Christopher C. Martell
Clinical Assistant Professor
Program Director, Social Studies Education
School of Education
Two Silber Way, Room 502
Boston, MA 02215
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Curriculum Vitae (Updated April 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 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
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.