About

 
Christopher C. Martell
Clinical Assistant Professor
Program Director, Social Studies Education
Faculty Director, Secondary Education

Contact
Boston University 
School of Education
Two Silber Way, Room 502
Boston, MA 02215 
cmartell@bu.edu 
617.353.3924 
 
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Curriculum Vitae (Updated November 2017)
MartellCurriculumVitaeNov17.pdf 
 
Education
Ed.D., Curriculum and Teaching, Boston University, 2011 
M.Ed., Curriculum and Instruction, Boston College, 2004 
B.A., History, University of Massachusetts Amherst, 2002 

Research and Teaching
I am a Clinical Assistant Professor and Program Director of Social Studies Education at the 
Boston University School of Education. My research has appeared in numerous peer-
review journals and books. I am also the editor of the recent book "Social Studies Teacher 
Education: Critical Issues and Current Perspectives." I currently teach CH 300-515 Methods 
of Instruction/Elementary Social Studies 1-6, SO 566 Developing Historical Literacy 5-12, 
SO 930 The Nature of Social Studies Education, SO 933 Doctoral Seminar in History 
Education, SO 935 Doctoral Seminar in Civic Education and Engagement, and RS 620 
Action Research and Practitioner Inquiry.

I was a high school social studies teacher for eleven years in urban and suburban contexts. 
For most of my teaching career, I taught at Framingham High School, which is a racially 
and economically diverse urban school outside Boston with large immigrant populations 
from Brazil, Central America, and the Caribbean. As a teacher, I engaged in regular 
examinations of my own classroom practices through action research.

My research and professional interests focus on teacher development across the career 
span, including preservice teacher preparation, inservice professional development, and
practitioner inquiry. I am particularly interested in social studies teachers in urban and 
multicultural contexts, critical race theory, culturally relevant pedagogy, and historical 
inquiry.
My current research includes three studies. The first study examines the beliefs and 
practices of self-identifying race-conscious and culturally relevant secondary social 
studies teachers. The second study investigates the development of elementary teachers' 
beliefs and practices, with a focus on the role of race and inquiry in their social studies 
classrooms. The third study explores the development of social justice-oriented secondary 
social studies teachers.