Educational Background

•PhD, Michigan State University

•MEd,Social studies education, University of Maine, Orono

•BS, Social studies education, University of Maine

 

 

Current Research Interests
• Curriculum and assessment policy

• Teaching and learning social studies

 

 

Selected Publications and Presentations

2007
Publications
•Grant, S. G. (2007). High stakes testing: How are teachers responding? Social Education, 71(5), 250-254.
•Grant, S. G. (2007). Understanding what children know about history: Exploring the representation and testing dilemmas. Social Studies Research and Practice, 2(2), 196-208. (Online at: http://www.socstrp.org).
Presentations
•Gradwell, J.M., & Grant, S. G. (2007, March). Teacher educators teaching teachers in an age of accountability. Paper presented at the annual conference of the New York State Social Studies Council, Rochester.
•Grant, S. G., & Gradwell, J. M. (2007, April). Identifying the markers of history: Teachers, researchers, and policymakers describe the assessment of historical knowledge and understanding. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

2006
Publications
•Grant, S. G. (Ed.). (2006). Measuring history: Cases of state-level testing across the United States. Greenwich, CT: Information Age Publishing.
Presentations
•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.

2005
Publications
•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., & VanSledright, B. A. (2005). Elementary social studies: Constructing a powerful approach to teaching and learning. (2nd ed.). Boston: Houghton Mifflin. (Note: This is a new edition of the book titled, Constructing a powerful approach to teaching and learning in elementary social studies.)

2004
Publications
•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.
Presentations
•Grant, S. G. (2004, November). History lessons: Teaching, learning, and testing in U.S. high school classrooms. Paper presented at the annual conference of the National Council for the Social Studies, Baltimore, MD.
•Grant, S. G. (2004, November). The state of state-level history testing. Paper presented at the annual conference of the National Council for the Social Studies, Baltimore, MD.
•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.

2003
Publications
•Grant, S. G. (2003). History lessons: Teaching, learning, and testing in U.S. high school classrooms. Mahwah, NJ: Lawrence Erlbaum Associates. (Winner of the Exemplary Research in Social Social Studies award, National Council for the Social Studies, 2004)
Presentations
•Grant, S. G. (2003, November). More journey than end: A case of ambitious teaching. Paper presented at the annual conference of the National Council for the Social Studies, Chicago, IL.
Grant, S. G., Gradwell, J., & Cimbricz, S. (2003, November). Using documents in authentic assessments: The case of the DBQ. Paper presented at the annual conference of the National Council for the Social Studies, Chicago, IL.
•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.

2002
Publications
•Grant, S. G., (with past and present LAI graduate students) Jill Gradwell, Ann Marie Lauricella, Alison Derme-Insinna,Lynn Pullano, & Katherine Tzetzo 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., (with past and present LAI graduate students) Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, & Katherine Tzetzo (2002). Juggling two sets of books: A teacher responds to the New York state global history exam. Journal of Curriculum and Supervision, 17 (3), 232-255.
Presentations
•Grant, S. G., Gradwell, J. (LAI doctoral student), & Cimbricz, S. (Ph.D., 2001, LAI) (2002, November). A question of authenticity: Examining the document-based question on the New York state global history and geography regents exam. Paper presented at the annual conference of the National Council for the Social Studies.

2001
Publications
•Grant, S. G., & Vansledright, B. (2001). Constructing a powerful approach to elementary social studies. New York: Houghton Mifflin.
•Grant, S. G., (with past and present LAI graduate students) Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, & Katherine Tzetzo (2001). Teachers, tests, and tensions: Teachers respond to the New York state global history exam. International Social Studies Forum, 1(2), 107-125.
•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' practices and students' understanding of history. Theory and Research in Social Education, 29(1), 65-108.
•Grant, S. G. (2001). When an "A" isn't enough: Analyzing the New York State global history exam. Educational Policy Analysis Archives, 9(39), 1-15.
Presentations
•Grant, S. G., (with past and current students) Gradwell, J., Lauricella, A., Derme-Insina, A., Pullano, L., & Tzetzo, K. (2001, November). When increasing stakes need not mean increasing standards: The case of the New York State global history and geography exam. Annual conference of the National Council for the Social Studies, Washington, DC.

2000
Publications
•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.Presentations
Presentations
•Grant, S. G., Derme-Insinna, A., Gradwell, J., Lauricella, A., Pullano, L., & Tzetzo, K. (2000, November). Teachers, tests, and tensions: Teachers respond to the New York State global history exam. Annual Conference of the National Council for the Social Studies, San Antonio, TX.
•Grant, S.G. (2000, June). Un/Intended Consequences: Teachers Views of State-Level Testing (Keynote Address). Standardized Testing in K-12: Tool of Reform or Tool of Tyranny Conference, University at Albany, NY.
•Grant, S. G. (2000, November). When an "A" is not enough: Examining the New York State global history and geography exam. Annual Conference of the National Council for the Social Studies, San Antonio, TX.
Grants
•Collins, J. and Grant, S.G. Assisted in Writing and Obtaining a New York State Education Department "Targeted Staff Development" Grant for the Iroquois Central School District, $175,000.
Awards
•Grant, S.G. (LAI) was chosen as the 2000 awardee of the Distinguished Faculty Award by the LAI Graduate Student Association.
Appointments
•S.G. Grant (LAI) has been appointed to the New York State Teacher Certification Examination Framework Review Committee.

Selected Recognitions
•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)