Episode 120: Professional Development at Historic Sites with Christine Baron and Sherri Sklarwitz

In Episode 120, Michael and Dan talk with Christine Baron and Sherri Sklarwitz about their new publication in Theory & Research in Social Education, “Understanding what teachers gain from professional development at historic sites.”

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Books, Articles and Other Amazing Resources

Listed below are all the currently available articles from Year 1 of the Project.

All articles are Open Access:

  1. Baron, C., Sklarwitz, S., Bang, H., & Shatara, H. (2019). Understanding what teachers gain from professional development at historic sites. Theory & Research in Social Education, 47(1), 76-107.
  2. Baron, C., Sklarwitz, S., Bang, H., & Shatara, H. (2019). What Teachers Retain From Historic Site-Based Professional Development. Journal of Teacher Education. Advanced Online Publication.
  3. Kornegay Rose, K., Cahill, S., & Baron, C. (2019). Providing Teachers With What They Need: Re-thinking Historic Site-based Professional Development After Small-scale Assessment. Journal of Museum Education, 44(2), 201-209.
  4. Cooper, L., Baron, C., Grim, L., & Sandling, G. (2018). Teaching Teachers Onsite: Using Evaluation to Develop Effective Professional Development Programs. Journal of Museum Education, 43(3), 274-282.
  5. Check out the project website: http://teacherinsites.org/ for more details about the project and its resources. 


Christine Baron

Christine Baron, Assistant Professor Social Studies and Education at Teachers College, Columbia University, is a former high school history teacher and museum educator. Prior to her academic post, Dr. Baron directed the development of educational and interpretation programs at the Old North Church, Boston. Dr. Baron’s research focuses on using museums and historic sites as laboratories for history teacher education. Her related interests include examining historical thinking related to non-traditional texts (buildings, images and artifacts), teaching and teacher learning in informal settings. She has been recognized by the National Council on Public History American Association of State and Local History, and the National Council on the Social Studies her research related to using historic sites to foster historical thinking. She has published research in journals such as American Educational Research Journal, Journal of Educational Psychology, Journal of Teacher Education, Teaching and Teacher Education, Theory and Research in Social Education; and practitioner pieces in The History Teacher, Journal of Adolescent and Adult Literacy, and the Journal of Museum Education.

Sherri Sklarwitz

Sherri works with the programs team at Tisch College of Civic Life at Tufts University to support research and evaluation in addition to facilitating connections with student organizations across campus. She earned her doctorate in 2015 from Boston University, and her research focused on designing assessments to understand how student attitudes can change after participating in global citizenship coursework. Prior to beginning her graduate studies, Sherri taught civics to middle school students in Somerville. She earned her B.S. from Cornell University in Industrial and Labor Relations, and her M.Ed. from the Harvard Graduate School of Education.

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