Dr. John H. Bickford
Introduction My EIU Story Education & Training Publications Funding & Grants Frequently Taught Courses Research & Creative Interests Professional Affiliations

Dr. John H. Bickford

Professor Office: 4417 - Booth Library
Email: jbickford@eiu.edu

INTRODUCTION

Fall 2024: 10-11 M; 10-11am & 12:15-1pm on Tues/Thurs

My EIU Story

Mentored various undergraduate and graduate students' research:

  • Mentored L. Walters (Fall, 2024) receipt of College of Education’s Graduate Research Grant.
  • Mentored S. Spear’s (Spring, 2024) receipt of College of Education’s Graduate Research Grant.
  • Mentored M. Escamilla’s (Fall, 2023) receipt of College of Education’s Graduate Research Grant.
  • Mentored C. Clabaugh’s (Spring, 2022) presentation at College of Education’s Research Fair.
  • Mentored A. Robinson’s (Spring, 2022) presentation at College of Education’s Research Fair.
  • Mentored C. Clabaugh’s (Spring, 2022) receipt of College of Education’s Undergraduate Research Grant.
  • Mentored A. Robinson’s (Spring, 2022) receipt of College of Education’s Graduate Research Grant.
  • Mentored T. Solomon’s (2021) Booth Library’s Awards for Excellence in Student Research (honorable mention).
  • Mentored Watkins’s (Spring, 2021) receipt of College of Education’s Graduate Research Grant.
  • Mentored A. Laird’s (2020) article, “The Launching of Sputnik 1” within Historia’s 29th volume (p. 37-41),https://www.eiu.edu/historia/Historia2020.pdf 
  • Mentored E. Russell’s (Spring, 2020) receipt of College of Education’s Undergraduate Research Grant.
  • Mentored A. Callaway’s (Spring, 2020) receipt of College of Education’s Graduate Research Grant.
  • Mentored R. Burkhardt’s published thesis. Burkhardt, R. (2019). Juxtaposing primary- and intermediate-elementary trade books’ historical representation of Amelia Earhart. The Councilor: A Journal of the Social Studies, 81(1), 1-36.
  • Mentored T. Solomon’s (Spring, 2020) presentation at College of Education Research Fair.
  • Mentored D. Little’s (Spring, 2020) presentation at College of Education Research Fair.
  • Mentored T. Solomon’s (Spring, 2020) presentation at Illinois Council for the Social Studies.
  • Mentored T. Solomon’s (Spring, 2020) receipt of Graduate School’s Williams Travel Grant.
  • Mentored D. Little’s (Fall, 2019) receipt of College of Education’s Undergraduate Research Grant.
  • Mentored Z. Nolen’s (Fall, 2019) receipt of College of Education’s Graduate Research Grant.
  • Mentored T. Solomon’s (Fall, 2019) receipt of College of Education’s Graduate Research Grant.
  • Mentored T. Solomon’s (Fall, 2019) receipt of Graduate School’s Williams Travel Grant.
  • Mentored T. Solomon’s (Fall, 2019) receipt of the Graduate School’s Research Grant.
  • Mentored Z. Nolen’s (Fall, 2019) receipt of the Graduate School’s Research Grant.
  • Mentored R. Dwomoh’s (Spring, 2019) funded College of Education Research Grant.
  • Mentored R. Dwomoh’s (Spring, 2019) presentation at EIU’s Student Research and Creative Activity Day.
  • Mentored T. Solomon’s (Spring, 2019) presentation at EIU’s Student Research and Creative Activity Day.
  • Mentored A. Frykolm’s (Spring, 2019) presentation at EIU’s Student Research and Creative Activity Day.
  • Mentored R. Dwomoh’s (Spring, 2019) receipt of the Graduate School’s Hamand Award.
