Refereed Journal Articles
Stoddard, J., Banks, A., Nemacheck, C., and Wenska, L. (in press). The challenges of gaming for democratic education: the case of iCivics. Democracy & Education, 23(2).
Stoddard, J. & Chen, J. (2016). Young people's response to The Response: The impact of political diversity and media framing on discussions of combatant tribunals. Journal of Contemporary Issues in Education, 2016, 11(1), 65-78. DOI: http://dx.doi.org/10.20355/C5588N
Stoddard, J. (2015). The role of ideology and habitus in educational media production. Curriculum Inquiry 45(4), 389-409.
Stoddard, J. Tieso, C., & Robbins, J. (2015). Project Civis curriculum and professional development of underserved and underachieving middle school populations. Journal of Advanced Academics, 26(3), 168-196.
Stoddard, J. Marcus, A., Squire, K., & Martin, J. (2015). Learning local immigration history in and out of the museum. Museum & Society, 13(2). Available online: http://www2.le.ac.uk/departments/museumstudies/museumsociety/volumes/volume-13-2015
Stoddard, J. (2014). Teaching thoughtfully with and about film. Social Education, 78(5), 220-224.
Stoddard, J., Marcus, A., and Hicks, D. (2014). The burden of historical representation: The case of/for Indigenous film. The History Teacher, 48(1), 9-36.
Stoddard, J. (2014). 12 Years a Slave: breaking silences about slavery. Rethinking Schools, 28(4), 26-31.
Stoddard, J. (2014). The need for media education in democratic education. Democracy & Education, 22(1). Available online:
Saye, J. & Social Studies Inquiry Research Collaborative.** (2014). Achieving authentic pedagogy: Plan units, not lessons. Social Education, 78(1), 33-37.
Stoddard, J. (2013). Hillary: The Movie, The History Channel, and the challenge of the documentary for democratic education. Teachers College Record, 115(3). Available online: http://www.tcrecord.org/Content.asp?ContentId=16731
Dewitt, S., Patterson, N., Blankenship, W., Blevins, B., DiCamillo, L., Gerwin, D., Gradwell, J., Gunn, J., Maddox, L., Saye, J., Stoddard, J., & Sullivan, C. (2013). The lower-order expectations of high stakes tests: A six-state analysis. Theory and Research in Social Education.
Saye, J., & Social Studies Inquiry Research Collaborative **(SSIRC). (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state-mandated tests. Theory & Research in Social Education, 41(1), 89-132.
Stoddard, J. (2012). Film as a “thoughtful” medium for teaching history. Learning, Media, and Technology, 37(3), 271-288. Available online: http://www.tandfonline.com/doi/abs/10.1080/17439884.2011.572976
Stoddard, J. (Fall 2012). Want to teach about Superpacs? What we can learn from Stephen Colbert. AASA: Journal of Scholarship and Practice, 9(3), 41-48. http://www.aasa.org/uploadedFiles/Publications/Journals/AASA_Journal_of_Scholarship_and_Practice/JSP-Fall2012.pdf
Hess, D., & Stoddard, J. (2011). 9/11
in the curriculum: A retrospective. The Social Studies, 102, 75-79.
Stoddard, J. & Hoffman, M. (2011). Learning history with mini-camcorders: Models for engaging all students. Social Education 74(2), 107-110.
Stoddard, J. & Marcus, A. (2010). More
than “showing what happened”: Exploring the potential for teaching history with film. The High School Journal 93(2),
Stoddard, J. (2010). The competing roles of epistemology and ideology in teachers’ pedagogy with historical media. Teachers and Teaching: Theory and Practice, 16(1), 133-151.
Van Hover, S., Hicks, D., Stoddard, J., & Lisanti, M. (2010). From a roar to a murmur: Virginia's history & social science standards, 1995 to the present. Theory and Research in Social Education, 38(1), 82-115.
Stoddard, J. (Dec/Jan 2009). The history channel effect. Phi Delta Kappan, 91(4), 80.
Stoddard, J. (December 2009). Toward a virtual field trip model for the social studies. Contemporary Issues in Technology and Teacher Education, 9(4).
