Sam Wineburg is the Margaret Jacks Professor of Education and Professor of History (by courtesy) at Stanford University, and author of Historical Thinking and Other Unnatural Acts.Daisy Martin is the Director of History Education at teachinghistory.org, the National History Education Clearinghouse funded by the U.S. Department of Education and housed at the Roy Rosenzweig Centre for History and New Media at George Mason University. Chauncey Monte-Sano is associate professor of education at the University of Michigan.

“This is what research dissemination is all about if we ever want to make a positive difference in students’ lives and our own futures.” —Teaching History: A Journal of Methods

Sam Wineburg is the Margaret Jacks Professor of Education and Professor of History (by courtesy) at Stanford University, and author of Historical Thinking and Other Unnatural Acts.Daisy Martin is the Director of History Education at teachinghistory.org, the National History Education Clearinghouse funded by the U.S. Department of Education and housed at the Roy Rosenzweig Centre for History and New Media at George Mason University. Chauncey Monte-Sano is associate professor of education at the University of Michigan.

“This is what research dissemination is all about if we ever want to make a positive difference in students’ lives and our own futures.” —Teaching History: A Journal of Methods

Sam Wineburg is the Margaret Jacks Professor of Education and Professor of History (by courtesy) at Stanford University, and author of Historical Thinking and Other Unnatural Acts.Daisy Martin is the Director of History Education at teachinghistory.org, the National History Education Clearinghouse funded by the U.S. Department of Education and housed at the Roy Rosenzweig Centre for History and New Media at George Mason University. Chauncey Monte-Sano is associate professor of education at the University of Michigan.

“This is what research dissemination is all about if we ever want to make a positive difference in students’ lives and our own futures.” —Teaching History: A Journal of Methods