Yoder, P. J. (2024). Empowering elementary EBML students: A collaborative action research project featuring a teacher educator and a newcomer teacher. In C. Salinas & A. T. Jaffee (Eds.), Teaching culturally and linguistically relevant social studies: Examining research and practice with and for emergent bilingual and multilingual youth (pp. 87-99). Teachers College Press.

Yoder, P. J. (2024). Between villainification and heroification: Toward a theory ofnuanced ethical judgments. Social Studies Research and Practice, 19(2), 209-223. https://doi.org/10.1108/SSRP-12-2023-0071

Jaffee, A. T., & Yoder, P. J. (2024). Complex citizenship: Examining the civic engagement of Iraqi and Eritrean youth in predominantly Latinx settings. The Social Studies, 115(5), 242-255. https://doi.org/10.1080/00377996.2024.2308923

Ardell, L., & Yoder, P. J. (2022). The underground railroad doesn’t run underground: Tackling metaphors in the social studies classroom. In L. H. Seah, R. Silver, & M. Baildon (Eds.), The role of language in content pedagogy a framework for teachers' knowledge (pp. 197-212). Springer. https://doi.org/10.1007/978-981-19-5351-4_10

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

• Yoder, P. J., Wiens, P., & Chou, A. (2024, April 11-14). Conceptualizing restorative justice in education in Mennonite schools [Paper presentation]. AERA Annual Meeting, Philadelphia, PA.
• Yoder, P. J., Wiens, P., Shultz, R. M., & Chou, A. (2023, April 13-16). Educational experiences and teacher faith integration self-efficacy in pre-K-12 Mennonite schools in North America [Paper presentation]. AERA Annual Meeting, Chicago, IL.
• Jaffee, A. T., Salinas, C., . . . Yoder, P. J. (2022, November 30 – December 2). Culturally and linguistically relevant social studies with emergent bilingual and multilingual youth [CID]. Annual Conference of the College and University Faculty Assembly of the National Council for the Social Studies.
• Yoder, P. J. (2021, November 16-19). Re-examining whiteness in social studies education through critical self-reflection [Paper presentation]. Online Conference of the College and University Faculty Assembly of the National Council for the Social Studies.
• Yoder, P. J., Calkins, L., & Wiens, P. (2021, November 16-19). Leveraging national survey data to reimagine culturally & linguistically responsive social studies instruction [Paper presentation]. Online Conference of the College and University Faculty Assembly of the National Council for the Social Studies.
• Wiens, P., Hightower, A., Yoder, P., & Chou, A. (2021, April 8-12). Antecedents of faith self-efficacy in preK-12 Mennonite Schools in North America [Paper presentation]. Annual meeting of the American Educational Research Association, Conference Online due to COVID-19 pandemic.
• Calkins, L., Wiens, P., & Yoder, P. J. (2020, November 30-December 4). Renewed purposes for social studies teacher preparation: An analysis of teacher self-efficacy and initial teacher education [Paper presentation]. Online Conference of the College and University Faculty Assembly of the National Council for the Social Studies.
• Yoder, P. J., & Yoder, K. (2020, November 30-December 4). Engaging contested histories: Toward a theory of trauma-acknowledging history instruction [Paper presentation]. Online Conference of the College and University Faculty Assembly of the National Council for the Social Studies.
• Yoder, P. J. (2020, November 30-December 4). Engaging contested histories through integrated instruction for English learners: A collaborative action research project [Paper presentation]. Online Conference of the College and University Faculty Assembly of the National Council for the Social Studies.
• Yoder, P. J., Wiens, P., & Chou, A. (2020, April 17-21). Constructivist or Christian: Amixed-methods examination of teacher purposes and practices at Mennonite schools [Roundtable Session]. AERA Annual Meeting, San Francisco, CA http://tinyurl.com/w6denxu (Conference canceled)
• Yoder, P. J. (2019). The water in which we swim: Acknowledging and problematizing traumagenic events in social studies curriculum. Paper presented at the meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Austin, TX, November 2019. 
• Yoder, P. J. & Jaffee, A. T. (2019). Complex citizenship: Examining the civic engagement of Iraqi and Eritrean youth in predominantly Latinx settings.  Paper presented in the symposium, Examining, Enacting, and Reframing Theory: Centering the Civic Engagement of Historically Marginalized Youth, at the meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Austin, TX, November 2019. 
• Southall, A., & Yoder, P. J. (2018). Embedding ESL methods and instruction into traditional methods coursework.  SCUFF Roundtable Session at the meeting of the College and University Faculty Assembly of the National Council for the Social Studies, Chicago, IL, November 2018.
• 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.
• Yoder, P. J., & Jaffee, A. T. (2017). Multiple perspectives: Engaging diverse voices in the social studies classroom. Workshop 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 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? Paper 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.
• 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.
• Yoder, P. J., & van Hover, S. (2015). Supporting social studies learning among English language learners. Research into Practice session presented at the meeting of the National Council for the Social Studies, New Orleans, LA, November 2015.
• Yoder, P. J., & van Hover, S. (2015). History instruction with English language learners: A case study. Paper presented at the meeting of the American Educational Research Association, Chicago, IL, April 2015.
• Yoder, P. J. (2007). Christian Peacemaker Teams: Uniquely Christian identity meets mainstream peacemaking. Paper presented at the Fourth International Conference on Human Rights and Religion, Mofid University, Qom, Iran, May 2007.