Marcus, A., & Stoddard, J. (November/December 2009). The inconvenient truth about teaching history with documentary film: Strategies for presenting multiple perspectives and teaching controversial issues. The Social Studies, 100(6), 279-284.
Stoddard, J. (June 2009). The ideological implications of using “educational” film to teach controversial events. Curriculum Inquiry, 39(3), 407-433.
Manfra, M. & Stoddard, J.* (November/December 2008). Powerful and authentic digital media and strategies for teaching genocide and the Holocaust. The Social Studies, 99(6), 260-264.
Stoddard, J., Hofer, M., & Buchanan, M. (April, 2008). The
‘starving time’ wikinquiry: Using a wiki to foster historical inquiry. Social Education, 72 (3), 144-146. 158-160.
Hess, D. & Stoddard, J. (2007). 9/11 and terrorism: “The ultimate teachable moment” in textbooks and supplemental curricula. Social Education, 71(5), 230-236.
Stoddard, J. (Summer, 2007). Kate Everest: A pioneer who told the stories of Wisconsin’s German pioneers. Women’s History, 56, 26-30.
Marcus, A. & Stoddard, J. (May/June, 2007). Tinsel town as teacher: Hollywood film in the high school history classroom. The History Teacher, 40(3), 303-330.
Stoddard, J. & Marcus, A. (Spring, 2006). The burden of historical representation: Race, freedom and “educational” Hollywood film. Film & History, 36(1), 26-35.
Stoddard, J. & Marcus, A. (Spring 2005). Based on a true story: Using Hollywood film in history classes. The Journal: Wisconsin Council for the Social Studies, 4(1), 40-46.
Invited Articles, Book Chapters and Conference Proceedings
Stoddard, J. (in press). The roles of epistemology and ideology in pedagogy with historical media: A model for teacher education and professional development. To appear in Schraw, G., Brownlee, J., Olafson, L., and VanderVeldt, M. (Eds.) Teachers' Personal Epistemologies: Evolving Models for Transforming Practice. Charlotte, NC: Information Age Publishing.
Stoddard, J. & Marcus, A. (2016) Media and social studies education. In M. M. Manfra, & C. M. Bolick, (Eds.) The handbook of social studies research (pp. ). Boston, MA: Wiley-Blackwell.
Stoddard, J. & Hess, D. (2016). 9/11 and the war on terror in American secondary curriculum fifteen years later. In Journell, W. (Ed.) Reassessing the Social Studies Curriculum: Promoting Critical Civic Engagement in a politically polarized, Post-9/11 World (pp. 15-28). Lanham, MD: Rowman & Littlefield Press.
Lemley, C.K., Stoddard, J., & Hudson, L. (2015). Social studies. In Reyhner, J. (ed.), Teaching Indigenous Students: Honoring place, community, and culture, (pp. 103-121). Norman: University of Oklahoma Press.
Stoddard, J. (2015). Teaching thoughtfully with and about film. In Parker, W. Social studies today: Research and practice (2nd ed.), (pp. 292-300). New York: Routledge.
Stoddard, J. (2013). Using film in historical inquiry: as medium, as evidence, for empathy. Research and Practice in Humanities & Social Studies Education Online, 2(2), 12-20. (Singapore: National Institute of Education).
Stoddard, J., Banks, A., and Nemacheck, C. (2013). There is a reason they are still called games: The affordances and constraints of iCivics games for democratic education. Proceedings from the Games+Learning+ Society Conference 9.0, Madison, WI.
Stoddard, J., Hess, D., & Hammer, C. (2011). The challenges of writing “first draft history”: The evolution of the 9/11 attacks and their aftermath in school textbooks in the United States. In Yates, L. and Grumet, M. (eds). World yearbook of education 2011: Curriculum in today’s world: Configuring knowledge, identities, work and politics. New York: Routledge.
Stoddard, J. (2010). Media convergence and the social studies. In Berson, M. & Diem, R. (eds). Technology in retrospect: Social studies place in the information age 1984-2009, (pp. 263-286). Charlotte, NC: Information Age Publishing.
Stoddard, J. (2009) Socratic seminar: A model for film discussion in the social studies. In E. Heilman, R. Fruja & M. Missias (Eds.) Social studies and diversity teacher education: What we do and why we do it. New York: Routledge Press.
