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 (just released in Spring 2017) and the other chapter on "Gender and Sexuality in History Education" for the International Handbook of History Teaching and Learning (to be released in 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.

Over the last two years, I have also been working with colleagues  at Michigan State University on a Spencer-foundation funded project called "Understanding High School Students' Use of Evidence in Deliberating about Public Policy Issues: An Empirical Study." We have a number of papers under review at this time, but have published one piece in Kappan (V98, no.7) called "Teaching with evidence" -- a lively issue in the era of "fake news."

A number of other articles and chapters drive from other funded research projects, for example, Teaching The Levees and Understanding Fiscal Responsibility, led by Anand R. Marri and sponsored by the Peter G. Peterson Foundation.

  • 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. 

Speaking of ed-tech, I  gave a keynote in May 2015 at the International Conference on Gender and Education at Indiana University on the topic of education reform and gender, with a comparative perspective on education reform today with the reforms of the early 20th century. In the keynote, I also take a look at the ed-tech world as one of the principal drivers of reform, albeit one whose gendered dimensions have been little noted to date but deserve more attention.