Dates: June 19-20, 2019Location: Johnston Middle School (6501 NW 62nd Ave. in Johnston, IA)Who: Open to any pre-service or in-service social studies teacher or to those who support social studies teachers. Cost: FREERegistration: Registration will close June 1. Other: License renewal credit will be available.
Elementary Keynote: Noreen Naseem Rodriguez, Iowa State UniversityNoreen Naseem Rodríguez is an assistant professor of elementary social studies in the School of Education at Iowa State University. She works with teachers, school districts, and national organizations to develop culturally relevant and culturally sustaining social studies curriculum and to critically engage with diverse children's literature. Her research focuses on pre- and in-service teachers of color and preparing future elementary teachers to foster more inclusive renditions of U.S. history and citizenship. Her scholarship has been published in peer-reviewed and practitioner journals such as Theory & Research in Social Education, The Journal of Children’s Literature, Literacy Today, and Social Studies & the Young Learner. Before becoming a teacher educator, Noreen was a bilingual elementary teacher in Austin, Texas for nine years and earned her PhD in Curriculum and Instruction with an emphasis on social studies education from The University of Texas at Austin.
Secondary Keynote: Joel Breakstone, Stanford History Education Group (SHEG) https://sheg.stanford.edu/ Joel Breakstone directs the Stanford History Education Group. He received his Ph.D. from the Stanford Graduate School of Education. Along with Mark Smith and Sam Wineburg, he led the development of SHEG's assessment website, Beyond the Bubble. He received the Larry Metcalf Exemplary Dissertation Award from the National Council for the Social Studies in 2014. He holds a B.A. in history from Brown University and a M.A. in Liberal Studies from Dartmouth College. After college, he taught high school history in Thetford, Vermont. His research focuses on how teachers use assessment data to inform instruction.
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