As a scholar and teacher educator, I write for multiple audiences: scholars, teachers, and the public. The publications highlighted here demonstrate the breadth of my interests within education. If you're interested in knowing more about my scholarship's impact, see: http://scholar.google.com/citations?user=Uiv3pg8AAAAJ&hl=en&oi=ao and http://academic.research.microsoft.com/Author/34523715/margaret-smith-crocco

Since coming to Michigan State University, I've completed two invited chapters for different handbooks: one chapter on teacher education and professional development in social studies (with Ellen Livingston) for the Handbook of Research on Social Studies (2017) and the other chapter on "Gender and Sexuality in History Education" for the International Handbook of History Teaching and Learning (2018). I've also done a series of writing projects, published in places like Social Studies and the Young Learner and the Journal of Social Studies Research (with Mike Marino of The College of New Jersey) on using the new inquiry-oriented framework from NCSS in teaching local history and in teacher education courses with pre-service teachers.

I've also enjoyed writing on contemporary issues. With colleagues from the Spencer project, we wrote a chapter called "Teaching Social Studies in the Twilight Zone of Misinformation, Disinformation, Alternative Facts, and Fake News" for a book edited by Wayne Journell called Fake News: What It Is, Why It is Problematic, and What Educators Can Do About It, which is currently under review by publisher. I also wrote chapters for a book to be published by Harvard Education Press on "Teachers' Principled Resistance," edited by Doris Santoro and Lizabeth Cain. Finally, I engaged in a fascinating dialogue with Steven Camicia of Utah State on the place of public policy engagement and political activism in teacher education programs in social studies. Paul Fitchett and Kevin Meuwissen edited the book, Social Studies in the New Educational Policy Era: Conversations on Purposes, Perspectives, and Practices (Routledge, 2017).

A number of other articles and chapters resulted from funded research and/or curriculum projects, for example, Teaching The Levees and Understanding Fiscal Responsibility, led by Anand R. Marri:

  • Social studies and sustainability: a global competency framework, with Marri & Chandler, in Schooling for sustainability in the United States and Canada, McKeown & Nolet, eds.
  • Hurricane Katrina: A toxic mix of social and geographic vulnerability, with Chandler, in The human impact of natural disasters, Pang, Nelson & Fernekes, eds. 
  • Documentaries, outtakes, and digital archives in teaching: Difficult knowledge and the Vietnam War, Gaudelli, Crocco, & Hawkins. Education and Society 30(2).
  • At the crossroads of the world: Women of the Middle East, with Pervez & Katz, The Social Studies 100(3).   Re-published in Farsi in an online women’s studies journal by the Institute for War and Peace Reporting (http://zannegaar.net/about-en) in article on “Middle Eastern Women’s Feminist Movements.”
  • Content-driven literacy: One approach to urban secondary teacher education, Marri, Perin, Crocco, Rivet, & Riccio,The New Educator 7(4): 325-351
  • Teaching about women in World History, The Social Studies 102(1): 18-24
  •  (Never) mind the gap! Gender equity in social studies research on technology in the twenty-first century, Multicultural Education and Technology Journal 2(1), with Cramer.
  • Income inequality and U.S. tax policy, Crocco, Marri, & Wylie. Social Education 75(5): 256-262

One final note about a topic that is of perennial interest--technology. For a long time, I've been interested in the ways in which we use digital technology in the disciplines and, more recently, in the role of online education within higher education. My litmus test for assessing digital technology's utility is whether there's a "value added" from the introduction of a particular type of technology in the classroom. In other words, what does the digital technology allow us to do (that is worthwhile educationally) that we couldn't do before? What's really important these days is using the evermore ubiquitous technological tools found in classrooms to do something that gets us to deeper, richer, more challenging and adaptive forms of learning. One question I'm working on currently regarding ed-tech has to do with its gendered dimensions, which have been little noted but deserve more attention.