Judith Pace

Judith Pace
University of San Francisco | USFCA · Teacher Education

Ed.D. Harvard Graduate School of Education

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39
Publications
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Introduction
Judith (Judy) Pace is a professor of teacher education in the School of Education at the University of San Francisco. Her research investigates teaching and its social, cultural, and political dynamics. She has studied the classroom authority and academic engagement, high school government classes, social studies teaching under high stakes accountability, and preparing preservice teachers to teach controversial issues in three countries. She has won three Spencer Foundation grants.

Publications

Publications (39)
Article
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Based on a cross-national study conducted in Northern Ireland, England, and the United States, this article expands current literature by examining 4 teacher educators’ efforts to prepare preservice teachers to teach controversial issues. Teaching controversial issues, strongly advocated for decades, is both urgent and risky, especially in divided...
Article
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This exploratory case study examines how preservice teachers, in a citizenship methods course in the divided society of Northern Ireland, were provided by their teacher educator with an adaptable toolkit to safely and pragmatically teach controversial issues. The concept of adaptive appropriation explains how preservice teachers took up discussion...
Article
The rise of nationalism that deepens hatred of the ‘other’, long-standing divisions and legacies of oppression threaten democracy around the globe. Despite the urgency of advancing transformative democratic education in the face of these daunting challenges, in real classrooms, most teachers do not take up this endeavour. Teacher education has a vi...
Article
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Provides an overview of teaching controversial issues and how teacher educators in three countries prepared their preservice teachers to take up this set of practices. Explains the "contained risk-taking" approach and its elements, which make teaching controversies safer and more pragmatic. Discusses how preservice teachers experimented with teachi...
Book
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Teaching controversial issues in the classroom is now more urgent and fraught than ever as we face up to rising authoritarianism, racial and economic injustice, and looming environmental disaster. Despite evidence that teaching controversy is critical, educators often avoid it. How then can we prepare and support teachers to undertake this essentia...
Article
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How are we to understand what the character education movement is all about? How did it become so popular? What does its curriculum look like? And what is its educational impact? Lee Jerome and Ben Kisby answer these questions in a bold and brilliant book called "The Rise of Character Education in Britain: Heroes, Dragons, and the Myths of Characte...
Chapter
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The chapter uses Bakhtin's concept of heteroglossia to analyze competing ideologies and practices in four teachers' ELA and social studies classrooms, grades 4-12. It identifies both tensions and possibilities for democratic teaching in "the charged classroom" as teachers are faced with conflicting demands to both standardize and diversify their cu...
Article
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In a divisive age, how do we support beginning teachers in taking up the challenge of teaching controversial topics and creating classroom environments that promote civil discourse? For insights, the author looked to the work of teacher educators in Northern Ireland, a region that is still affected by many generations of intense sectarian conflict....
Article
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Audrey Osler’s new book, Human Rights and Schooling, explores the possibilities of education as a vehicle for building freedom, justice and peace at home and throughout the world. It makes a strong argument for including human rights in the social studies/citizenship curriculum of our schools. First, to cultivate ‘cosmopolitan citizens’, schools mu...
Article
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The presidential election offers a rich opportunity for democracy education, through which young people engage with political, social, and moral questions about how we should live together. Discussion of controversial issues is widely advocated, yet teachers need support from researchers, teacher educators, and school leaders as they grapple with t...
Article
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Civic Education in the Elementary Grades, by Dana Mitra and Stephanie Serriere, is an inspiring book about a public elementary school that puts civic engagement at the center of its mission. The authors along with their research team conducted research at Dewey Elementary for 5 years and explored the following questions: “In what spaces can civic e...
Chapter
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This entry in George Scarlett's handbook on classroom management tackles the problem of authority in classrooms and schools by giving an overview of theories of authority as a social construction, ideological positions on authority, and research findings on how authority plays out in classrooms and schools. It concludes with elements of authority r...
Book
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At a time when debate over school reform commands unprecedented attention, Judith L. Pace argues we must grapple with the underlying challenges of classroom teaching and, at the same time, strive to realize the ideals of democratic education. Building on three qualitative studies in grades four through twelve, The Charged Classroom examines the dee...
Article
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Social studies scholars and educators argue that democratic purposes in K-12 public schools are neglected, even suppressed, by an obsession with raising achievement in literacy and mathematics. Teacher education can play a crucial role in preparing teachers who can and will commit themselves to furthering democratic aims. This special feature artic...
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How to educate democratic citizens is one of the most important problems in today’s schools. Making Civics Count: Citizenship Education for a New Generation, edited by David E. Campbell, Meira Levinson, and Frederick M. Hess (2012) is an excellent collection of essays, written by some of the most prominent scholars in the field, that enriches our u...
