Jeremy Stoddard
Biographic Data
| ID | 1505634 |
|---|---|
| NAME | Jeremy Stoddard |
| GIVEN NAMES | Jeremy |
| FAMILY NAME | Stoddard |
| SIGNATURE | STODDARD J |
| AFFILIATIONS | William & Mary |
| ORCID | 0000-0001-5930-6723 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Teaching through crisis
Town Destroyer and Controversial Murals
Teaching the US 2018 midterm elections
The goal of this study was to identify teacher-reported practices related to teaching the 2018 US Midterm Elections and contemporary social and policy issues. In particular, we sought to identify factors that helped explain why teachers were or were not engaging students in the midterm elections and related contemporary issues and what contextual factors may influence their teaching of these contemporary events. We also examined how the teachers’…
Holocaust education in transition from live to virtual survivor testimony
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include ho…
It’s a Growing and Serious Problem
In the aftermath of the September 11th attacks, some who were unable to cope with the devastation and the failure to prevent them turned to alternative explanations as to how and why these attacks occurred. Coinciding with the growth of the internet, hyper-partisan news sources, and misinformation, a vast number of 9/11 conspiracy theories emerged and spread. During the past 20 years, these conspiracy theories became embedded in public discourse,…
A virtual internship to prepare high school students for civic and political action
Teaching History with Film
Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach h…
Teaching Difficult History through Film
The role of ideology and habitus in educational media production
The notion that embedded meanings exist within media, and are informed by particular ideologies, is far from new. Analyses of curriculum, however, rarely examine empirically the role of these ideologies or the context of production. Instead, the ideologies are attributed to a “producer” representing particular power relationships or societal hegemony. In this case study, data collected as part of a study of an educational media organization are u…
Learning Local Immigration History In and Out of the Museum
In this article we utilize three case studies from the US as models for structuring historical inquiry in museum education programs focused on local immigration history. We focus on how models of practice from museums can be utilized as part of authentic history education pedagogy - in particular conducting historical inquiry with archival material and creating engaging exhibits. The three cases we draw from are the Tenement Museum (New York City…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
In the Curriculum
This article uses a curricular analysis study to examine how the events of 9/11 and their aftermath are presented to secondary students in supplemental curriculum and social studies textbooks published from 2002–2010. Shortly after 9/11, many political leaders and social studies educators advocated teaching about 9/11 and its aftermath because these events provided a unique “teachable moment,” even though there was often bitter disagreement about…
The Challenge(s) of Rethinking History Education
(2011). The Challenge(s) of Rethinking History Education. Theory & Research in Social Education: Vol. 39, No. 4, pp. 581-586
Teaching History with Film
Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a…
From a Roar to a Murmur
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices sh…
The Ideological Implications of Using “Educational” Film to Teach Controversial Events
Use of media in today’s classrooms, from feature and documentary film to news clips streamed via the Web, has grown exponentially. Film can be a powerful medium for teaching and learning, but is often viewed as a neutral source of information. This collective case study focuses on two teachers who use documentary film to teach about controversial events, with the goal of better understanding teacher selection and use of film as part of pedagogy a…
The Inconvenient Truth about Teaching History with Documentary Film
How can teachers effectively use documentary film to teach history, and toward what goals? This article addresses these important questions by: (1) exploring what we know about secondary teachers' practices with documentary film and secondary students' beliefs about documentary film as a source of knowledge about the past, (2) proposing a rationale for the use of documentary film that supports the goals of history education, and (3) discussing ex…
Interpreting U.S. History
Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust
The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportuni…
The Fog of War
The Ideological Implications of Using “Educational” Film to Teach Controversial Events
Use of media in today’s classrooms, from feature and documentary film to news clips streamed via the Web, has grown exponentially. Film can be a powerful medium for teaching and learning, but is often viewed as a neutral source of information. This collective case study focuses on two teachers who use documentary film to teach about controversial events, with the goal of better understanding teacher selection and use of film as part of pedagogy a…
The Inconvenient Truth about Teaching History with Documentary Film
How can teachers effectively use documentary film to teach history, and toward what goals? This article addresses these important questions by: (1) exploring what we know about secondary teachers' practices with documentary film and secondary students' beliefs about documentary film as a source of knowledge about the past, (2) proposing a rationale for the use of documentary film that supports the goals of history education, and (3) discussing ex…
From a Roar to a Murmur
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices sh…
Holocaust education in transition from live to virtual survivor testimony
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include ho…
Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust
The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportuni…
In the Curriculum
This article uses a curricular analysis study to examine how the events of 9/11 and their aftermath are presented to secondary students in supplemental curriculum and social studies textbooks published from 2002–2010. Shortly after 9/11, many political leaders and social studies educators advocated teaching about 9/11 and its aftermath because these events provided a unique “teachable moment,” even though there was often bitter disagreement about…