  • Mentored D. Lawson’s (Spring, 2019) College of Education’s research presentation.
  • Mentored A. Frykolm’s (Spring, 2019) College of Education’s research presentation.
  • Mentored R. Dwomoh’s (Spring, 2019) College of Education’s research presentation.
  • Mentored R. Dwomoh’s (Spring, 2019) funded Williams Travel Grant for Illinois Council for the Social Studies.
  • Mentored T. Richeson’s published thesis. Richeson, T. (2019). Fifth Grade Students’ Disciplinary Literacy using Diverse Primary and Secondary Sources. The Councilor: A Journal of the Social Studies, 80(1), 1-79.
  • Mentored C. Huwe’s published thesis. Huwe, C. (2019). Representation of the Titanic in Children’s Literature. The Councilor: A Journal of the Social Studies, 80(1), 1-38.
  • Mentored D. Lawson’s (FA, 2018) funded College of Education’s Research and Creative Activity grant.
  • Mentored G. Danos’s (FA, 2018) funded College of Education’s Research and Creative Activity grant.
  • Mentored H. Crivilare’s (FA, 2018) funded College of Education’s Research and Creative Activity grant.
  • Mentored A. Frykolm’s (FA, 2018) funded Graduate School’s Research and Creative Activity grant.
  • Mentored S. Eversole’s (FA, 2018) funded Graduate School’s Research and Creative Activity grant.
  • Mentored R. Dwomoh’s (2018) presentation at Illinois Council for the Social Studies
  • Mentored R. Snyder’s (2018) presentation at Illinois Council for the Social Studies
  • Mentored A. Laird’s (2018) publication in Illinois Council for the Social Studies Quarterly, 6(3), 11-19.
  • Mentored A. Laird’s (2018) presentation at Illinois Council for the Social Studies
  • Mentored R. Dwomoh’s (2018) Booth Library’s Award for Excellence in Student Research
  • Mentored C. Huwe’s (2018) Booth Library’s Award for Excellence in Student Research
  • Mentored R. Dwomoh’s (SP, 2018) funded Graduate School’s Research and Creative Activity grant.
  • Mentored D. Lawson’s (SP, 2018) funded CEPS Undergraduate Student Research grant.
  • Mentored T. Richeson’s (SP, 2018) funded CEPS Graduate Student Research grant.
  • Mentored R. Snyder’s presentation at Undergraduate Research Conference (Butler University, 4/13/2018).
  • Mentored R. Snyder’s presentation at CEPS Research Fair (3/5/2018).
  • Mentored A. Minor’s (2018) publication of her thesis in The Councilor: A Journal of the Social Studies.
  • Mentored L. Schuette’s (2018) publication of her thesis in The Councilor: A Journal of the Social Studies.
  • Mentored A. Thompson’s (2018) publication of her thesis in The Councilor: A Journal of the Social Studies.
  • Mentored C. Huwe’s (2018) funded Williams Travel Grant for Illinois Council for the Social Studies.
  • Mentored C. Huwe’s (2017) funded CEPS Graduate Student Research grant.
  • Mentored M. Penn’s (2017) funded CEPS Graduate Student Research grant.
  • Mentored R. Dwomoh’s (2017) funded CEPS Graduate Student Research grant.
  • Mentored R. Snyder’s (2017) funded for CEPS Undergraduate Student Research.
  • Mentored C. Huwe’s presentation at Illinois Council for the Social Studies (Fall, 2017).
  • Mentored T. Byas’s poster presentation at Showcase EIU (spring semester, 2017).
