Christopher Martell

Clinical Assistant Professor

Dr. Martell’s work primarily focuses on social studies and teacher education. He currently teaches elementary and secondary social studies methods. He was a high school social studies teacher for eleven years in urban and suburban contexts. For most of his teaching career, he 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, he engaged in regular examinations of his own classroom practices through action research. Previously, Dr. Martell was an adjunct professor at BU and UMass Boston, where he taught courses on secondary social studies methods and teacher research, and a BU field supervisor at Chelsea High School.

Dr. Martell’s research and professional interests center on teacher development across the career span, including preservice teacher preparation, inservice professional development, and practitioner inquiry. He is particularly interested in social studies teachers in urban and multicultural contexts, critical race theory, culturally relevant pedagogy, and historical inquiry. His recent research has examined the role of race and ethnicity and the use of inquiry in the social studies classroom.

Ed.D. in Curriculum and Teaching, Boston University

M.Ed. in Curriculum and Instruction, Boston College

B.A. in History, University of Massachusetts Amherst

SED CH 300 Methods of Instruction: Elementary, 1-6 (Social Studies)

SED CH 515 Curriculum Methods, 1-6 (Social Studies)

SED SO 566 Developing Historical Literacy, 5-12

SED SO 572 Curriculum and Methods for History and Social Science Education, 5-12

SED SO 933 Doctoral Seminar in History Education

SED RS 620 Action Research and Practitioner Inquiry

SED CT 575 General Methods of Instruction, 5-12

CAS SO 210 Confronting Persistent Social Inequalities in American Schools

CAS SO 211 Confronting Racial, Cultural, Gender, and Social Identities in Urban Classrooms

Dr. Martell's research includes a program that investigates secondary social studies teachers’ beliefs and practices related to the incorporation of race in the social studies curriculum, and one that looks at the development of elementary history teachers' beliefs and related practices over time, with the goal of improving elementary teacher preparation and subsequently learning in history. 

Read more about Examining Culturally Relevant Social Studies Teachers.
Read more about Dr. Martell's Longitudinal Analysis of the Development of Elementary History Teachers.

Martell, C. C. (Ed.). (in press). Research in social studies teacher education: Critical issues and current perspectives. Charlotte, NC: Information Age Publishing.

Martell, C. C., Bryson, J. R., & Chapman-Hale, W. C. (in press). Teaching racial inequity through the California Gold Rush. In P. Chandler & T. S. Hawley (Eds.), Race lessons: Using inquiry to teach about race in social studies. New York, NY:  Information Age Publishing.

Martell, C. C. & Sequenzia, M. R. (2016). Working the dialectic: Teaching and  learning teacher research in social studies. The Educational Forum, 80(4), 407-416.

Martell, C. C. (2016). Divergent views of race: Examining Whiteness in the U.S. history classroom. Social Studies Research and Practice11(1), 93-111.

Stevens, K. M. & Martell, C. C. (2016). An avenue for challenging sexism: Examining the high school sociology classroom. Journal of Social Science Education15(1), 63-73.

Martell, C. C. (2016). Teaching emerging teacher-researchers: Examining a district-based professional development course. Teaching Education, 27(1), 88-102.

Martell, C. C. (2015). Learning to teach culturally relevant social studies: A White teacher’s retrospective self-study. In P. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 41-60). New York, NY: Information Age Publishing.

Kissling, M. K. & Martell, C. C. (2014). Analyzing the messages of the State of the Union Address. Social Education78(6), 269-272.

Martell, C. C. (2014). Building a constructivist practice: A longitudinal study of beginning history teachers. The Teacher Educator, 49(2), 97-115.

Dunne, K. A. & Martell, C. C. (2013). Teaching America’s past to our newest Americans: Immigrant students and United States history. Social Education, 77(4), 192-195.

Martell, C. C. (2013). Race and histories: Examining culturally relevant teaching in the U.S. history classroom. Theory & Research in Social Education, 41(1), 65-88.

