J Conrad
Biographic Data
| ID | 4808 |
|---|---|
| NAME | J Conrad |
| GIVEN NAMES | J |
| FAMILY NAME | Conrad |
| SIGNATURE | CONRAD J |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0002-8904-9091 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1889 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Beyond Script and Counterscript: Exploring Teachers' Facilitation of Student Discourse about Slavery
In this research article, Abby Reisman, Lightning Peter Jay, and Jenni Conrad compare how two preservice teachers navigated discursive “third spaces” that emerged during discussions of slavery in ninth-grade global history classrooms. Both teachers were initially surprised by students9 engagement and responded in ways that welcomed and sustained student discourse. Yet the unfolding discussion presented challenges to both teachers that proved too …
Classroom strategies for navigating emotions during controversial discussions
The social studies discourse instrument: Validating an observation tool for classroom discussions
Decentering teacher voice - And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions
Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry
While recognized as a foundational practice, social studies educators struggle with enacting inquiry-based instruction. With critical inquiries that examine sociopolitical and other injustices, developing aligned compelling questions represents a challenge, particularly for elementary teachers. Informed by four lenses of criticality from social studies scholarship, this design-based mixed methods research follows 28 elementary teacher candidates …
Grandmother Cedar as Educator: Teacher Learning Through Native Knowledges and Sovereignty Curriculum
As Indigenous-led education mandates proliferate globally, understanding how educators teach Indigenous perspectives and sovereignty remains urgent. Learning and integrating such knowledge proves difficult for non-Native teachers, given their lengthy participation in settler colonial schooling and society. What does learning to implement Native sovereignty curriculum entail? Codesigned with eight Native education leaders, this qualitative study e…
White preservice teachers facilitating African American history discussions: Tensions of identity in practice
Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships
How can researchers in settler colonial states align their research and partnership practices to demonstrate reciprocity and solidarity with Indigenous communities and nations-especially researchers with dominant identities and training? This self-study investigates a recent research-practice partnership focused on Native curriculum implementation in schools on Coast Salish Lands (Washington State, USA). Using research memos, journals, and corres…
Desettling History: Non-Indigenous Teachers’ Practices and Tensions Engaging Indigenous Knowledges
Background/Context: For educators committed to unraveling racism and colonial bias in world history courses, challenges persist—particularly with Indigenous peoples and knowledges. Typical history curriculum, standards, and instructional tools misrepresent Indigenous peoples and knowledges in damaging and inaccurate ways. In cities, where Indigenous peoples and the natural world are often presumed distant, teachers may especially struggle to disr…
Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning
This case study aims to expand our understanding of controversial issues teaching and teacher disclosure by illustrating how one “out” gay/queer high school teacher approaches and experiences disclosure with the National Day of Silence (DoS), a yearly event focused on increasing awareness of LGBTQ voices and concerns in schools. Using interviews and document analysis, the study asks how planning and participating in the DoS impacted teacher think…
From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy
Tangling with Whiteness and Multicultural (Neo)liberalism: Canada’s Timely Lessons on Denial and Praxis for Global Educators
Effects of a vigorous walking program on body composition, and carbohydrate and lipid metabolism of obese young men
Dit onderzoek heeft tot doel uitgangspunten te formuleren voor het bouwen van een aantal wooneenheden voor psycho-geriatrische patiënten met bijbehorende voorzieningen in combinatie met het bouwen van een aantal woningen voor zelfstandig wonende ouderen, onder het beheer van één woningbouwvereniging. Door de verpleeghuizen De Herven in 's Hertogenbosch en Mariaoord in Rosmalen is een aanvraag ingediend. bij het Ministerie van Welzijn, Volksgezond…
Handworterbuch der Staatswissenschaften
From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy
Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning
This case study aims to expand our understanding of controversial issues teaching and teacher disclosure by illustrating how one “out” gay/queer high school teacher approaches and experiences disclosure with the National Day of Silence (DoS), a yearly event focused on increasing awareness of LGBTQ voices and concerns in schools. Using interviews and document analysis, the study asks how planning and participating in the DoS impacted teacher think…
Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships
How can researchers in settler colonial states align their research and partnership practices to demonstrate reciprocity and solidarity with Indigenous communities and nations-especially researchers with dominant identities and training? This self-study investigates a recent research-practice partnership focused on Native curriculum implementation in schools on Coast Salish Lands (Washington State, USA). Using research memos, journals, and corres…
