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UMass Boston

Christopher Martell, Grad Prog Dir/Assoc Professor, Curriculum & Instruction

Christopher Martell

Department:
Curriculum & Instruction
Title:
Associate Professor
Phone:
N/A
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Biography

Christopher Martell is an associate professor of social studies education in UMass Boston’s College of Education and Human Development. His research has appeared in numerous peer-review journals and books. He is the author of the book  (with Kaylene M. Stevens) and also the editor of the book 

Area of Expertise

Social studies education, history education, teacher education, social justice, culturally sustaining pedagogy, inquiry-based instruction

Degrees

EdD, Curriculum and Teaching (Social Studies Education), Boston University

MEd, Curriculum and Instruction, Boston College

BA, History, University of Massachusetts Amherst

Professional Publications & Contributions

Stevens, K. M., Fife, E., & Martell, C. C. (in press). . Equity & Excellence in Education.

Stevens, K. M., Fife, E., & Martell, C. C. (in press). . Journal of Curriculum and Pedagogy.

Martinelle, R. & Martell, C. C. (in press). . Studying Teacher Education.

Martell, C. C. & Duncan, K. E. (in press). . In H. Fives & M. Gregoire Gill (Eds.), International handbook of research on teachers’ beliefs (2nd ed.). Routledge.

Martell, C. C., Harris, L. M., Carmichael, J., Lee, J., & Chalmers, J. P. (2025). . American Journal of Education, 131(3), 397-423.

Martell, C. C., Martinelle, R., & Chalmers, J. P. (2025). . Urban Education, 60(4), 1124-1153.

Stevens, K. M., & Martell, C. C. (2025). . In F. A. Crawford, Fadie T. Coleman, & E. Wiehe (Eds.), Contemporary issues in equity, democracy, and public education: Multidisciplinary perspectives from education, social sciences, and health (pp. 220-228). Routledge.

Shreiner, T. L. & Martell, C. C. (2024). Race, Ethnicity and Education, 27(7), 989-1009.

Martell, C. C., Chalmers, J. P., & Martinelle, R. (2024).
. American Educational Research Journal, 61(4), 687-723. 

Martell, C. C., Harris, L. M., Lee, J., Chalmers, J. P., & Carmichael, J. (2024). . AERA Open, 10(1), 1-16. 

Harris, L. M., Martell, C. C., Chalmers, J., & Lee, J. S. (2024).
Theory & Research in Social Education, 52(2), 163-189. 

Martinelle, R., Martell, C. C., & Chalmers-Curren, J. P. (2024). Education, Citizenship and Social Justice, 19(1), 77-94. 

Martinelle, R., Martell, C. C., & Chalmers, J. P. (2023). Teacher Education Quarterly, 50(4), 54-73.

Martell, C. C., & Stevens, K. M. (2023). The History Teacher, 56(3), 343-366.

Martell, C. C. (2023). Whiteness and Education, 8(2), 1-33. 

Martell, C. C. & Stevens, K. M. (2022). Social Education, 85(5), 333-339.

Martell, C. C. (2022). Teacher Development, 26(5), 627-643. 

Martell, C. C., Martinelle, R., & Chalmers-Curren, J. P. (2022). “ The Journal of Social Studies Research, 46(4), 345-361. 

Martell, C. C. & Stevens, K. M. (2022). . In L. J. King (Ed.), Racial literacies and social studies: Curriculum, instruction, and learning (pp. 181-194). Teachers College Press.

Collins, T., & Martell, C. C. (2022). . In L. M. Harris, M. Sheppard, & S. A. Levy (Eds.), Teaching difficult histories in difficult times: Stories of practice (pp. 105-116). Teachers College Press.

Martell, C. C., Carney, M. M., Marin, K. A., & Hashimoto-Martell, E. A. (2021). The Teacher Educator, 56(4), 399-426.

Stevens, K. M. & Martell, C. C. (2021). Theory & Research in Social Education, 49(2), 201-226. 

Erickson, S., Dunne, K. A., & Martell, C. C. (2021). Social Studies Research and Practice, 16(2), 172-178.

Martell, C. C. (2020). Journal of Teacher Education, 71(3), 279-291. 

Martell, C. C. & Stevens, K. M. (2019). Teaching and Teacher Education, 86, 1-11.

Stevens, K. M. & Martell, C. C. (2019). The Journal of Social Studies Research, 43(1), 1-16. 

Martell, C. C. (2018). Journal of Education, 198(1), 63-77.

Martell, C. C. & Stevens, K. M. (2018). The High School Journal, 101(4), 274-299. 

Martell, C. C. & Stevens, K. M. (2017). The Social Studies, 108(6), 249-260.

Martell, C. C. & Stevens, K. M. (2017). Theory & Research in Social Education, 45(4), 489-516.

Martell, C. C. (2017). The Journal of Social Studies Research, 41(1), 75-87.

Martell, C. C., Bryson, J. R., & Chapman-Hale, W. C. (2017). . In P. Chandler & T. S. Hawley (Eds.), Race lessons: Using inquiry to teach about race in social studies (pp. 61-74). Information Age Publishing.

Martell, C. C. & Sequenzia, M. R. (2016). The Educational Forum, 80(4), 407-416.

Martell, C. C. (2016). Social Studies Research and Practice, 11(1), 93-111.

Stevens, K. M. & Martell, C. C. (2016). Journal of Social Science Education, 15(1), 63-73.

 Martell, C. C. (2016). Teaching Education, 27(1), 88-102.

Martell, C. C. (2015). . In P. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 41-60). Information Age Publishing.

Kissling, M. T. & Martell, C. C. (2014). Social Education, 78(6), 269-272.

Martell, C. C. (2014). The Teacher Educator, 49(2), 97-115. 

Dunne, K. A. & Martell, C. C. (2013). Social Education, 77(4), 192-195.

Martell, C. C. (2013). Theory & Research in Social Education, 41(1), 65-88. 

Martell, C. C. (2013). The Journal of Social Studies Research, 37(1), 17-31. 

Martell, C. C., & Hashimoto-Martell, E. A. (2012). . In H. Hickman & B. J. Porfilio (Eds.), The new politics of the textbook: Critical analysis in the core content areas (pp. 305-320). Sense Publishers.

Additional Information

Dr. Martell has taught EDC U 466/EDC G 662 Social Studies Methods, EDC G 676 Advanced Strategies for Teaching History, Social Studies, and Ethnic Studies, EDC G 626 Integrating Social Studies and the Arts, EDC U 406/EDC G 606 Sociocultural Foundations of Education, EDC U 460/EDC G 660 Using Data to Plan Curriculum and Instruction, and supervises student teachers. Before joining the faculty of UMass Boston, he was a clinical associate professor at Boston University.

Dr. Martell was a high school social studies teacher for 11 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. His research and professional interests focus 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, and how they teach for social justice, use culturally sustaining pedagogy, and engage their students in historical inquiry.