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High stakes accountability has intensified the marginalization of social studies in public schools. A popular response to the dilemma between raising achievement in English Language Arts and preserving social studies is to integrate the two subjects. This qualitative case study analyzes instruction in a fifth grade urban classroom where the teacher...
Article
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This article contributes to research on the impact of high stakes accountability on social studies teaching where it is not tested by the state, and addresses the question of what is happening in middle and higher performing versus struggling schools (Wills, 2007). The author presents complex findings from a qualitative study in five California cla...
Article
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The authors extend the literature on multicultural democratic citizenship education (Marri, 2005) with a case study about how a highly esteemed high school teacher involved a heterogeneous group of students in a rigorous, engaging, critical study of U.S. History. Mr. Scott's* teaching was noteworthy in its community building, thorough disciplinary...
Article
Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education...
Chapter
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To address the dual problems of political and classroom engagement, this study examines different versions of teaching for citizenship in Government classes. Variation in teaching was shaped by interrelated factors: Views of students, conceptions of the course, tracking and school culture. In each school, opportunities for engagement in classroom l...
Article
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This article contributes new understanding to a small but critical body of research indicating that high-stakes testing in reading/language arts and mathematics is contributing to marginalization of social studies in the elementary school curriculum across the US. It provides evidence from interviews with fifth-grade teachers that the "squeeze" on...
Article
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Amid the chorus of much-needed criticisms of the No Child Left Behind Act, hardly a note has been heard in the media about the “squeezing” of social studies, a significant consequence of the pressure to raise test scores in reading and mathematics. Only a tiny body of published research on the problem exists, but it, along with widespread anecdotal...
Article
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Authority is a fundamental, problematic, and poorly understood component of classroom life. A better understanding of classroom authority can be achieved by reviewing writings on social theory, educational ideology, and qualitative research in schools. Social theories provide important analytical tools for examining the constitutive elements of aut...
Article
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What kinds of authority relations exist in today's high schools? Throughout the last century, educational thinkers from different ideological camps have strongly advocated particular kinds of authority to promote educational aims. However, in the last few decades, sociologists of education have not adequately studied classroom authority (Hum, 1985)...
Article
What kinds of authority relations exist in today's high schools? Throughout the last century, educational thinkers from different ideological camps have strongly advocated particular kinds of authority to promote educational aims. However, in the last few decades, sociologists of education have not adequately studied classroom authority (Hum, 1985)...
Article
Full-text available
This paper examines the dynamics of authority relationships and curriculum enactment in a lower-level, college-preparatory US History class. It explains how a teacher and his students construct a relaxed order shaped by uncertain educational goals, the use of entertainment, and students' wants. Ambiguity and entertainment in the teacher's practise...
Article
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How do teachers negotiate classroom authority so they can persuade students to do what they do not necessarily want to do, while building and maintaining positive rapport? This case study of a high-track English class shows how a teacher used multiple claims to legitimacy and ambiguous standards to manage this dilemma. It found that relationships b...
Article
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The events of September 11th raised profound questions for educators about how to understand an unprecedented crisis and how to address it in our work. In preparing the American Educational Research Association's Division B (Curriculum Studies) Fall 2001 newsletter, Vice President Reba Page and I decided that interviewing curriculum scholars on the...
Chapter
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Through conversations with various people, our visitors learn that King School is an integral part of its community, a mid-size town whose population has become increasingly diverse. School-related decisions are made with input from a variety of groups, including school staff, family members, students, the town council and the business community. I...
Article
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As a collection, the studies in this book investigate the diversity of purposes of citizenship education, meanings of citizenship held by participants, and approaches to teaching and learning. The studies present the voices of educators and youth involved in these civic education efforts and analyze key elements of their practices. The authors util...
Article
Qualifying paper--Harvard Graduate School of Education, 1997. Includes bibliographical references (leaves [1-6]). Passed in APSP, April 1997.

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Projects

Projects (2)
Project
This book is based on a research project funded by the Spencer Foundation on preparing preservice teachers for teaching controversial issues in N Ireland, England, and the US. Currently I am working on a research communications plan, also funded by Spencer, to make the research have a real impact. It centers on professional development through workshops, seminars, writings, podcasts, and so on.
Project
How do teacher educators prepare pre-service teachers to teach controversial issues in social studies? How do pre-service teachers respond and take up the practice of teaching controversial issues? What individual, institutional, and sociopolitical factors are at play?