Casey Cobb is assistant professor of educational leadership and policy at the University of New Hampshire. He has recently conducted research on charter schools, accountability systems, and school security. He has also served in the role of program evaluator for several reform initiatives.
Charles Forcey is completing a Ph.D. in American history at Columbia University. He is also an instructor at the University of New Hampshire and the president of Historicus, Inc, a consulting firm specializing in history and new media. He has been designing and developing relational database systems for more than ten years and developing HTML and Flash interfaces for the past several years. He has also worked as a senior editor for the American National Biography project and as an electronic resources specialist for Columbia University. His publications include a contribution on electronic research for The Chicago Handbook for Teachers: A Practical Guide to the College Classroom (1999).
David Hood is professor of history at California State University, Long Beach. He teaches both Greek and Roman history at CSULB, as well as offering interdisciplinary courses on the Greek world and the Roman world in Greece and Italy. He earned his Ph.D. in 1966 at the University of Southern California.
Larry E. Hudson, Jr. is associate professor of history at the University of Rochester and the director of the Frederick Douglass Institute. He received his Ph.D. from Keele University in the United Kingdom. He has published a number of works related to antebellum slave life, including "To Have and to Hold": Slave Work and Family Life in Antebellum South Carolina and Working Toward Freedom: Slave Society and Domestic Economy in the American South.
Judith Moyer is research assistant professor in history at the University of New Hampshire, and serves as director of the History in Perspective Teaching American History Project. She previously taught at the high school level and has written a comprehensive K-12 New Hampshire history curriculum and was team historian for the Harvard University Weaving Histories Project that created the widely-applauded web site http://www.dohistory.org.
Stan Pesick is director of the Teaching American History Project, "DeToqueville's Ghost: Examining the History of Democracy in America." He taught American history to 11th graders in the Oakland (California) Unified School District for eighteen years. His teaching and research interests focus on how K-12 teachers can help students develop historical understanding through a focus on reading, writing, and historical thinking. He currently teaches curriculum and instruction for English and social studies teachers at Mills College in Oakland. He holds a Ph.D. in curriculum and teacher education from Stanford University.
Joseph Onosko is associate professor in the education department at the University of New Hampshire, teaching secondary social studies methods, curriculum theory and educational psychology and supervising interns. He has published articles on promoting thoughtfulness as school-wide initiatives and as classroom-based curriculum reform. Most recently he has conducted research on models of peer discussion on pedagogy among higher education faculty.
Thomas J. Osborne is professor of history at Santa Ana College in California. In July 2000, he participated in the La Pietra Conference on internationalizing the study of American history. His writings have appeared in the Pacific Historical Review and The Journal of American History. He earned his Ph.D. at Claremont Graduate University, writing a doctoral dissertation published under the title "Empire Can Wait:" American Opposition to Hawaiian Annexation, 1893–1898" (Kent State University Press, 1981).
Ellen Santora is assistant professor of education at the University of Rochester, the coordinator of its secondary social studies education program, and project director of the Teaching American History grant project. She received her Ph.D. in curriculum and instruction (social studies education) from The Pennsylvania State University. Her research and publications focus on the history of race, class, and gender in schooling and cross-cultural interaction in history and social science classrooms.
Peter N. Stearns is provost and professor of history at George Mason University. He has taught freshmen world history for 20 years, and regularly teaches other courses in world history and social history. He also chairs the Advanced Placement World History committee, and is past vice president of the American Historical Association, in charge of the Teaching Division. He founded and continues to serve as editor-in-chief of the Journal of Social History. Author or editor of over 75 books, Stearns has recently published Battleground of Desire: The Struggle for Self-Control in Modern America and Consumerism in World History: The Global Transformation of Desire. His book Anxious Parents: A History of Modern American Childrearing will be published in 2003. Stearns received his Ph.D. from Harvard University.
Colman B. (Alex) Stein is the senior program analyst for the Teaching American History program at the U.S. Department of Education. He has worked in several fields of education: English language learning, comprehensive school reform, and history education. He has taught courses in the history of U.S. education, the history of Western education, and social foundations of education at the University of Maryland, George Washington University, and Howard University. He also taught history to middle school and high school students for nine years at the Developmental School of Washington, DC. He earned a Ph.D. in education policy, planning and administration with emphasis on the history of education at the University of Maryland.
Shelly Weintraub coordinates the K-12 history curriculum and staff development program for Oakland (California) Unified School District. She also teaches curriculum and instruction in history and social studies at Mills College in Oakland. Previously, she was a classroom teacher in Oakland for 15 years. Her article titled, "'What's This New Crap? What's Wrong with the Old Crap?': Changing History-Teaching in Oakland, California" can be found in Knowing, Teaching & Learning History: National and International Perspectives, published by New York University Press.
Dorothy Zeisler-Vralsted is chair and professor of the history department at the University of Wisconsin, La Crosse. While her expertise and research areas are in twentieth-century U.S. and environmental history, in recent years she has worked more in the areas of history education. In partnership with the National Council for History Education, she has successfully competed for two Department of Education Teaching American History grants. The first grant, "Wisconsin Collaborative U.S. History Professional Development Program," provides professional development opportunities for teachers in grades 6–12, while the second grant, "Cross River Consortium," offers professional development activities for teachers in grades 1–8. In addition to this work, she has published book chapters and articles exploring the use of water resources in the American West.