Education

FIYS 173: Am I a “Normal” Kid? Analyzing Messages of Power and Cultural Hegemony in Youth Texts
Education 210: Observing the Schooling Process
Education 215: Instructional Communication Theory and Practice
Education 303/403: Elementary Fieldwork and Seminar
Education 304/404: Teaching in the Elementary School
Education 313/413: Reading Methods in Content Areas
Education 315/415: Middle School Fieldwork and Seminar
Education 416/516: Elementary and Middle School Literacy and Social Studies
Education 417/517: Elementary and Middle School Math and Science
Education 418/518: Elementary Student Teaching and Seminar
Education 502: Teacher Action Research Project

Goldman, S.R., & Popp, J.S. (2022). Transforming sixth grade social studies from “just the facts” to historical inquiry: A case study of teacher learning. The History Teacher, 56(1), 44-75. https://www.societyforhistoryeducation.org/pdfs/N22_Goldman_and_Popp.pdf

Chen, X., Fletcher, L., Castagno-Dysart, D., Popp. J.S., Holyoke, E.S., & Rose, C. (2022). Teacher educators’ culturally sustaining pedagogy and activism in practice: A multi-institutional collaborative self-study. Educational Research and Development Journal, 25, 2, 32-52.

*Stensberg, O. & *Jackson, K. with Popp, J.S. as faculty mentor/supervisor (2022). The cultural hegemony of fashion: What jean advertisements portray as normal. Undergraduate Research Journal, 2, 2, 50-65.

Popp, J.S., Di Domenico, P., & *Jovsic, A. (2022). Too much “I do” or a constructive level of “we do”? One teacher’s intentional use of heavy scaffolding. Iowa Journal for the Social Studies, 30, 2(Summer), 165-189.

Popp, J.S., Montgomery, J., Hoard, J., & Brock, C. (2021). Transforming social studies curriculum to integrate a social justice framework. Social Studies Research and Practice, 16(2), 158-171.

Popp, J. S., Di Domenico, P., & Makhlouf, J. (2021). Teachers’ perspectives about students’ productive textual engagement in Social Studies. Reading Horizons: A Journal of Literacy and Language Arts, 60 (1), 25-53.

Popp, J. S. (2021).  Evolving problems of practice: How a teacher’s reflective courses of action contributed to her learning and change. Action in Teacher Education.

Popp, J. S. (2018). Teachers’ text selections and explanations about text selection and use in history/social studies.  Literacy Research: Theory, Methods, and Practice, 67, 179-295. 

Popp, J. S. & Hoard, J. (2018). Supporting elementary students’ sourcing of historical texts.  The Reading Teacher, 72, 301-311.

Popp, J. S. & Goldman, S. R. (2016). Knowledge building in teacher professional learning communities: Focus of meeting matters. Teaching and Teacher Education, 59, 347-359.

Ko, M. L., Goldman, S. R., Radinsky, J., James, K., Hall, A., Popp, J. S., Bolz, M., & George, M. (2016). Looking under the hood: Productive messiness in design for argumentation in science, literature, and history. In V. Svihla & R. Reeve (Eds.) Untold Story: Design as Scholarship in the Learning Sciences. (pp. 71-82). New York, NY: Routledge.

Raphael, T. E., Au, K. H., &  Popp, J. S. (2013). Transformative practices for literacy teaching and learning: A complicated agenda for literacy researchers. In S. Szabo, L. Martin, T. Morrison, L. Haas, and L. Garza-Garcia (Eds.),  Literacy is Transformative. Association of Literacy Educators and Researchers Yearbook, Volume 35.

Boyd, F. B., Sullivan, M. P.,  Popp, J. S. & Hughes, M. (2012). Vocabulary instruction in the disciplines.  Journal of Adolescant and Adult Literacy, 56 (1), 18-22.

Sullivan, M. P.,  Popp, J. S. & Raphael, T. E. (2010). Book review of  Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy, edited by K. Hall, U. Goswami, C. Harrison, S. Ellis and J. Soler.  Literacy, 45 (2), 98.

Popp, J. S., Golub, M., & Shanahan, C. (2020). The Progressive Era. A module plan for College of DuPage Transitional English Project.

Hoard, J., Popp, J. S., & Project READI History Team. (2016).  Artifacts Module: An Introduction to the Role of Sources in Making Evidence-Based Claims about the Past. Middle School, 6th Grade.

Hoard, J., Popp, J. S., & Project READI History Team. (2016).  Current Events – Ferguson Riots 2014. An Introduction to Reading Closely with a Historical Lens. Middle School, 6th Grade.

Hoard, J., Popp, J. S., & Project READI History Team. (2016). Ancient Egypt. Middle School, 6th Grade.

Hoard, J., Popp, J. S., & Project READI History Team. (2016).  Ancient Mesopotamia. Middle School, 6th Grade.

Popp, J. S., Guinco, K., Golden Hughes T., Leighton, C.M., Appleget, C., Arya, P., Chen, X., & Rose, C. (2023). “We are not robots”: Elementary pre-service teachers’ focus group talk about problems of practice around literacy instruction. Paper presented for the American Educational Research Association annual conference, Chicago, IL.

