POSITION: Associate Professor; Program Director - Graduate Teacher Education, Harrisonburg
LOCATION: Main Campus, Harrisonburg | CC 211
PHONE: (540) 432-4147
Paul J. Yoder is director of EMU's Graduate Teacher Education program in Harrisonburg and an associate professor of teacher education. Paul earned his Ph.D. in curriculum and instruction with a concentration in social studies education from 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 Mennonite education, acknowledging trauma in education, language learning, student identity, and the enacted curriculum. He is a member of the American Educational Research Association and the National Council for the Social Studies.
Paul is married to Katrina Yoder, a fourth grade teacher at Waterman Elementary School. They are the proud parents of two elementary-age children. The 2019-2020 school year (pandemic and all) was the first that they experienced public schools as parents, an experience that reinforces their appreciation for caring and passionate educators.
MED, Eastern Mennonite University (TESL Education)
PHD, University of Virginia (Social Studies Education)
Yoder, P. J., & Johnson, A. (Eds.). (2022). Hollywood or history? An inquiry-based strategy for using film to acknowledge trauma in social studies. Information Age.
Wiens, P. D., Calkins, L., Yoder, P. J., & Hightower, A. (2022). Examining the relationship between instructional practice and social studies teacher training: A TALIS study. The Journal of Social Studies Research, 46(2), 123-133. https://doi.org/10.1016/j.jssr.2021.05.006
Wiens, P. D., Hightower, A., Yoder, P. J., & Chou, A. (2021). Antecedents of faith integration self-efficacy in PreK-12 Mennonite schools in North America. British Journal of Religious Education, 44(1), 1-12. https://doi.org/10.1080/01416200.2021.1951166
Calkins, L., Yoder, P. J., & Wiens, P. (2021). Renewed purposes for social studies teacher preparation: An analysis of teacher self-efficacy and initial teacher education. Journal of Social Studies Education Research, 12(2), 54-77. https://www.bulenttarman.com/index.php/jsser/issue/view/35/showToc
Yoder, P. J., Wiens, P. D., & Chou, A. (2021). Constructivist or Christian: A mixed-methods examination of teacher purposes and practices at Mennonite schools. Journal of Research on Christian Education. https://doi.org/10.1080/10656219.2021.1906369
Yoder, P. J. (2020). Examining three narratives of U.S. history in the historical perspectives of middle school (emergent) bilingual students. The Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2020.10.001
Yoder, P. J. (2020). “He wants to get rid of all the Muslims”: Mexican American and Muslim students’ use of history regarding candidate Trump. Theory & Research in Social Education, 48(3), 346-374. https://doi.org/10.1080/00933104.2020.1773364
Yoder, P., & Wiens, P. (2020, January). Restorative justice in Mennonite schools. The Mennonite, 23(1), 20-24. https://themennonite.org/feature/restorative-justice-mennonite-schools/
Hightower, A., Wiens, P. D., & Yoder, P. J. (2019). Survey of Mennonite Schools Council educators: Final report. https://digitalscholarship.unlv.edu/tl_fac_articles/272
Cook, R., & Yoder, P. J. (2019). Finding Dewey and the C3 Framework: Lessons from a government unit on local history. The Oregon Journal of the Social Studies, 7(2), 55-67. https://drive.google.com/file/d/1mP6P49K09AO0uAlhFjIBAuk OS3G5w6qr/view [Co-authored with EMU Teacher Education graduate.]
Jaffee, A. T., & Yoder, P. J. (2019). Teaching social studies to English language learners: Current research, theories, and pedagogical practices. In L. C. d. Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 307-321). John Wiley & Sons. https://doi.org/10.1002/9781119421702.ch20
Yoder, P. J., & Jaffee, A. T. (2019). Multiple perspectives: Engaging diverse voices in the social studies classroom. In K. O. L. C. de Oliveira, R. Kenney, & A. Oliveira (Ed.), Teaching the content areas to English language learners in secondary schools (pp. 327-340). Springer.
Yoder, P. J. (2018). Christian Peacemaker Teams: Uniquely Christian identity meets mainstream peacemaking. The Journal of Human Rights, 13(2), 221-240. https://doi.org/10.22096/HR.2019.105288.1106 [Published without author submission or permission based on 2007 conference presentation written when the author was an undergraduate student.]
Yoder, P. J., Yoder, K., & Johnson, A. P. (2018). 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 (pp. 57-62). 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. M. Obenchain (Eds.), Teaching history and social studies to English language learners: Preparing pre-service and in-service teachers (pp. 39-65). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-63736-5_3
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, 60, 169-182. https://doi.org/10.1016/j.ijintrel.2017.04.006
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). ABC-CLIO.
Karam, F. J., Monaghan, C., & Yoder, P. J. (2017). ‘The students do not know why they are here’: education decision-making for Syrian refugees. Globalisation, Societies and Education, 15(4), 448-463. https://doi.org/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. http://www.socstrpr.org/wp-content/uploads/2016/04/MS06635_Yoder.pdf
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). Rowman & Littlefield.
Yoder, P. J. (2015). Lebanon: A case of history education in a sectarian society. Journal of International Social Studies, 5(1), 140-149. iajiss.org/index.php/iajiss/article/view/173
Selected International and National Peer-reviewed Presentations and Workshops
Selected State and Local Peer-reviewed Presentations and Workshops
Selected Invited Scholarly Presentations and Workshops
Virginia Collegiate Professional Teaching License: