Transforming Teacher Competence, History Instruction, and Student Learning in a K-12 Setting: The Wineburg Effect

• In Event: Investigating and Assessing Teachers’ Historical Practices

Abstract

Intense professional development was provided to K-12 teachers in a mid-western school district as part of a consistent, ongoing infusion of historical thinking skills into history pedagogy. Findings indicate teachers’ skills and competence improved significantly (p < .05). On a measure of student self-efficacy, findings indicate that students improved significantly (p < .05). Teachers applied historical thinking skills to lesson and assessment aligning both with state and Common Core standards. The lesson plans facilitated instruction on historical thinking skills for students in grades Kindergarten through 12th and provided opportunities for students to practice the skills with teacher feedback. Developed over a three-year period, assessments and lesson plans were field-tested and evaluated by over 400 teachers.

Authors

• Teresa J. Wanser, Lincoln Public Schools

• Randy Ernst, Social Studies Curriculum Specialist Lincoln Public Schools

• Rob McEntarffer, Lincoln Public Schools