S. G. Grant

Dean, Graduate School of Education

PhD, Disciplinary Knowledge, Michigan State University
MEd, Social studies education, University of Maine, Orono
BS, Social studies education, University of Maine

Office: AB-133
Phone: 607-777-7329
Fax: 607-777-6041
E-mail: sggrant@binghamton.edu

 

Research Interests:

• Curriculum and assessment policy
• State-level standards
• Teaching and learning social studies

Courses Regularly Taught

• EDUC 622 Qualitative Research
• ELED 510 Elementary Social Studies Curriculum

Selected Publications

• Grant, S. G., & Gradwell, J. M. (Eds.). (2010). Teaching history with big ideas: Cases of ambitious teaching. Lanham, MD: Rowman & Littlefield.
• Grant, S. G., & Gradwell, J. M. (2009). The road to ambitious teaching: Creating big ideas in history classes. Journal of Inquiry and Action in Education, 2(1), 1-26. (On-line at: https://journal.buffalostate.edu/index.php/soe/issue/view/4)
• Grant, S. G., & Gradwell, J. M. (2008). Identifying the markers of history: Teachers and researchers describe the assessment of historical knowledge and understanding. Social Studies Review and Practice, 3(1), 1-23. (On-line at: http://www.socstrpr.org/?page_id=622).
• Grant, S. G. (2007). High stakes testing: How are teachers responding? Social Education, 71(5), 250-254. (Note: This article was reprinted in W. Parker. (Ed.). (2010). Social studies today: Research and practice (pp. 43-52). New York: Routledge.
• Grant, S. G. (Ed.). (2006). Measuring history: Cases of state-level testing across the United States. Greenwich, CT: Information Age Publishing.
• Grant, S. G. (2005). More journey than end: A case of ambitious teaching. In O. L. Davis, Jr. & E. Yeager (Eds.), Wise practice in teaching social studies in the age of high stakes testing (pp. 117-130). Greenwich, CT: Information Age Publishing.
• Grant, S. G., & Gradwell, J. M. (2005). The sources are many: Exploring teachers' selection of classroom texts. Theory and Research in Social Education, 33(2), 244-265.
• Grant, S. G., Gradwell, J. M., & Cimbricz, S. (2004). A question of authenticity: Examining the document based question on the New York state global history and geography Regents exam. Journal of Curriculum and Supervision, 19(4), 309-337.
• Grant, S. G. (2003). History lessons: Teaching, learning, and testing in U.S. high school classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. (Note: Winner of the Exemplary Research in Social Studies award, National Council for the Social Studies, 2004)
• Grant, S. G., Gradwell, J., Lauricella, A., Pullano, L., & Tzetzo, K. (2002). When increasing stakes need not mean increasing standards: The case of the New York state global history and geography exam. Theory and Research in Social Education, 30(4), 488-515.
• Grant, S. G. (2001). An uncertain lever: The influence of state-level testing in New York State on teaching social studies. Teachers College Record, 103(3), 398-426.
• Grant, S. G. (2001). It's just the facts, or is it? An exploration of the relationship between teachers' practice and students' understandings of history. Theory and Research in Social Education, 29(1), 65-108.
• Grant, S. G. (2000). Teachers and tests: Elementary and secondary school teachers' perceptions of changes in the New York state testing program. Educational Policy Analysis Archives, 8(14), 1-16. (On-line at: http://epaa.asu.edu/epaa/v8n14.html).
  
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Selected Presentations

• Grant, S. G., Swan, K., & Lee, J. (2012, April). Lurching toward coherence: An episodic history of curriculum and standards development in social studies. Featured presentation of the Research in Social Studies SIG during the annual conference of the American Educational Research Association, Vancouver, BC.
• Swan, K., Grant, S. G., & Thacker, E. (2011, November). Whose sandbox is it, anyway? A social studies children's book series. Session during the annual conference of the National Council for the Social Studies, Washington, DC.
• Gradwell, J.M., & Grant, S. G. (2010, November). Teaching history with big ideas: Cases of ambitious teachers—A discussion with the editors. Session during the annual conference of the National Council for the Social Studies, Denver, CO.
• Grant, S. G. & Gradwell, J. M. (2009, April). The road to ambitious teaching: Creating big idea units in history classes. Paper presented at the annual conference of the American Educational Research Association, San Diego, CA.
• Grant, S. G. (2008, November). What do kids know about history? The accounting v. accountability dilemma. Paper presented at the annual conference of the National Council for the Social Studies, Houston, TX.
• Grant, S. G., & Salinas, C. (2008, March). Assessment and accountability. Paper presented at the annual conference of the American Educational Research Association, New York, NY.
• Grant, S. G. (2006, November). How do we know what kids know? The conversation we need to have. Paper presented at the annual conference of the National Council for the Social Studies, Washington, DC.
• Grant. S. G. (2005, November). Exploring Columbus: Children's views of European and Native encounters. Paper presented at the annual conference of the National Council for the Social Studies, Kansas City, MO.
• Grant, S. G., & Gradwell, J. M. (2004, April). The sources are many: Exploring history teachers' use of multiple texts. Paper presented at the annual conference of the American Educational Research Association, San Diego, CA.
• Grant, S. G., Cimbricz, S., & Gradwell, J. (2003, April). The authenticity of text-based assessments: A look at the New York state Regents exams in English and U.S. history. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.

Selected Recognitions

• Roselle Award (Middle States Council for the Social Studies, 2011)
• SUNY Chancellor’s Award for Teaching (University at Buffalo, 2006)
• Exemplary Research in Social Studies Award (National Council for the Social Studies, 2004)
• LAI Distinguished Faculty Award (University at Buffalo, 2000)

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