School of Education — Teacher Education

Judith L. Pace, Ed.D.

Associate Professor, Teacher Education

Judy Pace taught in special education and progressive K-12 settings in the Boston area for ten years before getting her doctorate at the Harvard Graduate School of Education. She also worked as a researcher and professional developer at Harvard Project Zero on reform efforts such as Teaching for Understanding and the ATLAS Communities project. She has been a teacher educator at USF since 1998 and also teaches in the School of Education's doctoral program.

Professor Pace is a qualitative researcher who studies classroom relationships, curriculum, and teaching within the socio-cultural and political contexts of schooling. She is particularly interested in how teachers and students manage the tensions among democratic purposes of education, schools' reproduction of inequality, and the demands of classroom life. She is co-editor (with Annette Hemmings) of Classroom Authority: Theory, Research, and Practice and (with Janet Bixby) of Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts. Recently she has studied the impact of No Child Left Behind on social studies teaching.

Education

B.A., Brandeis University
M.Ed., Lesley College
Ed.D., Harvard University

Research Areas

Classroom relationships, curriculum, and teaching in English/language arts and social studies; authority, academic engagement, and diversity; the social ecology of classroom discourse; the impact of No Child Left Behind on teaching; qualitative research in classroom and schools.

Teaching
  • Learning and Teaching
  • Teaching for Diversity and Social Justice
  • Teaching Adolescents
  • Qualitative Research in Education
Publications

Books

Bixby J. & Pace, J. L. (Eds.). (2008). Educating democratic citizens in troubled times: Qualitative studies of current efforts. Albany, NY: SUNY Press.

Pace, J. L. & Hemmings, A. (Eds.). (2006). Classroom authority: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Peer-Reviewed Journal Articles

Pace, J. L. (2011). The complex and unequal impact of accountability on untested social studies across diverse school contexts. Theory and Research in Social Education, 39(1), 32-60.

DiCamillo, L. & Pace, J. L. (2010). Preparing students for multicultural democracy in a U.S. history class. High School Journal, 93(2), 69-82.

Pace, J. L. (2008). Inequalities in history-social science teaching under high stakes accountability: Interviews with fifth-grade teachers in California. Social Studies Research and Practice, 3(1), 24-40.

Pace, J. L. & Hemmings, A. (2007). Understanding authority in classrooms: A review of theory, ideology, and research. Review of Educational Research, 77(1), 4-27.

Pace, J. L. (2003). Revisiting classroom authority: Theory and ideology meet practice. Teachers College Record, 105(8), 1559-1585.

Pace, J.L. (2003). Using ambiguity and entertainment to win compliance in a lower-level U.S. history class. Journal of Curriculum Studies, 35(1), 83-110.

Pace, J. L. (2003). Managing the dilemmas of professional and bureaucratic authority in a high school English class. Sociology of Education, 76, 37-52.

Pace, J. L. ( 2002). Scholars' reflections on the implications of September 11th for curriculum. Educational Foundations, 16(1), 33-42.

Invited Journal Articles

Pace, J. L. (1995). Ongoing assessment: A perspective from Project Zero. THINK: Magazine for Critical and Creative Thinking.

Book Chapters

Pace, J. L. (2009). Teaching about authority in the classroom, school, and government. In E. Heilman (Ed.), Social studies and diversity education: What we do and why we do it (pp. 57-62). New York, NY: Routledge.

Pace, J. L. (2008). Teaching for citizenship in U.S. government classes. In J. Bixby & J. L. Pace (Eds.), Educating democratic citizens in troubled times: Qualitative studies of current efforts (pp. 25-57). Albany, NY: SUNY Press.

Pace, J. L. & Bixby, J. (2008). Introduction: Studying citizenship education in troubled times. In J. Bixby & J. L. Pace (Eds.), Educating democratic citizens in troubled times: Qualitative studies of current efforts (pp. 3-24). Albany, NY: SUNY Press.

Pace, J. L. (2008). Citizenship education in diverse settings: Findings, tensions, and future research. In J. Bixby & J. L. Pace (Eds.), Educating democratic citizens in troubled times: Qualitative studies of current efforts (281-286). Albany, NY: SUNY Press.

Pace, J. L. (2006). Saving (and losing) face, race, and authority in a 9th grade English class. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research, and practice (pp. 87-112). Mahwah, NJ: Lawrence Erlbaum Associates.

Pace, J. L. & Hemmings, A. (2006). Preface. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research, and practice (pp. xi-xvi). Mahwah, NJ: Lawrence Erlbaum Associates.

Pace, J. L. & Hemmings, A. (2006). Understanding classroom authority as a social construction. In J. L. Pace & A. Hemmings (Eds.), Classroom authority: Theory, research, and practice (pp. 1-32). Mahwah, NJ: Lawrence Erlbaum Associates.

Pace, J. L. & Gardner, H. (1997). Building a bridge to knowledge for every child. In P. Burness (Ed.), Learn and live. San Rafael: George Lucas Educational Foundation.

Commentary

Pace, J. L. (2007, December 19). Why we need to save (and strengthen) social studies. Education Week, 26-27.

Curriculum Guide

Walters, J., Veenema, S., & Pace, J. with Meyaard, J. (1990). Immigrant 1850: Guide to the project. Harvard Project Zero.