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Paul Yoder

DEPARTMENT: Education Dept

POSITION: Assistant Professor

DEPARTMENT: MA in Education, Lancaster

POSITION: Assistant Professor

LOCATION: Main Campus, Harrisonburg | CC 202B

PHONE: (540) 432-4147

EMAIL: paul.yoder@emu.edu

Paul J. Yoder is an assistant professor of teacher education. Paul earned his Ph.D. in curriculum and instruction with a concentration in social studies education from the Curry School of Education at the University of Virginia. Paul is an EMU graduate with a B.A. in history and an M.A. in education. Before studying at UVA, Paul taught history at Thomas Harrison Middle School and English as a Second Language at Dayton Learning Center. Paul’s scholarship interests include the teaching and learning of history among culturally and linguistically diverse student populations. Paul’s publications and conference presentations have additionally addressed issues related to language, student identity, and the enacted curriculum. He is a member of the American Educational Research Association and the National Council for the Social Studies.

Education

Ph.D., Social Studies Education, University of Virginia, 2016

M.Ed., TESL Education, Eastern Mennonite University, 2011

B.A., History & Social Science, Eastern Mennonite University, 2006

Publications

Journal Articles

  • Karam, F. J., Kibler, A. K., & Yoder, P. J. (2017). “Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language. International Journal of Intercultural Relations. Special Issue: Cultural and Academic Adjustment of Refugee Youth in Educational Settings. doi: 10.1016/j.ijintrel.2017.04.006

  • Karam, F. J., Monaghan, C., Yoder, P. J., & Kibler, A. (2016). ‘The students do not know why they are here’: Education decision-making for Syrian refugees. Globalisation, Societies and Education, 14(4), 1-16. doi:10.1080/14767724.2016.1222895
  • Yoder, P. J., Kibler, A., & van Hover, S. (2016). Instruction for English language learners in the social studies classroom: A meta-synthesis. Social Studies Research and Practice, 11(1), 20-39.
  • Yoder, P. J. (2015). Lebanon: A case of history education in a sectarian society. Journal of International Social Studies, 5(1), 140-149.

Book Chapters

  • Jaffee, A. T., & Yoder, P. J. (in press). Teaching social studies to English language learners: Current research, theories, and pedagogical practices. In L. C. de Oliveira (Ed.), Handbook of TESOL in K-12. Hoboken, NJ: John Wiley & Sons.

  • Yoder, P. J., & Jaffee, A. T. (in press). Multiple perspectives: Engaging diverse voices in the social studies classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York, NY: Springer.
  • Yoder, P. J., Yoder, K., & Johnson, A. P. (in press). The various roles of African Americans in the American Revolution. In S. L. Roberts & C. J. Elfer (Eds.), History or Hollywood? An inquiry-based strategy for using film to teach U.S. history. Charlotte, NC: Information Age.
  • Yoder. P. J., & van Hover, S. (2018). Teaching history to ELLs in standards-based settings: Implications for teacher educators. In L. C. de Oliveira & K. Obenchain (Eds.), Teaching history and social studies to English language learners: Preparing pre-service and in-service teachers (pp. 39-65). New York, NY: Palgrave Macmillan.
  • Yoder, K., & Yoder, P. J. (2017). Glass slipper, gold sandal: A worldwide Cinderella. In A. S. Libresco, J. Balantic & M. Battenfeld (Eds.), Notable books, notable lessons: Putting social studies in the K-8 curriculum (pp. 11-14). Santa Barbara, CA: ABC-CLIO.
  • Yoder, P. J., Johnson, A. P., & Karam, F. J. (2016). (Mis)perceptions of Arabs and Arab Americans: How can social studies teachers disrupt the stereotypes? In W. Journell (Ed.), Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way (pp. 63-77). Lanham, MD: Rowman & Littlefield.

Scholarly Presentations and Abstracts

International and National Peer-reviewed Presentations and Workshops

  • Yoder, P. J., & van Hover, S. D. (2018). Teaching history to English language learners in standards-based settings: Implications for teacher educators. Paper presented at the meeting of the American Educational Research Association, New York, NY, April 2018.

  • Anderson, D., Bauml, M., Burrough, G., Camardese, A., Cartwright, A., Daly, J., . . . Yoder, P. J. (2017). Critical conversations in K-12 social studies teacher education: Politics, current events, and diversity. Contemporary Issues Dialogue to be presented at the meeting of the College and University Faculty Assembly of the National Council for the Social Studies, San Francisco, CA, November 2017.
  • Yoder, P. J., & Jaffee, A. T. (2017). Multiple perspectives: Engaging diverse voices in the social studies classroom. Workshop to be presented at the meeting of the National Council for the Social Studies, San Francisco, CA, November 2017.
  • Yoder, P. J. (2017). “I would say they did good things because I like America how it is today”: (Emergent) bilingual students’ employment of U.S. history narratives. Paper to be presented at the meeting of the College and University Faculty Assembly of the National Council for the Social Studies, San Francisco, CA, November 2017.
  • Yoder, P. J. (2017). He wants to get rid of all the Muslims: Student perspectives on Donald Trump. Paper presented at the meeting of the American Educational Research Association, San Antonio, TX, April 2017.
  • Yoder, P. J., & Johnson, A. P. (2016). (Mis)perceptions of Arabs and Arab Americans: How can social studies teachers disrupt the stereotypes? Presented in the symposium, 21st Century Social Issues and the Social Studies Curriculum, at the meeting of the National Council for the Social Studies, Washington, D.C., December 2016.
  • Futch Ehrlich, V. A., Kibler, A. K., Elreda, L. M., Yoder, P. J., Hemmler, V. H., & Johnson, H. E. (2016). Peer interactions in diverse classrooms: The role of linguistic social network integration. Paper presented at the meeting of the American Educational Research Association, Washington, D.C., April 2016.
  • Karam, F. J., Kibler, A., Yoder, P. J., & Monaghan, C. (2016). Syrian refugee NNESTs: Teacher identity and the fear of English. Winner of the TESOL Award for an Outstanding Paper on NNEST Issues. Paper presented at the TESOL International Convention & English Language Expo, Baltimore, MD, April 2016.

State and Local Peer-reviewed Presentations and Workshops

  • Yoder, P. J., & Jaffee, A. T. (2017). Uncovering with structured academic controversy. Workshop to be presented at the annual conference of the Virginia Council for the Social Studies, Richmond, VA, November 2017.

  • Cook, R., & Yoder, P. J. (2017). Uncovering school unification in Rockbridge County. Poster to be presented at the annual conference of the Virginia Council for the Social Studies, Richmond, VA, November 2017.