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D-Index & Metrics

Social Sciences and Humanities

D-Index
50
Citations
18436
World Ranking
2686
National Ranking
1301

Overview

Sam Wineburg is affiliated with Stanford University in the United States and conducts research primarily within the social sciences. Their body of work focuses on education, sociology and political science, communication, developmental and educational psychology, and artificial intelligence, reflecting a multidisciplinary approach to understanding social and educational phenomena.

Their research topics include:

  • Online and Blended Learning
  • Educator Training and Historical Pedagogy
  • Social Media and Politics
  • Misinformation and Its Impacts
  • Service-Learning and Community Engagement
  • Educational Strategies and Epistemologies
  • Impact of Technology on Adolescents

Sam Wineburg has published extensively in venues such as:

  • SSRN Electronic Journal
  • Educational Researcher
  • Journal of Educational Psychology
  • Nature Human Behaviour
  • Current Directions in Psychological Science

Frequent coauthors collaborating with Wineburg include:

  • Joel Breakstone
  • Mark D. Smith
  • Teresa Ortega
  • Amie Rapaport
  • Marshall Garland

Recent papers authored or coauthored by Sam Wineburg include:

  • "Students' Civic Online Reasoning: A National Portrait," 2021, Educational Researcher
  • "Lateral reading on the open Internet: A district-wide field study in high school government classes," 2022, Journal of Educational Psychology
  • "Toolbox of individual-level interventions against online misinformation," 2024, Nature Human Behaviour
  • "Critical Ignoring as a Core Competence for Digital Citizens," 2022, Current Directions in Psychological Science
  • "Lateral reading: College students learn to critically evaluate internet sources in an online course," 2021, Harvard Kennedy School Misinformation Review

Best Publications

  • Toward a Theory of Teacher Community

    Pamela Grossman;Samuel Wineburg;Stephen Woolworth

  • Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence

    Samuel S. Wineburg

  • Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past

    Samuel S Wineburg

  • On the Reading of Historical Texts: Notes on the Breach Between School and Academy:

    Samuel S. Wineburg

  • Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History.

    G. Kuznets;Samuel Wineburg

  • Reading Abraham Lincoln : An expert/expert study in the interpretation of historical texts

    Sam Wineburg

  • Knowing, teaching, and learning history : national and international perspectives

    Peter N. Stearns;Peter Seixas;Sam Wineburg

  • Historical Thinking and other Unnatural Acts

    Sam Wineburg

  • Evaluating information: The cornerstone of civic online reasoning

    Sam Wineburg;Sarah McGrew

  • Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning

    Sarah McGrew;Joel Breakstone;Teresa Ortega;Mark D. Smith

  • Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms

    Sam Wineburg;Daisy Martin;Chauncey Monte-Sano

  • Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information.

    Sam Wineburg;Sarah McGrew

  • In the company of colleagues: An interim report on the development of a community of teacher learners

    Guy Thomas;Sam Wineburg;Pam Grossman;Oddmund Myhre

  • The Self-Fulfillment of the Self-Fulfilling Prophecy:

    Samuel S. Wineburg

  • Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness

    Sam Wineburg;Susan Mosborg;Dan Porat;Ariel Duncan

  • Models of Wisdom in the Teaching of History.

    Samuel S. Wineburg;Suzanne M. Wilson

  • Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers

    Suzanne M. Wilson;Samuel S. Wineburg

  • Why learn history (when it's already on your phone)

    Samuel S. Wineburg

  • Comparative Understanding of School Subjects: Past, Present, and Future:

    Reed Stevens;Sam Wineburg;Leslie Rupert Herrenkohl;Philip Bell

  • Toward a Theory of Teacher Community

    Unknown

  • Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past

    Barbara Kantz;Sam Wineburg

Frequent Co-Authors

Pam Grossman
Pam Grossman University of Pennsylvania

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