Campus Address: Classroom Building C209
Ph.D., University at Buffalo
History Education and Social Studies Education
Grant, S. G. & Gradwell, J. M. Eds. (2010). Teaching history with big ideas: Cases of ambitious teaching. Lanham, MD: Rowman & Littlefield Publishers, Inc.
Gradwell, J. M., & Leacock, K. (2017). "The object of the exercise: Increasing the role of museums in the social studies classroom." In S. G. Grant, J. Lee, and K. Swan (Eds.), Teaching social studies: A methods book for methods teachers. Charlotte, NC: Information Age Publishing.
Gradwell, J. M., Rodeheaver, M., & Dahlgren, R. L. (2015). “Schools need to wake up!” Student participants’ calls for human rights education. Social Studies Research and Practice, 10(1), 1-20.
Rodeheaver, M., Gradwell, J. M., & Dahlgren, R. L. (2014). "We are Dumbledore's Army:" Forging the foundation for future student upstanders. Journal of International Social Studies, 4(2), 57-72.
Gradwell, J. M., Acanfora, L. M., Lindsay, E., Vaughn, K. (2014). Queen of the Falls: A NCSS notable trade book lesson plan. Social Studies Research and Practice, 9(1), 189-201.
Saye, J. & Social Studies Inquiry Research Collaborative (SSIRC). (2014). Achieving authentic pedagogy: Plan units, not lessons. Social Education, 78(1), 33-37.
Grant, S. G. & Gradwell, J. M. (2013). Teaching history with big ideas. Noter. (Danish History Teachers’ Organization quarterly periodical)
Gradwell, J. M. & DiCamillo, L. (2013). A means to an end: A middle level teacher’s purposes for using historical simulations. Middle Grades Research Journal, 8(3), 39-59.
Gradwell, J. M. & DiCamillo, L. (2013). “The second we stop growing we are dead”: Examining a social studies professional dyad. The Middle School Journal, 45(2), 3-11.
DeWitt, S., Patterson, N., Blankenship, W., Blevins, B. DiCamillo, L., Gerwin, D., Gradwell, J. M., Gunn, J., Maddox, L., Salinas, C., Saye, J., Stodderd, J., Sullivan, C. (2013). The lower-order expectations of high stakes tests: A four-state analysis of social studies standards and test alignment. Theory and Research in Social Education, 41(3), 382-427.
DiCamillo, L. & Gradwell, J. M. (2013). To simulate or not to simulate? Investigating myths about social studies simulations. The Social Studies, 104(4), 155-160.
Saye, J. & Social Studies Inquiry Research Collaborative (SSIRC). (2013). Authentic pedagogy: Its presence in social classrooms and relationship to student performance on state-mandated tests. Theory and Research in Social Education, 41(1), 89-132.
DiCamillo, L. & Gradwell, J. M. (2012). Using simulations to teach middle school U.S. history in an age of accountability. Research in Middle Level Education Online, 35(7), 1-16.
Gradwell, J. M., Amidon, J., LaJudice, D., & Westlake-Douds, M. (2012). Steel Town: A NCSS Notable Trade Book lesson plan. Journal of Social Studies Research and Practice, 7(2), 137-146.
Gradwell, J. M. (2010). Speaking from one instructor to another: A dialogue among social studies methods professors and instructors. [Review of the book Social studies diversity education: What we do and why we do it, by E. E. Heilman, R. F. Amthor, & M. T. Missias]. Theory and Research in Social Education, 38(4), 640-646.
Gradwell, J. M. (2010). Using sources to teach history for the common good: A case of one teacher's purpose. Journal of Social Studies Research, 34(1), 59-76.
Grant, S. G. & Gradwell, J. M. (2009). The road to ambitious teaching: Creating big idea units in history classes. Journal of Inquiry and Action in Education, 2(1), 1-26.
Gradwell, J. M. (2008). On the path to professing. Professing Education, 6(1), 2-4.
Grant, S. G. & Gradwell, J. M. (2008). Identifying the markers of history: Teachers and researchers describe the assessment of historical knowledge and understanding. Journal of Social Studies Research and Practice, 3(1), 1-23.
Gradwell, J. M. (2006). Teaching in spite of, rather than because of, the test: A case of ambitious history teaching in New York state. In S. G. Grant (ed.), Measuring history: Cases of high stakes testing across the United States. Greenwich, CT: Information Age Publishing.
Grant, S. G. & Gradwell, J. M. (2005). The sources are many: Exploring history teachers’ selection of classroom texts. Theory and Research in Social Education, 33(2), 244-265.
Grant, S. G., Gradwell, J. M., & Cimbricz, S. (2004). A question of authenticity: The document-based question as an assessment of students’ knowledge of history. Journal of Curriculum and Supervision, 19(4), 309-337.
Grant, S. G., Gradwell, J. M., Lauricella, A., Derme-Insinna, A., Pullano, L., & Tzetzo, K. (2002). When increasing stakes need not mean increasing standards: The case of the New York state global history and geography exam. Theory and Research in Social Education, 30(4), 488-515.
Grant, S. G., Derme-Insinna, A., Gradwell, J. M., Lauricella, A., Pullano, L., & Tzetzo, K. (2002). Juggling two sets of books: A teacher responds to the New York state global history exam. Journal of Curriculum and Supervision, 17(3), 232-255.
Grant, S. G., Derme-Insinna, A., Gradwell, J. M., Lauricella, A., Pullano, L., & Tzetzo, K. (2001). Teachers, tests, and tensions: Teachers respond to the New York state global history exam. The International Social Studies Forum, 1(2), 107-125.
Beginning Teacher Mentoring Seminar in the Social Studies
Historical and Philosophical Foundations of Social Education
Research Methods in Secondary Social Studies
Special Topics in In-service Social Studies Education
The Teaching of History
Topics in American History
Teaching Social Studies
Teaching with Historic Places
Learning from Museums
Topics in American History
Reasearch Methods in Secondary Social Studies
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