| Historical thinking and other unnatural acts: Charting the future of teaching the past SS Wineburg Temple Univ Pr, 2001 | 4350* | 2001 |
| Toward a theory of teacher community P Grossman, S Wineburg, S Woolworth Teachers college record 103 (6), 942-1012, 2001 | 2217 | 2001 |
| Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. SS Wineburg Journal of educational Psychology 83 (1), 73, 1991 | 2013 | 1991 |
| On the reading of historical texts: Notes on the breach between school and academy SS Wineburg American educational research journal 28 (3), 495-519, 1991 | 1431 | 1991 |
| Evaluating information: The cornerstone of civic online reasoning S Wineburg, S McGrew Stanford History Education Group, Robert R. McCormick Foundation, 2016 | 724 | 2016 |
| Peering at history through different lenses: The role of disciplinary perspectives in teaching history SM Wilson, SS Wineburg Teachers college record 89 (4), 525-539, 1988 | 723 | 1988 |
| Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts S Wineburg Cognitive science 22 (3), 319-346, 1998 | 708 | 1998 |
| Knowing, teaching, and learning history: National and international perspectives PN Stearns, P Seixas, S Wineburg NYU Press, 2000 | 670 | 2000 |
| Reading like a historian: Teaching literacy in middle and high school history classrooms SS Wineburg, D Martin, C Monte-Sano Teachers College Press, 2012 | 578 | 2012 |
| Can students evaluate online sources? Learning from assessments of civic online reasoning S McGrew, J Breakstone, T Ortega, M Smith, S Wineburg Theory & research in social education 46 (2), 165-193, 2018 | 577 | 2018 |
| In the company of colleagues: An interim report on the development of a community of teacher learners G Thomas, S Wineburg, P Grossman, O Myhre, S Woolworth Teaching and teacher education 14 (1), 21-32, 1998 | 327 | 1998 |
| Subject matter knowledge in the teaching of history SS Wineburg, SM Wilson Advances in research on teaching 2, 305-347, 1991 | 314 | 1991 |
| Why learn history (when it’s already on your phone) S Wineburg University of Chicago Press, 2018 | 309 | 2018 |
| What makes teacher community different from a gathering of teachers P Grossman, S Wineburg, S Woolworth Center for the Study of Teaching and Policy, 5-56, 2000 | 304 | 2000 |
| The self-fulfillment of the self-fulfilling prophecy SS Wineburg Educational Researcher 16 (9), 28-37, 1987 | 299 | 1987 |
| Common belief and the cultural curriculum: An intergenerational study of historical consciousness S Wineburg, S Mosborg, D Porat, A Duncan American Educational Research Journal 44 (1), 40-76, 2007 | 288 | 2007 |
| Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information S Wineburg, S McGrew Teachers College Record 121 (11), 1-40, 2019 | 287 | 2019 |
| Making historical sense S Wineburg Knowing, teaching, and learning history: National and international …, 2000 | 269 | 2000 |
| Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers SM Wilson, SS Wineburg American Educational Research Journal 30 (4), 729-769, 1993 | 267 | 1993 |
| The Challenge That's Bigger than Fake News: Civic Reasoning in a Social Media Environment. S McGrew, T Ortega, J Breakstone, S Wineburg American educator 41 (3), 4, 2017 | 262 | 2017 |
Sarah McGrewUniversity of Maryland在 umd.edu 的电子邮件经过验证
