Historicizing Readings Professors in Global

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Andreas Körber
University of Hamburg Germany
historical learning
teaching historical thinking
history education didactics
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Carla Van Boxtel
University of Amsterdam Netherlands
historical education
teaching history
historical reasoning
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Kijan Espahangizi
University of Zurich Switzerland
historical education
historical didactics
historical culture
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Michele Barricelli
Ludwig-Maximilians-Universität München Germany
digitalization in historical learning
history didactics
contemporary history education
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Stéphane Lévesque
University of Ottawa Canada
teaching history
history education
historical analysis
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Robbert-jan Adriaansen
Erasmus University Rotterdam Netherlands
history education
historical consciousness
historical culture
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Jason Todd
University of Oxford United Kingdom
history education
historical consciousness
social remembering
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William Rupley
Texas A&M University United States of America
reading science
reading comprehension
reading acquisition
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Giulia Grisot
University of Manchester United Kingdom
historical linguistics
distant reading
literary mapping
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Daniel Woolf
Queen's University Canada
historiography
historical thought
historical theory
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Eric Häusler
University of Bern Switzerland
historiography
historical methodologies
archives in historical research
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Rhodri Lewis
Princeton University United States of America
literary histories
cultural histories
intellectual histories
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Richard Kruk
University of Manitoba Canada
reading difficulties
visual processes in reading
intervention strategies for reading
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William Johnson
Duke University Singapore
reading
readers
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Philip Gough
University of Texas at Austin United States of America
reading
reading acquisition
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Nic Badcock
University of Western Australia Australia
reading
reading disabilities
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James Carroll
University of Oxford United Kingdom
historical thinking
history education
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James Miles
University of Alberta Canada
historical thinking
history education
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Jay Mcclelland
Stanford University United States of America
reading
learning
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James Mcclelland
Stanford University United States of America
reading
learning
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David Chilton
Macquarie University Australia
historical thinking
history pedagogy
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