Christopher C. Martell
Clinical Associate Professor
Program Director, Social Studies Education
Wheelock College of Education & Human Development
Two Silber Way, Room 502
Boston, MA 02215
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Curriculum Vitae (Updated August 2018)
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 Associate Professor and Program Director of Social Studies Education at the
Boston University Wheelock College of Education & Human Development. 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.