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).
- Visiting Scholar, 2016–2017
- Teacher Education Department Chair, 2013–2016
- Coordinator of MAT master's courses, 2012–present
- EdD, Harvard University
- CAS, Harvard University
- MEd, Lesley College
- BA, Brandeis University
- K-12 Teacher in special education and progressive settings in the Boston area
- Researcher and developer, Harvard Project Zero
- 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