Tamara Shreiner - D-1-214 MAK, (616) 331-8568, firstname.lastname@example.org
Assistant Professor of History
Fields: Social Studies Education, Museum Education
Degrees: Ph.D., M.A., University of Michigan
Graduate Certificate in Museum Studies, University of Michigan
B.S., Eastern Michigan University
Research Interests: I am interested in the ways that people construct an understanding of the past across different scales of time and space, as well as the ways that people use their historical understanding to make sense of and reason about contemporary political and civic issues. Much of my current scholarship focuses on teaching and learning in world history, and on how people make sense of and use data visualizations as part of the historical and civic inquiry processes.
Selected Publications and Presentations:
Shreiner, T.L. & Zwart, D. (In press). It’s just different: Identifying features of disciplinary literacy unique to world history. The History Teacher.
Shreiner, T. L. (2018). Preparing social studies teachers for the challenges and opportunities of disciplinary literacy instruction in a changing world. In C. Martell (Ed.), Research in social studies teacher education: Critical issues and current perspectives (pp. 47-68). Charlotte, NC: Information Age Publishing.
Shreiner, T.L. (2017). Data literacy for social studies: Examining the role of data visualizations in K-12 textbooks. Theory and Research in Social Education. Retrieved from https://doi.org/10.1080/00933104.2017.1400483
Shreiner, T. L. (2017). Globalize it! Using a U.S. history museum to tell the global story of the Industrial Revolution. In G. P. Andrews & Y. D. Wangdi (Eds.), The role of agency and memory in historical understanding: Revolution, reform, and rebellion (pp. 349-363). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Shreiner, T.L. (2017). Helping students use world historical knowledge to take a stand on a contemporary issue: The case of genocide. The History Teacher, 50(3), 359-380.
Harris, L.M, Shreiner, T.L., and Hoelting, M. (2017). Examining the PCK and planning phases of an ambitious world history teacher. Journal of Social Studies Research, 41(2), 117-130.
Shreiner, T. L. (2014). Using historical knowledge to reason about contemporary political issues: An expert-novice study. Cognition and Instruction, 32(4), 313-352.