Education at the University of East Anglia, having previously been Director of the Institute of Education at the University of Warwick. His publications include What is History Teaching?, History Teachers in the Making (with Anna Pendry) and Understanding History Teaching (with Alison Kitson and Anna Pendry). Alison Kitson taught history in three comprehensive schools before moving to the University of Warwick as Lecturer in History Education where she coordinates the history PGCE. She is closely involved in teachers’ professional development and is Deputy Editor of Teaching History. Her research interests centre on history education and she is currently involved in a Carnegie project exploring history teaching in Northern Ireland. Linda S.Levstik is Professor of Social Studies Education and Chairperson of the Department of Curriculum and Instruction at the University of Kentucky.
