Christopher C. Martell
Clinical Assistant Professor
Program Director, Social Studies Education
Faculty Director, Secondary Education
School of Education
Two Silber Way, Room 502
Boston, MA 02215
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Curriculum Vitae (Updated January 2017):
Ed.D., Curriculum and Teaching, Boston University, 2011
M.Ed., Curriculum and Instruction, Boston College, 2004
B.A., History, University of Massachusetts Amherst, 2002
I am a Clinical Assistant Professor, Program Director of Social Studies Education, and
Faculty Director of Secondary Education at the Boston University School of Education.
I currently teach CH 300-515 Methods of Instruction/Elementary Social Studies 1-6,
SO 566 Developing Historical Literacy 5-12, SO 933 Doctoral Seminar in History Education,
and RS 620 Action Research and Practitioner Inquiry. I have previously taught SO 572
Curriculum and Methods for History and Social Science Education 5-12, CT 575 General
Methods of Instruction 5-12, SO 210 Confronting Persistent Social Inequalities in American
Schools, and SO 211 Confronting Racial, Cultural, Gender, and Social Identities in Urban
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 secondary social studies teachers
as they participate in professional development on culturally relevant pedagogy.