  • Mentored J. Borah’s (2016) publication ReadWriteThink about LGBTQ themes representation in fiction: http://www.readwritethink.org/parent-afterschool-resources/activities-projects/afterschool-summer-reading-with-31205.html
  • Mentored M. Lindsay’s (2016) presentation at National Conference on Undergraduate Research (Memphis, TN).
  • Mentored M. Lindsay’s (2016) funded grant from CEPS Undergraduate Student Research.
  • Mentored A. Minor’s (2016) funded grant from CEPS Graduate Student Research.
  • Mentored S. K. Sakowicz (2016). Researching the historical representations of Andrew Jackson in trade books.  Social Studies Research and Practice, 11(2), 33-50.
  • Mentored T. Badal’s poster presentation at Showcase EIU (spring semester, 2016).
  • Mentored L. Knoechel’s (2015) funded grant from CEPS Research Grant.
  • MentoredR. Diss’s (2015) funded grant from CEPS Development Grant for Graduate Student Research.
  • Mentored L. Schuette’s funded grant from CEPS Development Grant for Graduate Student Research.
  • Mentored K. Silva’s presentation at the Illinois Council for the Social Studies (spring, 2015).
  • Mentored K. Sakowicz’s presentation at the Illinois Council for the Social Studies (spring, 2015).
  • Mentored L. Schuette’s presentation at the Illinois Council for the Social Studies (spring, 2015).
  • Mentored K. Silva’s presentation at National Conference on Undergraduate Research (in Washington Spring, 2015).
  • Mentored A. Dickerson’s funded grant from CEPS Development Grant for Faculty and Student Research.
  • Mentored K. Silva’s funded grant from Teaching with Primary Sources at Eastern Illinois University.
  • Mentored L. Hunt’s receipt of Booth Library’s 2014 Award for Excellence in Student Research.
  • Mentored M. Briscoe’s presentation at National Conference on Undergraduate Research (University of Kentucky in spring, 2014).
  • Mentored D. Dilley’s presentation at National Conference on Undergraduate Research (University of Kentucky in spring, 2014).
  • Mentored V. Metz’s presentation at National Conference on Undergraduate Research (University of Kentucky in spring, 2014).
  • Mentored V. Metz’s 2014 Showcase EIU presentation.
  • Mentored M. Briscoe’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • Mentored D. Dilley’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • Mentored V. Metz’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • Mentored M. Briscoe’s (FA, 2013) funded grant from CEPS Development Grant for Research.
  • In conjunction with Dr. Cindy Rich (EIU, Teaching with Primary Sources) and 3340:001 (spring, 2011), submitted students’ lesson/unit plans for consideration for publication on the website for teacher-resources in the Library of Congress.
  • In conjunction with Dr. Cindy Rich (EIU, Teaching with Primary Sources), the Library of Congress, & WEIU (2010). Constant motion: The job of railway post office clerks. Charleston, Illinois: WEIU and EIU Teaching with Primary Sources.
  • Mentored M. Walsh’s poster presentation at Showcase EIU (spring semester, 2010) 
  • Mentored M. Medenblik’s poster presentation at Showcase EIU (spring semester, 2010)
  • Mentored M. Walsh’s receipt of the Booth Library Award for Excellence in Student Research (SP, 2010)
  • Mentored M. Walsh’s receipt of Undergraduate Research, Scholarship, and Creative Activity (SU, 2010)

