Christopher C Martell
Biographic Data
| ID | 2179314 |
|---|---|
| NAME | Christopher C Martell |
| GIVEN NAMES | Christopher C |
| FAMILY NAME | Martell |
| SIGNATURE | MARTELL C C |
| AFFILIATIONS | University of Massachusetts Boston |
| ORCID | 0000-0002-3251-3439 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Navigating and Resisting
“It has a chilling effect”
A growing number of U.S. states have passed laws that restrict the teaching of certain topics, usually involving race, gender, and sexual orientation, in school. Employing critical theory, we examined the reaction of secondary social studies teachers in five states with and without discriminatory censorship laws (DCLs) through surveys (N = 319) and interviews (N = 28). We found that there were differences in how teachers experience DCLs based on …
A Multistate Critical Policy Analysis of Social Studies Standards Committee Processes
Purpose: This study examined the policy processes that occurred during the creation of social studies state standards across 18 states and the District of Columbia. Research Methods/Approach: Using a critical education policy studies approach, researchers analyzed policy documents, media reports, and interviews with state standards panel participants about state social studies standards development processes. Findings: (1) States had varying leve…
Barriers and Pathways to Enacting Justice-Oriented Social Studies
In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher preparation program to their fourth year in the classroom. The researchers found that each teacher had developed different personal definitions of justice based on their backgrounds and lived experiences. While the teachers’ justice beliefs remained relativel…
I was in the room where it happens”
This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards…
Becoming and Remaining (Un)Critical
In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers ten…
Making race and racism invisible
Data visualizations, including timelines, maps, and graphs, are often used to present social and political information in the media. Students need to learn how to make sense of data visualizations and recognize when they are being used to mislead, or when they advance white supremacist views. In this study, we used critical race analysis to examine history lessons from four widely-used websites in order to determine if they provided opportunities…
Five years later
In a previous study conducted before the emergence of the #MeToo Movement and the results of the 2016 U.S. Presidential Election, the authors examined feminist teachers and found differences based on their liberal feminist or critical feminist perspectives. In this study, the authors examine the same participants five years later to determine if and how their beliefs, teaching practices, and curricula may have changed. Using a multiple case study…
Barriers to Inquiry-Based Instruction
While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three history teachers' conceptual and practical tools from their methods course through their fifth year or…
Culturally sustaining social studies teachers
Becoming a Race-Conscious Social Studies Teacher
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on the…
Equity- and Tolerance-Oriented Teachers
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race…
Race and Histories
In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students’ race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the students of color. The results showed that the teacher's attempt to use…
Race and Histories
In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students’ race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the students of color. The results showed that the teacher's attempt to use…
Culturally sustaining social studies teachers
Barriers to Inquiry-Based Instruction
While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three history teachers' conceptual and practical tools from their methods course through their fifth year or…
Equity- and Tolerance-Oriented Teachers
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race…
I was in the room where it happens”
This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards…
Becoming a Race-Conscious Social Studies Teacher
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on the…
Race and Histories
In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students’ race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the students of color. The results showed that the teacher's attempt to use…
Becoming a Race-Conscious Social Studies Teacher
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on the…
Equity- and Tolerance-Oriented Teachers
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race…
Culturally sustaining social studies teachers
Barriers to Inquiry-Based Instruction
While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three history teachers' conceptual and practical tools from their methods course through their fifth year or…
Five years later
In a previous study conducted before the emergence of the #MeToo Movement and the results of the 2016 U.S. Presidential Election, the authors examined feminist teachers and found differences based on their liberal feminist or critical feminist perspectives. In this study, the authors examine the same participants five years later to determine if and how their beliefs, teaching practices, and curricula may have changed. Using a multiple case study…
Making race and racism invisible
Data visualizations, including timelines, maps, and graphs, are often used to present social and political information in the media. Students need to learn how to make sense of data visualizations and recognize when they are being used to mislead, or when they advance white supremacist views. In this study, we used critical race analysis to examine history lessons from four widely-used websites in order to determine if they provided opportunities…
I was in the room where it happens”
This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards…
Becoming and Remaining (Un)Critical
In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers ten…
“It has a chilling effect”
A growing number of U.S. states have passed laws that restrict the teaching of certain topics, usually involving race, gender, and sexual orientation, in school. Employing critical theory, we examined the reaction of secondary social studies teachers in five states with and without discriminatory censorship laws (DCLs) through surveys (N = 319) and interviews (N = 28). We found that there were differences in how teachers experience DCLs based on …
A Multistate Critical Policy Analysis of Social Studies Standards Committee Processes
Purpose: This study examined the policy processes that occurred during the creation of social studies state standards across 18 states and the District of Columbia. Research Methods/Approach: Using a critical education policy studies approach, researchers analyzed policy documents, media reports, and interviews with state standards panel participants about state social studies standards development processes. Findings: (1) States had varying leve…
Barriers and Pathways to Enacting Justice-Oriented Social Studies
In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher preparation program to their fourth year in the classroom. The researchers found that each teacher had developed different personal definitions of justice based on their backgrounds and lived experiences. While the teachers’ justice beliefs remained relativel…
Navigating and Resisting
Educator Training and Historical Pedagogy (12 works) · Sociology (11 works) · Pedagogy (10 works) · Psychology (8 works) · Political science (7 works) · Critical Race Theory in Education (6 works) · Innovative Teaching Methodologies in Social Sciences (6 works) · Gender Studies (5 works) · Gender Studies (5 works) · Mathematics education (5 works)