During my time serving on the faculty at Teachers College, Columbia University, I wrote a number of books on women's history and education. You might assume that a lot has been written about this subject, but surprisingly that's not the case, especially in  social studies. I'm proud to have contributed to "gender balancing" the history of social studies and education with these books:

  • Pedagogies of Resistance (Teachers College Press)

  • Bending the Future to Their Will (Rowman & Littlefield)

  • Building a Legacy, Women in Social Education, 1784-1984 (National Council for the Social Studies

After these, the next book I co-edited was on teaching women's history, and it was lauded as "one of the best 'how to teach women's history' guides I have ever picked up" on Goodreads. The commentator goes on to say that "the beginning sections are fantastic overviews of the current scholarship on women's history, and the rest of the book grapples with various pedagogical issues in the field." The book is intended for educators in schools and universities:

  • Clio in the Classroom: A Guide to Teaching US Women's History (Oxford University Press)

I've also written books concerning contemporary issues of interest within education: 

  • Learning to Teach in an Age of Accountability (Lawrence Erlbaum)

  • Social Studies and the Press: Keeping the Beast at Bay (Information Age)

 My research interests over the last several years have moved in a few new directions, all of which reflect changes within teacher education and higher education generally. For example, I am investigating the contributions social studies can make to teaching about sustainability and environmental issues (for a new book for the National Council for the Social Studies); civic education; women's place in the ed-tech industry; and geography education. As for geography education, I was honored to have been part of the NSF funded grant to National Geographic called the Road Map project; I served as part of the Geography Education Research Team: 

The work with the Road Map project led to my participation in a follow-up study, also funded by the National Science Foundation to the American Association of Geographers, on learning progressions in geography. Check it out at http://www.aag.org/cs/geoprogressions . 

Over the last several years, I've worked with Jeff Passe and Bethany Vosburg-Bluem (and a host of outstanding chapter writers) on a book called Teaching about Environmental Issues in Social Studies, which has been accepted by the National Council for the Social Studies for publication as an NCSS Bulletin sometime soon.