Education & Training

The University of Iowa, Iowa City

  • Ph.D., Social Studies Education, May, 2009
    • Comprehensive areas: Social studies education; Educational psychology of adolescence; 19th & 20th century African American social history
  • M.A., Secondary Education, December, 2000
    • Endorsements: Secondary social studies in world history, American history, and psychology.
  • B.A., History, May, 1999 

Editor to The Councilor: A Journal of the Social Studies  http://thekeep.eiu.edu/the_councilor/ 

Publications

  1. Bickford, J. (forthcoming, 2024). Trade Books’ Historical Representation of Margaret Sanger. Social Studies Research and Practice.
  2. Clabough, J. and Bickford, J. (forthcoming, 2024). Elementary Students’ Guided Inquiry into their Local History, the Most Segregated American City. The History Teacher.
  3. Bickford, J. (2024). Second-Graders’ Historical Reading, Thinking, and Writing about Rosa Parks. The Social Studies, 115(6), 287-298, DOI: 10.1080/00377996.2024.2319624
  4. Clabough, J. and Bickford, J. (2024). Fourth Graders' Inquiry into Local Public Issues of Birmingham. The Social Studies, 115(6), 350-363, DOI: 10.1080/00377996.2024.2344803
  5. Clabough, J., Bickford, J., and Blackstock, E. (2024). “We are all Birmingham”: Fourth-graders Inquiry into an Oft-Racialized City and its Suburbs. Social Studies and the Young Learner, 36(3), 9–15.
  6. Bickford, J. H., & Sheehy, B. (2024). Examining High School Students’ Engagement with Object Lessons. Teaching History: A Journal of Methods. https://doi.org/10.33043/TH.b39gd7fgb
  7. Bickford, J. H., & Clabough, J. (2024). Eighth-graders’ Historical Reading, Thinking, and Writing about Convict-leasing. Teaching History: A Journal of Methods. https://doi.org/10.33043/TH.87597f39c 
  8. Bickford, J. (2024). Examining Biology Curricular Resources’ Scientific Depictions of Evolution, Race, Sexuality, and Identity, Science and Education 33, 103-133. https://doi.org/10.1007/s11191-022-00384-6
  9. Bickford, J. (2023) Examining Charles Darwin’s (Mis)representation within science and history curricula, Journal of Curriculum Studies, 55 (3) 290–308 DOI: 1080/00220272.2023.2211654
  10. Bickford, J. & Gillespie, M.D. (2023) Positioning students to experience poverty and consider its implications. The Social Studies. 114(1), 36–48.
  11. Bickford, J. (2022). “Examining Biology Curricular Resources’ Scientific Depictions of Evolution, Race, Sexuality, and Identity,” Science and Education. https://doi.org/10.1007/s11191-022-00384-6
  12. Bickford, J. & Little, D. (2022). Nothing about us without us: Teaching about (dis)ability in the early-grades. The Social Studies, 113(1), 1-16. (Little was an undergraduate student.)
  13. Bickford, J. & Little, D. (2022). The Civil Rights Movement’s oft-forgotten element: Civil liberties of citizens with disabilities. In John Moore, Adam Attwood and Matthew Campbell’s (Eds.) Teaching the Struggle for Civil Rights, 1977-Present (Chapter 10, p. 161-183, Peter Lang Publications). (Little was an undergraduate student.)
  14. Bickford, J. & Frykolm, A. (2022). Matthew Shepard and the Struggle for Civil Rights, 1998 and Today. In John Moore, Adam Attwood and Matthew Campbell’s (Eds.) Teaching the Struggle for Civil Rights, 1977-Present (Chapter 8, p. 121-150, Peter Lang Publications). (Frykolm was a graduate student.)
  15. Bickford, J. (2022). An historical inquiry into the origins of Dr. Martin Luther King Day. In John Moore, Adam Attwood and Matthew Campbell’s (Eds.) Teaching the Struggle for Civil Rights, 1977-Present (Chapter 1, p. 7-26, Peter Lang Publications).
  16. Bickford, J. (2022). Directing and differentiating first-graders’ historical reading, thinking, and writing about Abraham Lincoln. The Social Studies, 113(4), 195-216.
  17. Bickford, J. (2022). When change confronts continuity: The New Deal, the Roosevelts, and civil rights. In Jenice L. View and Andrea Guiden’s (Eds.) Teaching the New Deal, 1932-1941 (pp. 69-81). Peter Lang. ISBN 978-1-4331-8441-3
  18. Bickford, J. (2022). Learning about (dis)ability in history: An inquiry for the elementary students. CitizenU, Primary Source Nexus of the Library of Congress, Teaching with Primary Source’s Civics Resource Center. https://primarysourcenexus.org/2022/05/teaching-now-learning-about-disability-in-history-an-inquiry-for-elementary-students/