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
Town Destroyer and Controversial Murals
It’s a Growing and Serious Problem
In the aftermath of the September 11th attacks, some who were unable to cope with the devastation and the failure to prevent them turned to alternative explanations as to how and why these attacks occurred. Coinciding with the growth of the internet, hyper-partisan news sources, and misinformation, a vast number of 9/11 conspiracy theories emerged and spread. During the past 20 years, these conspiracy theories became embedded in public discourse,…
Learning Local Immigration History In and Out of the Museum
In this article we utilize three case studies from the US as models for structuring historical inquiry in museum education programs focused on local immigration history. We focus on how models of practice from museums can be utilized as part of authentic history education pedagogy - in particular conducting historical inquiry with archival material and creating engaging exhibits. The three cases we draw from are the Tenement Museum (New York City…
The Fog of War
The Fog of War
Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust
The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportuni…
The Ideological Implications of Using “Educational” Film to Teach Controversial Events
Use of media in today’s classrooms, from feature and documentary film to news clips streamed via the Web, has grown exponentially. Film can be a powerful medium for teaching and learning, but is often viewed as a neutral source of information. This collective case study focuses on two teachers who use documentary film to teach about controversial events, with the goal of better understanding teacher selection and use of film as part of pedagogy a…
The Inconvenient Truth about Teaching History with Documentary Film
How can teachers effectively use documentary film to teach history, and toward what goals? This article addresses these important questions by: (1) exploring what we know about secondary teachers' practices with documentary film and secondary students' beliefs about documentary film as a source of knowledge about the past, (2) proposing a rationale for the use of documentary film that supports the goals of history education, and (3) discussing ex…
Interpreting U.S. History
Teaching History with Film
Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a…
From a Roar to a Murmur
The authors trace the development and implementation of Virginia's History and Social Science standards-based accountability system from 1995 to 2009. They frame the study within an examination of the political ideologies that influence policy realization and unpack the relationship between ideological and epistemological beliefs about the nature of disciplinary knowledge and arguments regarding what knowledge is of most worth and whose voices sh…
In the Curriculum
This article uses a curricular analysis study to examine how the events of 9/11 and their aftermath are presented to secondary students in supplemental curriculum and social studies textbooks published from 2002–2010. Shortly after 9/11, many political leaders and social studies educators advocated teaching about 9/11 and its aftermath because these events provided a unique “teachable moment,” even though there was often bitter disagreement about…
The Challenge(s) of Rethinking History Education
(2011). The Challenge(s) of Rethinking History Education. Theory & Research in Social Education: Vol. 39, No. 4, pp. 581-586
The Lower-Order Expectations of High-Stakes Tests
This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the standards. In this study, researchers from four states with high-stakes social studies tests questioned how we…
The role of ideology and habitus in educational media production
The notion that embedded meanings exist within media, and are informed by particular ideologies, is far from new. Analyses of curriculum, however, rarely examine empirically the role of these ideologies or the context of production. Instead, the ideologies are attributed to a “producer” representing particular power relationships or societal hegemony. In this case study, data collected as part of a study of an educational media organization are u…
Learning Local Immigration History In and Out of the Museum
In this article we utilize three case studies from the US as models for structuring historical inquiry in museum education programs focused on local immigration history. We focus on how models of practice from museums can be utilized as part of authentic history education pedagogy - in particular conducting historical inquiry with archival material and creating engaging exhibits. The three cases we draw from are the Tenement Museum (New York City…
Teaching Difficult History through Film
Teaching History with Film
Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach h…
A virtual internship to prepare high school students for civic and political action
Holocaust education in transition from live to virtual survivor testimony
This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include ho…
It’s a Growing and Serious Problem
In the aftermath of the September 11th attacks, some who were unable to cope with the devastation and the failure to prevent them turned to alternative explanations as to how and why these attacks occurred. Coinciding with the growth of the internet, hyper-partisan news sources, and misinformation, a vast number of 9/11 conspiracy theories emerged and spread. During the past 20 years, these conspiracy theories became embedded in public discourse,…
Teaching the US 2018 midterm elections
The goal of this study was to identify teacher-reported practices related to teaching the 2018 US Midterm Elections and contemporary social and policy issues. In particular, we sought to identify factors that helped explain why teachers were or were not engaging students in the midterm elections and related contemporary issues and what contextual factors may influence their teaching of these contemporary events. We also examined how the teachers’…
Town Destroyer and Controversial Murals
Teaching through crisis
Educator Training and Historical Pedagogy (15 works) · Sociology (15 works) · Political science (13 works) · Law (12 works) · Pedagogy (12 works) · Psychology (11 works) · Innovative Teaching Methodologies in Social Sciences (10 works) · Law (10 works) · Mathematics education (10 works) · Social studies (10 works)