Selected State and Local Peer-reviewed Presentations and Workshops

• Yoder, P. J., & Jaffee, A. T. (2017). Uncovering with structured academic controversy. Workshop 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 presented at the annual conference of the Virginia Council for the Social Studies, Richmond, VA, November 2017.
• Yoder, P. J. (2014).  Supporting social studies learning and language production among immigrant students.  Presentation at the annual conference of the Virginia Council for the Social Studies, Vienna, VA, October 2014.

Selected Invited Scholarly Presentations and Workshops

• Wiens, P. D. & Yoder, P. J. (2020). Igniting creativity in teaching: What research has to say. Keynote address at the Mennonite Educators Conference, Leesburg, VA, February 2020.
• Yoder, P. J. (2015). Teaching English language learners.  Presentation at the James Madison University UnConference, Harrisonburg, VA, December 2015.

• Principal Investigator, Robert Noyce Teacher Scholarship Program Grant, Award Number 2050250 ($1,182,443), National Science Foundation (NSF 17-541), 2021-2026
• Summer Teaching Grant, Eastern Mennonite University, 2020-2021
• Undergraduate Faculty Release Time and Mini-Grant, Eastern Mennonite University, 2019-2020
• Small Colleges and University Faculty Forum Travel Grant, National Council for the Social Studies, 2017
• Dr. Phyllis Coulter Professional Enrichment/Development Grant, Eastern Mennonite University,
  2017, 2018, 2019
• The 2016 TESOL Award for an Outstanding Paper on NNEST Issues, TESOL International Association

Virginia Collegiate Professional Teaching License:

• English as a Second Language PreK-12
• History and Social Sciences

• American Education Research Association (AERA)
• National Council for the Social Studies (NCSS)
• College and University Faculty Assembly (CUFA) of the National Council for the Social Studies

• Faculty Scholarship Committee, 2022-present
• Committee on Teacher Education, 2016-present
• Graduate Education and Action Research Committee, 2018-present
• Teacher Education Admissions Committee, 2016-2017, 2020-2022
• The Center for Teaching & Learning Taskforce, 2020-2021
• LovEMU Planning Committee, 2019-2021
• Faculty Senate, 2018-2020, (Co-President, 2019-2020)
• University Restructuring Design Group, 2018-2019
• Institutional Review Board, 2017-2020
• Education Faculty Search Committee, Spring 2018
• Colleague Review Committee, Fall 2017
• Creation Care Council, 2016-2017