  19. Bickford, J. & Bickford, M. (2022). A guided inquiry into America’s white hegemony, yesterday’s terror and today’s horror. The Social Studies, 113(2), 81-93.
  20. Bickford, J. & Clabough, J. (2022). A guided history into racist curriculum, pedagogy, and policy: Then and now. The Social Studies. The Social Studies, 113(3), 109-124.
  21. Bickford, J. (2022). When change confronts continuity: The New Deal, the Roosevelts, and civil rights. In Jenice L. View and Andrea Guiden’s (Eds.) Teaching the New Deal, 1932-1941 (pp. 69-81). Peter Lang. ISBN 978-1-4331-8441-3
  22. Bickford, J. & Lawson, D. (2021). LGBTQ-themed literature, close reading, and text-based writing in the primary grades. In R. Evans’s (Ed.) Handbook on Teaching Social Issues (Second Edition) (199-209). Information Age Publishing. (Lawson was an undergraduate student and is a current graduate student.)
  23. Bickford, J. & Dwomoh, R. (2021). Trade books’ evolving historical representation of John Fitzgerald Kennedy. Journal of Social Studies Research 45(3), 181-193. (Dwomoh was a graduate student.)
  24. Bickford, J.H. & Solomon, T.V. (2021). Trade books' contextualization of consequential women's historical significance. Social Studies Research and Practice, 16(1), 43-60.(Solomon was a graduate student.)
  25. Bickford, J. (2021). First graders’ historical inquiry into Thanksgiving, the world’s most famous potluck. The History Teacher, 55(1), 61-118.
  26. Bickford, J., Bunton, D., & Bunton, H.S. (2021). The history, memorialization, and modern echoes of Blackbirding. In Christine Clark and Kenneth Varner’s (Eds.) Multicultural Curriculum Transformation in Social Studies and Civic Education (pp. 123-137). Lexington Books.
  27. Bickford, J. (2021). Primary source learning: The Wampanoag, the Plimoth colonists & the First Thanksgiving. CitizenU, Primary Source Nexus of the Library of Congress, Teaching with Primary Source’s Civics Resource Center. https://primarysourcenexus.org/2021/11/primary-source-learning-wampanoag-plimoth-colonists-first-thanksgiving/
  28. Bickford, J. (2021). Teaching now: Separating myth from history. CitizenU, Primary Source Nexus of the Library of Congress, Teaching with Primary Source’s Civics Resource Center. https://primarysourcenexus.org/2021/11/teaching-now-separating-myths-from-history/
  29. Bickford, J.H. & Hendrickson, R.C. (2021). The Constitution, Jefferson’s war on pirates, and Trump’s strikes on Suleimani: Historical and modern applications of the Commander-in-Chief’s war power. The Social Studies, 112(5), 263-269.
  30. Bickford, J.H. (2021). First Graders’ Inquiry Into the Myths and History of Colonists and Wampanoags at Plimoth, The Social Studies, 112(2). 63-75.
  31. Bickford, J., Nolen, Z., & Cougill, A. (2020). Religious freedom, civic responsibility, and local history: An embedded action inquiry. Social Studies Research and Practice, 15(2), 211-232. (Nolen was a graduate student.)
  32. Bickford, J., Bickford, M., & Dwomoh, R. (2020). Middle level students’ responses to a guided inquiry of the weeping time. The History Teacher, 53(2), 255-318. (Dwomoh was a graduate student.)
  33. Bickford, J. & Lawson, D. (2020). Examining patterns within challenged or banned primary elementary books. Journal of Curriculum Studies Research, 2(1), 16-38. (Lawson was an undergraduate student.)
  34. Bickford, J. & Laughlin-Schultz, B. (2020) A historical inquiry into John Brown and his raiders. In M. Karpyn’s (Ed.) Teaching the Causes of the American Civil War, 1850-1861 (43-76) Peter Lang Publishing. 
  35. Bickford, J.H., Bickford, M.S., Brantley, J.S., Pantle, H., & Taylor, T.N. Seventh graders’ open inquiry into civil rights using social history and informed action. Journal of Social Studies and History Education, 4(1), 1-34.
  36. Bickford, J., Clabough, J., & Taylor, T. (2020). Fourth-graders’ reading, thinking, and writing about historical sources. Social Studies Research and Practice, 15(1), 57-82.
  37. Bickford, J.H., Clabough, J., & Taylor, T.N. (2020). Fourth-Graders’ (Re-)Reading, (Historical) Thinking, and (Revised) Writing about the Black Freedom Movement. Journal of Social Studies Research, 44(2), 249-261.