Hess, D., Stoddard, J. & Murto, S. (2008). Examining
the Treatment of 9/11 and Terrorism in High School Textbooks. In J.
Bixby & J. Pace (Eds.) Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts. Albany, NY: SUNY Press.
Stoddard, J. (2007). Attempting to understand the lives of others: Film as a tool for developing historical empathy. In A. Marcus (Ed.) Celluloid blackboard: Teaching history with film. Charlotte, NC: Information Age Publishing.
Stoddard, J. (2011). The challenge(s) of rethinking history education. [Review of the book The Challenge of Rethinking History Education: On Practices, Theories, and Policy by Vansledright, B. (2010)]. Theory and Research in Social Education (39) 4.
Stoddard, J. (2009). Interpreting US history: The competing roles of race, schools, and communities [Review of the book Interpreting national history: Race, identity, and pedagogy in classrooms and communities]. Theory and Research in Social Education (37)1, 140-143.
Stoddard, J. (2004). The fog of war: Past, present, and future [Review
of the film The Fog of War: Eleven Lessons from the Life of Robert S.
McNamara]. Theory and Research in Social Education, 32(3), 416-421.
Other Publications and Unpublished Manuscripts
Stoddard, J. & Hess, D. (2011). 9/11 and the War on Terror in Curricula and in State Standards Documents. The Center for Information & Research on Civic Learning & Engagement, Tufts University (www.civicyouth.org).
Van Hover, S., Hicks, D., & Stoddard, J. (2010). Virginia’s History & Social Studies Standards, 1995-2010. The Virginia Newsletter. (Charlottesville, VA: Weldon Cooper Center for Public Service, University of Virginia). http://www.coopercenter.org/publications/virginia-newsletter
Stoddard, J. (December 19, 2009). Letter to the editor: Canceled Arlington school debate spurs another debate. Washington Post, A16.
Marcus, A., & Stoddard, J.* (2009). Teaching history with film. Notes on Research and Practice: College and University Faculty Assembly [access online http://www.ncsscufa.org/index.php?option=com_content&view=category&layout=blog&id=53&Itemid=67].
Stoddard, J. (2006) “Was that how it really happened?” Film as a tool for historical thinking. Doctoral Thesis. University of Wisconsin-Madison.
Marcus, A. & Stoddard, J. (Spring 2005). Hollywood's history in your classroom: Connecticut teachers and film. Yankee Post. Connecticut: Connecticut Council for the Social Studies.
Stoddard, J. (2001). The Use Of Web Based Images To Propagate Holocaust Denier Claims. Unpublished Master’s Thesis, University of Wisconsin-Madison.
Current Manuscripts In Preparation or Submitted for Publication
Kitamura, H. & Stoddard, J.* (in press). Teaching beyond the bomb: Using popular culture to teach about the nuclear world. Social Education.
Stoddard, J. (in review). The role of ideology and habitus in educational media production. Manuscript currently being revised for resubmission.
Stoddard, J., Banks, A., Nemacheck, C., and Wenska, L. (in review). The challenges of gaming for democratic education: the case of iCivics. Manuscript submitted for publication.
Stoddard, J. Marcus, A., Squire, K., & Martin, J. (in review). Learning local immigration history in and out of the museum. Manuscript in preparation for submission..
Stoddard, J. (in preparation). Teaching history with film: The perspectives and pedagogies of historians. Manuscript in preparation.
Stoddard, J. & Chen, J. (in preparation) "I think Ann Coulter is, for lack of a better word, a crazy person...": Young people's views on experts and evidence in political documentaries. Manuscript in preparation.
Stoddard, J. (in preparation). Considering film as a medium for deliberating controversial issues: The response to The Response. Manuscript in preparation.
Stoddard, J., Robbins, J. & Tieso, C. (in preparation). Project Civis: Design for an inclusive middle grades history and democratic education curriculum. Manuscript in preparation.
Stoddard, J. & Hess, D. (in preparation). The evolution of 9/11 and the War on Terror in curriculum. Manuscript in preparation.
Social Studies Inquiry Research Collaborative. (in preparation). Authentic pedagogy: examining intellectual challenge in a national sample of social studies classrooms. Manuscript in preparation.
* Fully co-authored work