About

Sara Evers is an Assistant Professor of Teacher Education at Ferrum College, President of the Virginia Council for History Education, and an Educational Consultant for the Library of Congress Teaching with Primary Sources program.Her research asks the question, “what does it mean to know history?” She investigates curriculum, teachers’ pedagogical decision making, and creative teaching strategies (including the use of digital tools.) Through this research, Evers aims to uncover how history is communicated in schools and society, and the role of historical knowledge in fostering pluralist democracy. Current projects include curriculum building to support students' engagement in the historical read and a cross-national analysis of Open Educational Resources for teaching women's and gender history.Dr. Evers holds a PhD in Curriculum and Instruction for History and Social Science Education from Virginia Tech. Prior to her doctorate, she taught secondary history in Virginia public schools.

• Curriculum Vitae

Select Publications

Evers, S., Hicks, D., & Shelburne, S. (2025). Whose historical thinking? Representation of women in the Digital Inquiry Group’s Reading Like a Historian world history curriculum. Theory & Research in Social Education, 53(3), 403–438. https://doi.org/10.1080/00933104.2025.2469495**Winner 2025-2026 NCSS Exemplary Research in Social Studies AwardEvers, S., Bell, K., & Hicks, D. (2025). Doing Things Differently: Social Studies Preservice Teachers’ Conceptions of and Experiences With Creativity in Teaching and Learning. The Journal of Social Studies Research, 0(0). https://doi.org/10.1177/23522798251357600Evers, S. & Wright-Maley, C. (2025). Simulating with Care: Some thoughts on mitigating the potential for harm in social studies simulations. Annals of Social Studies Education Research for Teachers, 7 (1), 1-10. https://doi.org/10.29173/assert92DissertationEvers (2025). Knowing History: A Study of the Construction and Implementation of Historical Knowledge from Theory to Practice. [Doctoral Dissertation, Virginia Tech]. https://hdl.handle.net/10919/129378

Contact

• Email