Handworterbuch der Staatswissenschaften
Classroom strategies for navigating emotions during controversial discussions
Decentering teacher voice - And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry
While recognized as a foundational practice, social studies educators struggle with enacting inquiry-based instruction. With critical inquiries that examine sociopolitical and other injustices, developing aligned compelling questions represents a challenge, particularly for elementary teachers. Informed by four lenses of criticality from social studies scholarship, this design-based mixed methods research follows 28 elementary teacher candidates …
The social studies discourse instrument: Validating an observation tool for classroom discussions
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
White preservice teachers facilitating African American history discussions: Tensions of identity in practice
Handworterbuch der Staatswissenschaften
Effects of a vigorous walking program on body composition, and carbohydrate and lipid metabolism of obese young men
Dit onderzoek heeft tot doel uitgangspunten te formuleren voor het bouwen van een aantal wooneenheden voor psycho-geriatrische patiënten met bijbehorende voorzieningen in combinatie met het bouwen van een aantal woningen voor zelfstandig wonende ouderen, onder het beheer van één woningbouwvereniging. Door de verpleeghuizen De Herven in 's Hertogenbosch en Mariaoord in Rosmalen is een aanvraag ingediend. bij het Ministerie van Welzijn, Volksgezond…
Tangling with Whiteness and Multicultural (Neo)liberalism: Canada’s Timely Lessons on Denial and Praxis for Global Educators
From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy
Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning
This case study aims to expand our understanding of controversial issues teaching and teacher disclosure by illustrating how one “out” gay/queer high school teacher approaches and experiences disclosure with the National Day of Silence (DoS), a yearly event focused on increasing awareness of LGBTQ voices and concerns in schools. Using interviews and document analysis, the study asks how planning and participating in the DoS impacted teacher think…
Desettling History: Non-Indigenous Teachers’ Practices and Tensions Engaging Indigenous Knowledges
Background/Context: For educators committed to unraveling racism and colonial bias in world history courses, challenges persist—particularly with Indigenous peoples and knowledges. Typical history curriculum, standards, and instructional tools misrepresent Indigenous peoples and knowledges in damaging and inaccurate ways. In cities, where Indigenous peoples and the natural world are often presumed distant, teachers may especially struggle to disr…
White preservice teachers facilitating African American history discussions: Tensions of identity in practice
Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships
How can researchers in settler colonial states align their research and partnership practices to demonstrate reciprocity and solidarity with Indigenous communities and nations-especially researchers with dominant identities and training? This self-study investigates a recent research-practice partnership focused on Native curriculum implementation in schools on Coast Salish Lands (Washington State, USA). Using research memos, journals, and corres…
Decentering teacher voice - And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions
Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indig…
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry
While recognized as a foundational practice, social studies educators struggle with enacting inquiry-based instruction. With critical inquiries that examine sociopolitical and other injustices, developing aligned compelling questions represents a challenge, particularly for elementary teachers. Informed by four lenses of criticality from social studies scholarship, this design-based mixed methods research follows 28 elementary teacher candidates …
Grandmother Cedar as Educator: Teacher Learning Through Native Knowledges and Sovereignty Curriculum
As Indigenous-led education mandates proliferate globally, understanding how educators teach Indigenous perspectives and sovereignty remains urgent. Learning and integrating such knowledge proves difficult for non-Native teachers, given their lengthy participation in settler colonial schooling and society. What does learning to implement Native sovereignty curriculum entail? Codesigned with eight Native education leaders, this qualitative study e…
Classroom strategies for navigating emotions during controversial discussions
The social studies discourse instrument: Validating an observation tool for classroom discussions
Beyond Script and Counterscript: Exploring Teachers' Facilitation of Student Discourse about Slavery
In this research article, Abby Reisman, Lightning Peter Jay, and Jenni Conrad compare how two preservice teachers navigated discursive “third spaces” that emerged during discussions of slavery in ninth-grade global history classrooms. Both teachers were initially surprised by students9 engagement and responded in ways that welcomed and sustained student discourse. Yet the unfolding discussion presented challenges to both teachers that proved too …
Pedagogy (12 works) · Political science (11 works) · Sociology (11 works) · Educator Training and Historical Pedagogy (10 works) · Psychology (8 works) · Global Education and Multiculturalism (7 works) · Law (6 works) · Gender Studies (5 works) · Mathematics education (5 works) · Politics (5 works)