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CONTRIBUTORS
May 2007
Anna Adams, Professor of History, earned a Ph.D. in history from Temple University. She teaches courses in Latin American History, Latino history, and Women's History at Muhlenberg College. Her interests are Protestant movements in Latin America and the history of the Latino Community of Allentown, Pennsylvania. Her bilingual book, Hidden from History/Escondida de la Historia: The Latino Community of Allentown, PA was published in 2000. She has also published on Pentecostalism in Latino communities and Moravian missionaries in nineteenth-century Nicaragua.
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James Sanders Day (Ph.D., Auburn University, 2002) is an Assistant Professor of History at the University of Montevallo, Alabama's public liberal arts university. He teaches surveys in both world and U.S. history, various electives in eighteenth-, nineteenth-, and twentieth-century America, and the Senior Seminar. Publications include "'Diamonds in the Rough': A History of Alabama's Cahaba Coal Field" (Ph.D. diss., 2002) and "The Convict-Lease System in Alabama, 1872–1927" (Gulf South Historical Review, Spring 2006).
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Shari Dickstein is a doctoral candidate in Educational Policy, Leadership, and Instructional Practice at the Harvard Graduate School of Education. After earning her M.A. in Social Studies Education from New York University, she taught high school Social Studies at the New York City Lab School for Collaborative Studies in Manhattan and developed curriculum for a Historical Fiction course that is now a staple elective at the school. She has also served as an Adjunct Professor at NYU, where she designed and taught courses on Social Studies secondary education methods and trends in educational policy.
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Dawn Marie Hayes received her Ph.D. in Medieval European History from New York University. Currently, she is Associate Professor of European History in Montclair State University's Department of History, where she teaches various courses on the history of the Middle Ages. She is also director of MSU's International Summer Institute in Sicily, whose Norman kingdom is her current research interest. Professor Hayes is the author of Body and Sacred Place in Medieval Europe, 1100–1389: Interpreting the Case of Chartres Cathedral (Routledge, 2003) and a number of articles, and has presented her research in the United States and in Europe.
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Emily J. Klein is an Assistant Professor of Curriculum and Teaching at Montclair State University of New Jersey. She earned her Ph.D. in English Education from New York University's Steinhardt School of Education. She previously taught high school English in NYC and developed and implemented interdisciplinary curriculum with the American Social History Project and the NYC Opera Project. Klein has authored several articles on high school professional development, building communities of practice, and teacher networks, and is currently working on a book about scaling up of successful high school designs.
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Barry Kritzberg is writing the history of Morgan Park Academy (founded in 1873), where he has taught history and English since 1972. He is also Editor of the Academy's alumni magazine. His articles, mainly on Henry Thoreau, have been published in the Massachusetts Review, Labor History, the Concord Saunterer, the Thoreau Society Bulletin, and Illinois Heritage. Kritzberg was the NEH teacher scholar for Illinois in 1990–1991 and has an M.A. in History from Roosevelt University.
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Alan S. Marcus is an Assistant Professor in the Department of Curriculum and Instruction at the Neag School of Education, University of Connecticut. His research and teaching focus on social studies education and teacher education with an emphasis on the benefits and dilemmas of film and television as pedagogical tools in the history classroom. Marcus earned his Ph.D. from Stanford University. Prior to attending Stanford, he taught high school social studies for seven years. He is currently editing a volume on teaching history with film.
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Jeremy D. Stoddard is an Assistant Professor in the School of Education at the College of William and Mary. He earned his Ph.D. at the University of Wisconsin-Madison where his research focused on the use of film in history classrooms as a tool for historical thinking. Jeremy is a former middle school social studies teacher and technology staff development specialist. His research interests include understanding how technology and media affect student historical understanding and democratic citizenship.
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Ruth Smith Truss (Ph.D., University of Alabama, 1992) Associate Professor of History at the University of Montevallo, teaches world and U.S. surveys and various upper-level U.S. history courses. Publications include "The Alabama National Guard and the Protection of Prisoners, 1900–1916" (Alabama Review, 1996); "Progress Toward Professionalism: The Alabama National Guard on the Mexican Border, 1916–1917" (Military History of the West, 2000); and "The Alabama National Guard's 167th Infantry Regiment in World War I" (Alabama Review, 2003).
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Diana B. Turk is an Associate Professor and Director of Social Studies Education at New York University. She earned her Ph.D. in American Studies from the University of Maryland at College Park. Turk is the author of several articles on innovative approaches to teaching U.S. history, and wrote Bound by a Mighty Vow: Sisterhood and Women's Fraternities, 1870–1920 (NYU Press, 2004). Her second book, Teaching American History: Dialogues among Historians, Teachers, and Students, written in conjunction with Robby Cohen, Terrie Epstein, and Rachel Mattson, is under contract with Routledge.
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John J. Turner, Jr. received his Ph.D. in American History at Columbia University. From 1965 to 2002, he taught American History for the West Chester University of Pennsylvania, coordinated the History Department's Social Studies Education Program, and for many years was co-director of the district National History Day competition. He co-edited Riot, Rout, and Tumult: Readings in American Social and Political Violence (Greenwood Press, 1978). Since retiring, Turner worked with the ExplorePAHistory.com project and participates in a Teaching American History program in the Ridley School District of Folsom, Pennsylvania.
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Scott Scheuerell completed his Ph.D. in Social Studies Education from the University of Missouri-Columbia in May 2006. Educational technology in social studies is his primary research focus. He teaches in the Education Division at Loras College in Dubuque, Iowa, where he frequently integrates technology into his courses. He also collaborates with local schools on projects to integrate technology in social studies.
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Adam Woelders, a Social Studies and History teacher at an independent high school near Vancouver, British Columbia, completed his M.Ed. in Curriculum Studies at the University of British Columbia. His research is focused on using historically-themed film to encourage historical understanding and critical literacy among middle school students. His passion for learning history and educating future generations about the past was inspired by his grandfather's stories about his experiences of the Great Depression, war, immigration to Canada, and building a new life in a new country.
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Kaya Yilmaz worked as a history teacher for five years in Turkey. After winning a nationwide norm-referenced examination held by the Turkish Ministry of Education, she was granted a scholarship to pursue advanced education in the U.S. Yilmaz earned her M.A. and Ph.D. in Social Studies Education at the University of Minnesota at Twin Cities and the University of Georgia, respectively. The Turkish Ministry of Education has assigned Yilmaz a teaching position at Marmara University in Istanbul, Turkey. Her research interests include historiography, history education, teacher cognition, teaching models, and pedagogical orientations.
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