|
|
|
Contributors
February 2004
Kevin Bolinger teaches elementary social studies methods at Indiana State University within the elementary education department. His research interests include social studies teaching methods and Professional Development School (PDS) research. He currently is developing a standards-based teaching tutorial for Indiana teachers of social studies to align with the newly developed social studies exam to be given to all Indiana school children. He received his Ph.D. in curriculum and instruction with a specialization in history from Indiana State University in 2000. |
|
Kevin M. Casey is associate professor of history and chair of the arts and humanities division at Alverno College in Milwaukee, Wisconsin where he teaches U.S. history, modern world history, and Latin American history. Casey earned his Ph.D. in history at Northern Illinois University and is author of Saving International Capitalism During the Early Truman Presidency: The National Advisory Council on International Monetary and Financial Problems (2001). He has conducted numerous workshops for educators nationwide on teaching and assessing for learning outcomes. |
|
David Ghere is associate professor of history at the General College of the University of Minnesota. He received a Ph.D. in history from the University of Maine and has taught American and world history for nearly 20 years. He has authored a variety of publications on Native American history, developmental education, and active learning teaching methods. He has also created a dozen classroom simulations and conducts teacher workshops on the use of active learning teaching methods. |
|
M. Alison Kibler is assistant professor of American studies and women's studies at Franklin and Marshall College. She has previously taught at Australian National University and Australian Defence Force Academy. She received her Ph.D. from the University of Iowa in 1994, and is author of Rank Ladies: Gender and Cultural Hierarchy in American Vaudeville (1999). |
|
David M. Memory is professor of education at Indiana State University, where he teaches a general education capstone course, "Critical Thinking in Teaching," and other courses on methods of improving reading and on general instructional methods. He has taught English, remedial reading, and English as a second language at the middle and high school levels. He was a draftee in Vietnam after serving in the Peace Corps in Tanzania. His Ph.D. in reading education is from the University of Georgia. |
|
Karen L. Miksch is assistant professor at the University of Minnesota's General College. She received her J.D. from the University of California, Hastings College of the Law, in 1989. Prior to joining the faculty, she was a civil rights attorney in California and conducted more than 150 trainings nationally on immigrant and civil rights issues. Her current research focuses on access to higher education policy, multicultural education, and using simulations in the classroom. |
|
Anthony E. Pattiz chairs the social studies department at Sandy Creek High School in Tyrone, Georgia. He received his doctorate in child, youth, and family studies from Nova Southeastern University in November 2002. His dissertation documented the use of instructional strategies that involved teaching history as the reenactment of past experience to improve students' higher order thinking skills in the secondary social studies classroom. He has been a featured speaker on the topic of critical thinking in secondary social studies education at the National Association of Gifted Children, National Dropout Prevention Center, and National Curriculum Network Conferences. His previous publications include "Stimulation through Simulation: How to Interest Students in High School History," in Creating a Community of Learners: Using the Teacher as Facilitator Model, M. Duckenfield and K.G. Elam, eds. (2000). |
|
Robert A. Scappini has taught for the past 14 years at Central Falls High School in Central Falls, Rhode Island, specializing in U.S. history, world history, and history of technology. He holds a master of arts degree in history from the University of Rhode Island, and bachelor of arts degree in psychology from Stonehill College. He has received numerous grants for his projects from such organizations as the National Endowment for the Humanities, Raytheon Corporation, and the U.S. Department of Transportation, and has presented papers on his classroom achievements at conferences of the American Historical Association and the American Association of State and Local History. In 1993 he served as a Lyndon B. Johnson Legislative Fellow in Washington, D.C. In addition to his article in this issue, he has also published articles on the history of technology in Rhode Island in the Providence Journal-Bulletin. |
|
Elizabeth Kenny Sparacino teaches U.S. and AP European history at Adlai E. Stevenson High School, in Lincolnshire, Illinois where she was awarded a GE STAR Award for excellence in teaching. She earned her M.A.T and C.A.S. at the University of Illinois and her M.L.A. at the University of Chicago. Her interest in woman suffrage began after winning a National Endowment for the Humanities fellowship in the summer of 1998 at Harvard where she researched the militant women of the National Woman's Party in the Schlesinger Library. She continued her research in the summer of 2002 when she was awarded a Gilder Lehrman fellowship at Harvard. |
|
Wilson J. Warrenis associate professor of history at Western Michigan University, where he teaches the required content methods course for history education students as well as courses in American labor history and 20th century United States history. His Ph.D. in history is from the University of Pittsburgh. He has also taught history and English at the middle and high school levels in the United State and Japan. Warren is the author of Struggling with "Iowa's Pride": Labor Relations, Unionism, and Politics in the Rural Midwest since 1877 (2000) and co-author of Teaching History in the Digital Classroom (2003). |
|
|
|
Content in the History Cooperative database is intended for personal, noncommercial use only. You may not reproduce, publish, distribute, transmit, participate in the transfer or sale of, modify, create derivative works from, display, or in any way exploit the History Cooperative database in whole or in part without the written permission of the copyright holder.
|