  38. Bickford, J. & Clabough, J. (2020). A Guided Inquiry into a Dubious, Pervasive, All-American Organization, the Ku Klux Klan. Teaching History: A Journal of Methods, 45(1), 32-70.
  39. Bickford, J. & Clabough, J. (2020). Complicating master narratives with primary sources in a fourth grade guided inquiry. Social Studies and the Young Learner, 32(3), 20–25.
  40. Bickford, J. & Hendrickson, R. (2020). An inquiry into liberty, slavery, and Thomas Jefferson’s place in American memory. The Social Studies, 111(1), 1-10.
  41. Bickford, J. & Clabough, J. (2020). Civic Action, Historical Agency, and Grassroots Advocacy: Historical Inquiry into Freedom Summer. The Social Studies, 111(1), 39-49.
  42. Clabough, J. & Bickford, J. (2020). Freedom Summer and the foot soldiers of the Civil Rights Movement: Bottom up historical inquiry to combat the master narrative. The History Teacher, 53(2), 319-353.
  43. Bickford, J. & Byas, T. (2019). Martin Luther King’s Historical Representation within Primary, Intermediate, and Middle Level Books. The History Teacher, 52(4), 549-593. (Byas was an undergraduate student.)
  44. Bickford, J., Lindsay, M., & Hendrickson, R. (2019). Trade books’ evolving depictions of Thomas Jefferson, America’s third president. Social Studies Research and Practice, 14(1), 40-63. (Lindsay was an undergraduate student and is now a graduate student.)
  45. Bickford, J. & Clabough, J. (2019). Imprisoned Civil Liberties: Teaching Middle Grade Students about Prisons, Racism, and Profit. In J. Hubbard & J. Harshman’s (Eds.) Extending the Ground of Public Confidence: Teaching Civil Liberties in K-16 Social Studies Education (171-193) Charlotte, NC: Information Age Publishing. 
  46. Bickford, J. & Clabough, J. (2019).Investigating the KKK's sociopolitical position in American history, past and present. Social Studies Research and Practice, 14(1), 122-134.
  47. Bickford, J. & O’Farrell, B. (2019).Exploring Eleanor Roosevelt’s labor advocacy using primary and secondary sources.Social Studies Research and Practice, 14(1), 64-77.
  48. Bickford, J. (2019). Review of Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World, by Sarah Anne Carter.  The History Teacher 52(3), 523-524.
  49. Bickford, J. (2019). Teaching Tolerance's "Teaching Hard History: American Slavery" podcast, episode 17 https://www.tolerance.org/podcasts/teaching-hard-history/american-slavery
  50. Bickford, J. (2019). Your Parenting Mojo’s “Teaching children about issues related to race” podcast, episode 89 https://yourparentingmojo.com/teachingrace/
  51. Clabough, J. & Bickford, J. (2019). Confronting misrepresentative political messages: The Klan’s 19th- and early 20th-century manifestations. The Social Studies, 109(4), 215-226.
  52. Bickford, J. (2018) Abraham Lincoln’s historical representation in children’s literature and young adult trade books. Social Studies Research and Practice, 13(2), 147-167.
  53. Bickford, J. (2018). Primary elementary students’ historical literacy, thinking, and argumentation about Helen Keller and Anne Sullivan.The History Teacher, 51(2), 269-292.
  54. Bickford, J. & Bickford, M. (2018). Facilitating students’ historical argumentation about Eleanor Roosevelt, The Conscience of a Generation. The History Teacher, 51(2), 293-322.
  55. Bickford, J. (2018). Examining LGBTQ-based literature intended for primary and intermediate elementary students. The Elementary School Journal, 118(3), 409-425.
  56. Bickford, J. (2018). Historicizing Confederate memorials and the rallying white hate organizations. History Matters!, 31(Sept), 1-11.
  57. Bickford, J. (2018). American Authors, September 11th, and Civil War representations in historical fiction. Journal of Social Studies Education Research, 9(2), 1-27.
  58. Bickford J., & Snyder, R. (2018). Close reading and historical thinking using secondary sources. Illinois Council for the Social Studies Quarterly, 6(3), 1-10.  (Snyder was an undergraduate student.)
  59. Clabough, J. & Bickford, J. (2018). Birmingham and the human costs of industrialization: Using the C3 Framework to explore the “Magic City” in the Gilded Age. Middle Level Learning, 63, 1-10.
