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Selected Publications

Journal Articles

Caldwell, S., Bisciglia, F., & Hostetler, A. L. (2023). Bolstering issue-based civics learning: Teacher research in action. Journal of Teacher Action Research, [volume(issue), pp.]. Type: National Refereed Journal Article

Lubbock, H., Hostetler, A. L., Hall, R. & SLaM. (2022). Using digital spatial storylines to explore local history. Social Education, Fall 2022, 86(4), 278-284. Type: National Refereed Journal Article

Hall, R., Shapiro, B., Hostetler, A. L., Lubbock, H., Owens, D., Daw, C., Fisher, D., & the Spatial Learning and Mobility (SLaM) Lab. (2020). Here and then: Learning by making places with digital spatial story lines. Journal of Cognition and Instruction – Learning on the Move Special Issue, 1-26. DOI: 10.1080/07370008.2020.1732391 Type: International Refereed Journal Article

Hostetler, A. L., Sengupta, P., & Hollett, T. (2018). Unsilencing critical conversations in social studies teacher education using agent-based modeling. Journal of Cognition and Instruction, 36(2), 139-170.  Type: National Refereed Journal Article

Clark, D., Tanner-Smith, E., Hostetler, A. L., Fradkin, A., & Polikov, V. (2018). Substantial integration of typical educational games into extended curricula. Journal of the Learning Sciences, 27(2), 265-318. DOI: 10.1080/10508406.2017.1333431 Type: International Refereed Journal Article

Hostetler, A. L., & Neel, M. (2018). Difficult discourses: How the distances and contours of identities shape challenging moments in political discussions. Journal of Social Studies Research, 42(2018), 361-373. DOI: 10.1016/j.jssr.2017.11.002 Type: National Refereed Journal Article

Hawley, T. S., & Hostetler, A. L. (2017). Self-study as an emergent methodology in career and technical education, adult education and technology: An invitation to inquiry. International Journal of Adult Vocational Education and Technology, 8(2), 82-92. Type: International Refereed Journal Article

Hostetler, A. L. (2016). Unexplored dogmatism: A collective case study of the pedagogical influence of three beginning social studies teachers’ beliefs about democracy. Journal of Learning for Democracy, 6 (2), 38-59. Type: International Refereed Journal Article

Hawley, T. S., Hostetler, A. L., & Mooney, E. (2016). Reconstruction of the fables: The myth of education for democracy, social reconstruction and education for democratic citizenship. Critical Education, 7(4), 1-12. Type: International Refereed Journal Article

McGee, E., & Hostetler, A. L. (2014). Historicizing mathematics and mathematizing social studies for social justice: A Call for Integration. Equity & Excellence in Education, 47(2), 208-229, DOI: 10.1080/10665684.2014.900428 Type: National Refereed Journal Article

Hostetler, A. L., Hawley, T. S., Crowe, A. R., Smith, E., Janosko, A., Koppes, L., Sprague, T., Ahlers, L., & Loudin, A. (2013). Self-study of practice as a framework to promote growth in the student teaching experience. Studying Teacher Education, 9(2), 187-200. DOI: 10.1080/17425964.2013.808064. Type: International Refereed Journal Article

Book Chapters

Hostetler, A. L., Hodges, C., & Schwartz, L. (2024. Digital spatial storylines and A Few Red Drops: The Chicago Race Riot of 1919. In P. Greathouse, M. Hundley, & A.L. Hostetler,  (Eds.), Exploring history through young adult literature, for middle grades (pp. forthcoming). Rowan and Littlefield.

Jordan, A., Levicky, M., Hostetler, A. L., Hawley, T. S., & Mills, G. (2022). Exploring mentorship through self-study of teaching and teacher education. In Butler, B., & Bullock, S. (Eds.), Learning through Collaboration in Self-Study: Critical Friendship, Communities of Practice, and Collaborative Self-Study. Type: Refereed Book Chapter

Hostetler, A. L., Hawley, T. S., Jordan, A., Levicky, M., & Mills, G. E. (2018). Co-conspirators and critical friends: Mentorship and collegiality in the social and professional worlds of academia. In D. Garbett, & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy, pp. 155-162. Hertfordshire: S-STEP. Type: Refereed Book Chapter

Hundley, M., Palmeri, A., Hostetler, A. L., Johnson, H., Dunleavy, T. K., & Self, E. (2018). Developmental trajectories, disciplinary practices, and sites of practice in novice teacher learning: A thing to be learned. In D. Polly, M. Putman, T. M. Petty, and A. J. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, pp. 153-180. Hershey, PA: Information Science Reference by IGI Global. Type: Refereed Book Chapter

Hawley, T. S., Hostetler, A. L., & Chandler, P. (2017). Teaching the Montgomery bus boycott as citizen action for racial and economic justice. In P. Chandler, & T. Hawley (Eds.), Race lessons: Using inquiry to teach about race in social studies. Charlotte, NC: Information Age Publishing. Type: Invited Book Chapter

Hostetler, A. L. (2016). Learning in and through practice: A case study of a design-based residency program. In A. R. Crowe and A. Cuenca (Eds.), Rethinking social studies teacher education for 21st century citizenship. Dordrecht, The Netherlands: Springer. Type: Refereed Book Chapter

Books and Edited Volumes

Greathouse, P., Hundley, M., & Hostetler, A. L. (2024). Exploring history through young adult literature, for middle school. Rowan and Littlefield. 

Greathouse, P., Hundley, M., & Hostetler, A. L. (2024). Exploring history through young adult literature, for high school. Rowan and Littlefield.

 

See more about these and other work at Google Scholar