- Curriculum and Instruction; Educational Leadership and Policy Studies
- Academic Programs:
- History, Philosophy, and Policy in Education; Secondary Education; Teacher Education and Curriculum Studies
- Degree/Certificate Programs:
- Ph.D. in Curriculum and Instruction – Specialization in Teacher Education and Curriculum Studies (Teacher Education Focus); Ph.D. in History, Philosophy, and Policy in Education – Specialization in Education Policy Studies; Ph.D. in History, Philosophy, and Policy in Education – Specialization in Philosophy of Education
- Research Areas:
- Moral, civic, and religious education; homeschooling; teacher education
- ED 3238
- (812) 856-8122
I teach in both Curriculum Studies and Philosophy of Education, as well as the Teacher Education minor. My courses include:
- "What is a Good Education?"
- "Dialogue and Difference: Ethics, Religion, and Democracy in Education”
- “Failure: And How We Can Learn From It”
- "Preservice Teacher Socialization”
My scholarship examines the intersection of education, religion, and citizenship, particularly in the context of K-12 education in the United States. I have spent the last 16 years studying the phenomenon of homeschooling—its various philosophies, practices, and policies—and am the author of Write These Laws on Your Children: Inside the World of Conservative Christian Homeschooling (Beacon, 2009).
I serve as Managing Director for the International Center for Home Education Research, a nonpartisan organization which provides expert information and analysis on homeschooling research for journalists, policymakers, and scholars.
I am currently accepting doctoral students interested in research and scholarship in the areas of teacher education, civic education, religion and education, and alternative contexts such as homeschooling. Doctoral students working under my mentorship have recently conducted research related to the following:
- how beginning teachers navigate and are shaped by interactions with students’ parents
- examining the influence of religiosity on preservice teachers’ intended curriculum and pedagogy
- how children respond to learning about world cultures and implications for curriculum
- core reflection as a tool for teachers navigating pedagogical uncertainty
- the intersections of informal teacher socialization and formal teacher induction