Appleget, C., Arya, P., Popp, J.S., Giunco, K., Golden Hughes, T. Leighton, C.M., Rose, C., & Chen, X. (2022). Teacher agency: Literacy preservice teachers making decisions and finding purpose. Roundtable paper presented for the Literacy Research Association annual conference, Phoenix, AZ.

Chen, X., Arya, P., Appleget, C., Giunco, K., Golden Hughes, T. Leighton, C.M., Popp, J.S., & Rose, C. (2022). Envisioning Their Future Classrooms: Elementary Preservice Teachers’ Beliefs about Literacy Instruction. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Chen, X., Fletcher, L., Castagno-Dysart, D., Popp, J.S., Holyoke, E.S., & Rose, C.R. (2021). Are we practicing what we teach?: A multi-institution self-study on activism and culturally sustaining pedagogy. Paper presented at the American Educational Research Association Annual Meeting, virtual platform.

Popp, J.S. (2020). Middle-school teachers’ collaborative conceptualizations and agentive enactments of social justice historical literacies. Paper presented as part of symposium: Co-constructing dialogic spaces that promote agency in school/university literacy professional development partnerships at the Literacy Research Association conference, virtual platform. Symposium won the Best Paper Area 1 Award.

Fletcher, L., Chen, X., Holyoke, E.S., Castagno-Dysart, D., Popp, J.S., & Rose, C. (2020). Investigating activism and culturally sustaining pedagogical practices amongst teacher educators: A multi-institution collaborative self-study. Alternative session presented at the Literacy Research Association Conference, virtual platform.

Popp, J.S., DiDominico, P., & Makhlouf, J. (2019). Teachers’ perspectives about ideal text use to support student learning in social studies. Paper presented at the American Educational Research Association Annual Meeting, Toronto, Canada.

Popp, J.S. & Pitvorek, K. (2019). Teacher reflection on problems of practice guiding inquiry into teacher learning. Paper presented at the American Educational Research Association Annual Meeting, Toronto, Canada.

Popp, J.S., Lammers, J.C., Protacio, M.S. (2018). Living the Writerly Life in Academia. Study group led at the Literacy Research Association Conference, Indian Wells, CA.

Popp, J.S. (2017). Teachers’ text selections and explanations about text selection and use. Roundtable paper presented at the Literacy Research Association Conference, Tampa, FL.

Lammers, J.C., Protacio, M.S., & Popp, J.S. (2017). Living the Writerly Life in Academia. Study group led at the Literacy Research Association Conference, Tampa, FL.

Popp, J.S. (2016). Methodological considerations for analyzing teachers’ situated learning about supporting students’ historical literacies. Paper presented at the Literacy Research Association Conference, Nashville, TN.

Popp, J.S. (2016). Illinois Responds to the edTPA. Discussant for symposium at the Midwest Educational Research Association Annual Conference, Evanston, IL.

Popp, J.S. (2015). The role of teacher-researcher collaborative reflection in a teacher’s change process. Paper presented at the Literacy Research Association Conference, Carlsbad, CA.

Popp, J.S., & Goldman, S.R. (2015). Interactivity and knowledge building discourse in teacher team meetings. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Popp, J.S., & Hoard, J. (2015). Teacher-researcher collaborative reflections on supporting middle school students’ historical inquiry. Paper presented as part of symposium: Teacher-researcher partnerships: Advancing research, practice, ownership, and agency in disciplinary literacy teaching and learning, at the American Educational Research Association Annual Meeting, Chicago, IL.

Bolz, M.J., Popp, J.S., Manderino, M., Heppeler, J., & Shanahan, C.R. (2015). Designing text-based inquiry: Supporting students’ evidence-based argumentation in history. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Popp, J.S. (2014). Confronting the challenges of supporting middle school students’ disciplinary literacy practices through dialogic discussion in history. Paper presented at the Literacy Research Association Conference, Marco Island, FL.

Popp, J.S. (2014). Critical issues around supporting students’ disciplinary inquiry practices: Collaborative reflections between a middle school history teacher and researchers. Paper presented at the Mid-Western Educational Research Association Annual Meeting, Evanston, IL.

Popp, J.S. (2013). A case study of one teacher’s reflections on facilitating classroom discussion. Roundtable discussion at the Literacy Research Association Conference, Dallas, TX.

Popp, J.S., Groza, G., Hall, A.H., & Raphael, T.E. (2013). Conflict in collaboration: Challenges as a discourse move in one teacher team’s meetings. Paper presented at the Mid-Western Educational Research Association Annual Meeting, Evanston, IL. 

Shanahan, C.R., Britt, A.M., Cribb, G., Goldman, S.R., Hale, G., Heppeler, J., Hoard, J., Lawless, K.A., Manderino, M., Popp, J.S., Puklin, D.V., Radinsky, J.L, & Sosa, T. (2013). Enriching history instruction for urban youth: Evidence-based argument instruction modules and collaborative design research. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA.

