Back Cover: Paris Street; Rainy Day (1877). Oil on canvas by Gustave Caillebotte (1848-1894). Art Institute of Chicago, Reference No. 1964.336. Public domain, Creative Commons Zero (CC0) 1.0 Universal license. https://www.artic.edu/artworks/20684/paris-street-rainy-day.

Gustave Caillebotte's stunning oil paintings are remarkable not just in beauty, but in capturing the momentous changes characteristic of late nineteenth-century Paris. Caillebotte's technique and style masterfully encapsulate the emerging Impressionist movement of the Parisian art world, while his subject selections reveal the radical transformation of the very streets of the city itself.

In Young Man at His Window, the Getty Museum explains, "Caillebotte used his brother René and the family's newly-built apartment building...in the 8th arrondissement of Paris. This expensive and fashionable quarter had been completely transformed by the urban renewal project initiated by Baron Haussmann, prefect of the Seine, and by real-estate speculation, in which Caillebotte's recently deceased father Martial had been a major participant." For the iconic Paris Street; Rainy Day, the Art Institute of Chicago shares, "Caillebotte grew up near this district when it was a relatively unsettled hill with narrow, crooked streets. As part of a new city plan designed by Baron Georges-Eugène Haussmann, these streets were relaid and their buildings razed during the artist's lifetime."

Echoing Caillebotte's fascination with cityscapes and in the spirit of the flâneur, the leisurely urban wanderer of the nineteenth century, author Michael P. Marino encourages a historical inquiry model centered on the "walking historian" in which historians and first-year college students "tell and preserve the stories of towns and communities undergoing rapid change due to industrialization and urbanization." Marino's article, "'Historians Who Walk': Historical Thinking and Urban Landscapes in New York City and Philadelphia," kicks off this edition of The History Teacher, which has a special focus on Student Thinking.

"Historians Who Walk": Historical Thinking and Urban Landscapes in New York City
and Philadelphia
  by Michael P. Marino   (pp. 279-328)

Decoding How Undergraduate Students Contextualize History Documents
  by Ryan DiCostanzo, Anthony Discenza, Jenna Langone, and Jared McBrady   (pp. 329-360)

Flipped/Hybrid and Flexible: Student Success and Redesigning the U.S. History Survey
at Texas A&M University
  by Jessica Erin Ray, Samantha Shields, Verity McInnis, Shweta Kailani, Kaitlyn N. Ross,
  and Carlos Kevin Blanton   (pp. 361-390)

277   Contributors to The History Teacher
396   The History of The History Teacher
397   Questionnaire for Potential Reviewers
398   Membership/Subscription Information
400   Submission Guidelines for The History Teacher

391   American Historical Association: The 139th Annual Meeting
392   Organization of American Historians: Celebrate 250 Years
393   National History Day: Activate NHD in Your Classroom
394   Society for History Education: OAH Member Discount
395   Society for History Education: The Eugene Asher Teaching Award

Carlos Kevin Blanton is the Barbara White Stuart Professor of Texas History at The University of Texas at Austin. He has published three books and numerous articles in several fields, including Texas, Chicana/o, and education history. He holds a Ph.D. from Rice University and has held prior faculty positions at Portland State University and, most recently, at Texas A&M University, where he was a department head from 2019-2023.

Ryan DiCostanzo is an M.A. student in History at SUNY Cortland, where he earned a Dual B.A. in History and Adolescence Education, with a minor in Teachers of English to Speakers of Other Languages (TESOL). A certified Social Studies teacher, he is the permanent substitute teacher for Warwick Valley Central School District. DiCostanzo is working toward a TESOL extension and plans to continue his education beyond the master's level, seeking diverse opportunities to enhance student engagement.

Anthony Discenza received his Dual B.A. in History and Adolescence Education from SUNY Cortland in 2023. He also received his M.A. in Special Education Grades 7-12 from Touro University. Discenza has an interest in engaging high-school history students to connect historical concepts to current events using historical thinking methods.

Shweta Kailani is the Director of the Center for Teaching and Learning at Lenoir-Rhyne University. She holds a master's in Digital Design and MBA from Mississippi State University and is pursuing a doctorate in Educational Psychology at Texas A&M University, where she previously directed Transformational Teaching and Learning in the College of Arts and Sciences. She advances faculty development, educational innovation, and student success as a strategic partner in pedagogy and scholarship.

Jenna Langone received an M.A. in History at SUNY Cortland, as well as her B.A. with a dual major in Adolescence Education: Social Studies and History (7-12), with a minor in Women's, Gender, and Sexuality Studies. She conducted an independent research study focusing on women in history in relation to their place in current curricula.

Michael Marino is a Professor and Chair of the Department of History at The College of New Jersey. He also coordinates the Department's Secondary Education Program. His research focuses on the intersection between history and social studies education. His articles have appeared in numerous journals and have addressed topics such as the evolution of the world history curriculum, historical thinking, local history, and the use of mapping to collect historical evidence. Marino was the recipient of the American Historical Association's prestigious Gilbert Award for the Best Article on Teaching History for his 2022 article in The History Teacher.

Jared McBrady (Ph.D., University of Michigan) is an Assistant Professor of Social Studies Education at Hope College. His teaching and research focus on the preparation of elementary, secondary, and university history teachers and the Scholarship of Teaching and Learning in the discipline of history. His current work blends the Decoding the Disciplines and Students as Partners paradigms. Prior to pursuing his Ph.D., he taught middle-school social studies.

Verity McInnis earned her Ph.D. in History from Texas A&M University, where she is now an Instructional Associate Professor. She is the Principal Investigator for a TAMU Open Educational Resources Project, served as a TAMU task force member of the American Association of Colleges and Universities (AAC&U) Institute on Open Educational Resources, and continues her work on innovative course design.

Jessica Erin Ray earned her Ph.D. in History from Texas A&M University, where she is now an Instructional Associate Professor. In addition to course design work, she served as faculty lead for the U.S. history survey for Digital Design for Student Success (D2S2), a collaboration with the Texas Higher Education Coordinating Board. She also manages undergraduate humanities research initiatives as the Associate Director of the Melbern G. Glasscock Center for Humanities Research.

Kaitlyn N. Ross is a Ph.D. Candidate and former Graduate Lecturer in History at Texas A&M University. She received the 2022 Texas A&M University Murray and Celeste Fasken Distinguished Graduate Student Teaching Award and has co-authored twenty in-class active learning and other teaching materials with Open Educational Resources of Texas with the Texas Higher Education Coordinating Board.

Samantha Shields earned her Ph.D. from Texas A&M University, where she is now the Assistant Director of Curriculum Development for the Center for Teaching Excellence. She is passionate about facilitating the Program (Re)Design process, a faculty-led, data-informed process aimed to assist programs or course teams in creating a more learner-centered, relevant, and current curriculum or course design.