Bruce VanSledright studies the teaching and learning of history in public schools. His research on history education has spanned over 25 years, and his published work consists of five books, more than 15 book chapters, and more than 40 journal articles. He currently teaches in the REEL Department's M.Ed. program and co-directs the EDCI doctoral concentration in Elementary Education with Dr. Drew Polly.
VanSledright, B.A. (2014). Assessing historical thinking and understanding: Innovative ideas for new standards. New York: Routledge, Taylor and Francis Group.
VanSledright, B. (2016). The continuous threat of excess? A cautionary tale about heritage celebration and object veneration in the USA. In C. van Boxtel, M. Grever, & S. Klein (eds.), Sensitive pasts: Questioning heritage education. New York: Berghahn Books.
VanSledright, B., & Maggioni, L. (2016). Preparing teachers to teach historical thinking? An interplay between professional development programs and school-systems’ cultures. In T, Petty, A. Good, & S. M. Putman (eds.), Handbook of research on professional development for quality teaching and learning (pp.255-282). Hershey (PA): IGI Global.
VanSledright, B., & Maggioni, L. (2016). Historical epistemic cognition. In J. Greene, W. Sandoval, & I. Braten (Eds.), Handbook of epistemic cognition (pp. 128-146). New York: Routledge, Taylor and Francis Group.