Popp, J. S. & Goldman, S. R. (2012). Discourse and idea development: Teacher teams’ shared understandings of literacy pedagogy topics. Paper presented at the Literacy Research Association Conference, San Diego, CA.

Popp, J. S. (2012). Teachers perspectives on the what, why, and how of text selection and use for history and social studies lessons. Poster presented at the American Educational Research Association Annual Meeting, Vancouver, Canada.

Puklin, D.V., Hall, A.H., Bolz, M.J., & Popp, J.S. (2012). Doing history: Impact of texts and tasks on engagement. Poster presented at the American Educational Research Association Annual Meeting, Vancouver, Canada.

Shanahan, C.R., Britt, A., Cribb, G., Goldman, S.R., Hale, G., Lawless, K.A., Manderino, M., Moe, M., Popp, J.S., Puklin, D.V, Radinsky, J.L., & Sosa, T. S. (2012). Historical frameworks to guide research and design. Paper presented at the American Educational Research Association Annual Meeting, Vancouver, Canada.

Hughes, M., Sullivan, M.P., & Popp, J.S. (2011). Disciplinary literacy pedagogy: Instructional literacy and disciplinary practices within and across history, science, and literature classrooms. Paper presented at the Literacy Research Association Conference, Jacksonville, FL.

Popp, J. S. (2010). Collaborative teacher talk: The nature of productive meaning-making and decision-making. Paper presented at the Literacy Research Association Conference, Fort Worth, TX.   

George, M. A., Popp, J. S., & Weber, C. M (2010). Professional development for educational leaders. Paper presented at the Literacy Research Association Conference, Fort Worth, TX.

Popp, J.S., Ragland, R., Edgar, S., Groeger, C., & Schultz, E. (2019). Teaching in ways that respond to and sustain students’ cultures. Workshop session at Lake Forest College’s annual Diversity and Inclusion Summit. Lake Forest, IL.

Ragland, R., Odugu, D., & Popp, J.S. (2018). Inclusive communities of practice to support teaching and learning in the classroom. Plenary talk at Associated Colleges of the Midwest Faculty Career Enhancement (FaCE) Annual Conference. Rosemont, IL.

Odugu, D., Ragland, R., & Popp, J.S. (2018). Culturally responsive teaching practices. Workshop session presented at Lake Forest College’s annual Diversity and Inclusion Summit. Lake Forest, IL.

Popp, J.S. (2017). Methodological considerations for analyzing teachers’ situated learning about supporting students’ historical literacies. Invited talk for Literacy Research Colloquium, Judson University, Elgin, IL. 

Popp, J.S. (2016). Helping teachers support students’ critical thinking. Invited talk for the College of Liberal Arts and Sciences’ Board of Visitors luncheon, University of Illinois at Chicago, Chicago, IL.

Popp, J.S. (2014). S olving problems of practice: The role of collaborative reflection in teacher professional growth. Invited talk for Brown Bag series, Learning Sciences Research Institute, Chicago, IL.

Popp, J.S. (2012). Teacher learning: Three teacher teams’ discourse and conceptual change. Invited talk for Journal Club, University of Illinois at Chicago, Chicago, IL.

Hoard, J. & Popp, J.S. (2018). Supporting students’ sourcing: Critical analysis of social studies texts. Workshop presented at the Chicago Foundation for Education annual workshop. Chicago, IL.

Hoard, J., & Popp, J.S. (2017). Supporting elementary students’ close reading and interpretation of historical texts. Workshop presented at the Chicago Foundation for Education annual workshop. Chicago, IL.

Manderino, M. Heppeler, J., Popp, J.S., & Bolz, M. (2014). Designing text sets to support students’ historical inquiry. Poster presented at the National Council for the Social Studies Conference, Boston, MA.

Hoard, J. & Popp, J.S. (2014). Teacher discussion strategies that support student argumentation in primary and middle school classrooms. Professional development presentation at Mariano Azuela Elementary (Chicago Public School). Chicago, IL.

Hoard, J. & Popp, J.S. (2014). Teacher discussion moves that support students’ argumentation in Social Studies/History. Professional development presentation at the Chicago Public Schools Department of Literacy Social Science Summer Institute. Chicago, IL.

Popp, J.S. & Hoard, J. (2013). Literacy as a tool in History and Social Studies. Presentation at the Illinois Reading Council Conference, Springfield, IL.

Popp, J. S., Waechter-Versaw, A., & Sullivan, M. P. (2011). Did my students get it? Collaboration around formative assessments and wise instructional decisions. Presentation at the Illinois Reading Council Conference, Springfield, IL.

Popp, J.S. (2011). I ncreasing teachers’ literacy knowledge base in elementary and secondary schools. Facilitation of session for pre-conference institute: Literacy, Leadership, and Whole School Change: Perspectives, Practices, and Possibilities, with featured speakers Regie Routman, Kathryn H. Au, and Taffy E. Raphael at the International Reading Association Convention, Orlando, FL.