  60. Bickford, J. (2018). EIU Innovate podcast, episode 1. https://soundcloud.com/eiuinnovate/eiu-innovate-episode-001
  61. Bickford, J. & Rich, C. (2017). Using disciplinary literacy to fill the historical gaps in trade books. Social Studies and the Young Learner, 30(2), 8-11.
  62. Bickford, J. & Knoechel, L. (2017). The historical representation of Native Americans within primary- and intermediate-level trade books. The Councilor: A Journal of the Social Studies, 78(2), 1-19. (Knoechel was an undergraduate student.)
  63. Bickford, J. & Meier, S. (2017). Historical representation of immigration in intermediate elementary and middle grade trade books. The Councilor: A Journal of the Social Studies, 78(2), 1-18. (Meier was an undergraduate student.)
  64. Bickford, J. (2017). The representations of LGBTQ themes and individuals in non-fiction young adult literature. Social Studies Research and Practice, 12(2), 182-198.
  65. Bickford, J. & Lindsay, M. (2017) Franklin Delano Roosevelt’s historical representation in children’s and young adult literature. Social Studies Research and Practice, 12(2), 125-138. (Lindsay was an undergraduate student and is now EIU graduate student.)
  66. Bickford, J. & Badal, T. (2017). Trade books’ historical representation of Eleanor Roosevelt, First Lady of the World. Social Studies Research and Practice, 11(3), 1-18. (Badal was an EIU undergraduate student.)
  67. Bickford, J. (2017) The curriculum development of experienced teachers who are inexperienced with history-based pedagogy. Journal of Social Studies Education Research, 8(1), 146-192.
  68. Bickford, J. & Schuette, L. (2016). Trade books’ historical representation of the Black Freedom Movement, slavery through civil rights. Journal of Children’s Literature, 41(1), 20-43. (Schuette was an EIU graduate student.)
  69. Bickford, J. (2016). Integrating creative, critical, and historical thinking through close reading, document-based writing, and original political cartooning.  The Councilor: A Journal of the Social Studies, 77(1), 1-9.
  70. Bickford, J. & Silva., K. (2016). Trade books' historical representation of Anne Sullivan Macy, The Miracle Worker. Social Studies Research & Practice, 11(1), 56-72. (Silva was an EIU undergraduate student.)
  71. Bickford, J. & Bickford, M. (2015). Evoking students' curiosity and complicating their historical thinking through manageable, engaging confusion. The History Teacher, 49(1), 63-88.
  72. Bickford, J. (2015). Assessing the historical (mis)representations of the Civil Rights Movement within children's literature. The History Teacher, 48(4), 693-736.
  73. Bickford, J., Bickford, M., & Rich, C. (2015). Historical literacy and visual informational texts: Scrutinizing photographs beyond their borders. The Councilor: A Journal of the Social Studies, 76(2), 1-17.
  74. Bickford, J., Schuette, L., & Rich, C. (2015). Examining the historical representation of the Holocaust within trade books.  Journal of International Social Studies, 5(1), 4-50. (Schuette was an EIU graduate student.)
  75. Bickford, J. & Bickford, M. (2015). Historical thinking, reading, and writing about the world's newest nation, South Sudan. Social Studies Research & Practice, 10(2), 111-123.
  76. Bickford, J. & Rich, C. (2015a). Scrutinizing and supplementing children’s literature about child labor. Social Studies Research & Practice, 10(1), 21-40.
  77. Bickford, J. & Rich, C. (2015b). Examining the historical representation of Thanksgiving within primary- and intermediate-children’s literature. Journal of Children’s Literature, 40(1), 5-21.
  78. Bickford, J. Dilley, D., & Metz, V. (2015). Historical writing, speaking, and listening using informational texts in elementary curricula. The Councilor: A Journal of the Social Studies, 76(1), 1-16.  (Metz and Dilley were EIU undergraduate students)
  79. Bickford, J. & Hunt, L. (2014).  Common Core, informational texts, and the historical (mis)representation of Native Americans within trade books. The Councilor: A Journal of the Social Studies, 75(2), 1-16. (Hunt was an EIU undergraduate student.)
  80. Bickford, J. & Rich, C. (2014a). Tradebooks' historical representation of Eleanor Roosevelt, Rosa Parks, and Helen Keller.  Social Studies Research & