Judith Pace

Judith (Judy) L. Pace

Professor, Teacher Education

Full-Time Faculty

(415) 422-5189 Education (ED) 215

Biography

Judy Pace came to USF after teaching K-12, working on school reform efforts at Project Zero, and studying at the Harvard Graduate School of Education. She has taught Learning and Teaching, Teaching for Diversity and Social Justice, Curriculum Currents and Controversies, and Curriculum Development and Design, as well as Qualitative Research and Sociology of Education. She aims to prepare educators who will strive for equity, excellence, and democratic values with powerful curriculum and developmental approaches.

Dr. Pace is a qualitative researcher fascinated by classroom teaching and how it is shaped by teachers, students, schools, and society. Her research has focused on classroom authority and academic engagement, teaching for democratic citizenship, social studies teaching under high stakes accountability, and preparation of preservice teachers for teaching controversial issues. Her forthcoming book is titled Hard Questions: Learning to Teach Controversial Issues (Rowman & Littlefield).

Appointments
Visiting Scholar, 2016–2017
Teacher Education Department Chair, 2013–2016
Coordinator of MAT master's courses, 2012–present
Education
EdD, Harvard University
CAS, Harvard University
MEd, Lesley College
BA, Brandeis University
Experience
K-12 Teacher in special education and progressive settings in the Boston area
Researcher and developer, Harvard Project Zero
Research
Teacher education
Social studies education
Teaching controversial issues and contested history
Classroom relationships, curriculum, and teaching in the sociopolitical contexts of schooling
Selected Publications

Pace, J. L. (in press). Hard questions: Learning to teach controversial issues. Lanham, MD: Rowman & Littlefield.

Pace, J. L. (2019). Contained risk-taking: Preparing pre-service teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47.

Pace, J. L. (2015). The Charged Classroom: Predicaments and Possibilities for Democratic Teaching. New York, NY: Routledge.

Pace, J. L. (2012). Teaching literacy through social studies under No Child Left Behind. Journal of Social Studies Research, 36(4), 329-358.

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.

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

Pace, J. L. & Hemmings, A. (Eds.). (2006).  Classroom Authority: Theory, Research, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates. 

Awards & Distinctions

Spencer Foundation Grant, 2016–2017

 Spencer Research Training Grant, 1995–1998