Martell, C. C. (2013). Learning to teach history as interpretation: A longitudinal study of beginning teachers. The Journal of Social Studies Research, 37(1), 17-31.

Martell, C. C. & Hashimoto-Martell, E. A. (2012). Throwing out the textbook: A teacher research study of changing texts in the history classroom. In H. Hickman & B. J. Porfilio (Eds.), The new politics of the textbook: Critical analysis in the core content areas (pp. 305-320). Boston, MA: Sense Publishers.

Martell, C. C. & Stevens, K. M. (2016). The beliefs and practices of race-conscious social studies teachersPaper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.

Martell, C. C. & Stevens, K. M. (2016). A survey of teachers’ perceptions of race and gender in social studies. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.

Stevens, K. M. & Martell, C. C. (2016). Gender equity in social studies: An analysis of teachers’ beliefs and practices. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.

Martell, C. C. and Stevens, K. M. (2015). The personal and professional experiences of race-conscious teachers. Paper presented at the Annual Meeting of the College and University Faculty Assembly of the National Council for the Social Studies, New Orleans, LA.

Martell, C. C. (2015). Uncovering the omitted past: Teaching race-related events in U.S. history. Presentation at the Annual Conference of the National Council for the Social Studies, New Orleans, LA.

Martell, C. C. (2015). Developing inquiry-based teaching practices: A 6-year longitudinal study of history teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Martell, C. C. (2015). Learning to teach about race in elementary social studies. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Martell, C. C. (2014). Examining social studies teachers’ beliefs about teaching race. Paper presented at the Annual Meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Boston, MA.

Stevens, K. M. & Martell, C. C. (2014). Teacher beliefs on gender in the sociology classroom. Paper presented at the Annual Meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Boston, MA.

Martell, C. C. (2014). Beyond slavery and civil rights: Teaching race in U.S. history. Presentation at the Annual Conference of the National Council for the Social Studies, Boston, MA.

Kissling, M. T. & Martell, C. C. (2014). The state of the source: Scrutinizing speeches for democratic citizenship. Presentation at the Annual Conference of the National Council for the Social Studies, Boston, MA.

Young, C. R., Stevens, K. M., Sequenzia, M. R., & Martell, C. C. (2014). Using teacher research in the social studies classroom. Presentation at the Annual Conference of the National Council for the Social Studies, Boston, MA.

Martell, C. C. (2014). Teaching about race in a multicultural setting: Culturally relevant pedagogy and the U.S. history classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Martell, C. C. (2014). Action research as empowering professional development: Examining a district-based teacher research course. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Martell, C. C. (2013). Whiteness in the social studies classroom: Students’ conceptions of race and ethnicity in U.S. history. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Martell, C. C. (2012). Investigating the intersection of race and histories in the classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.

Martell, C. C. (2012). Making meaning of constructivism: A longitudinal study of beginning history teachers’ beliefs and practices. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.

Martell, C. C. & Hashimoto-Martell, E. A. (2011). Throwing out the history textbook: Changing social studies texts and the impact on students. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Martell, C. C. (2011). A longitudinal study of learning to teach history as interpretation. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Martell, C. C. (2011). Taking on the history textbook: A critical examination of texts used in a social studies classroom. Paper presented at the University of Pennsylvania Ethnography in Education Research Forum, Philadelphia, PA.

Martell, C. C. (2010). Barriers to historical inquiry: The disconnection between the beliefs and classroom practices of preservice social studies teachers. Paper presented at the Annual Meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Denver, CO.

Martell, C. C. (2010). Continuously uncertain reform effort: State-mandated history and social science curriculum and the perceptions of teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

Heald, S. C., Zavagnin, A. J., & Martell, C. C. (2009). Moving forward into the past: How teachers teach and learn history. Paper presented at the Annual Conference of the National Council for the Social Studies, Atlanta, GA.

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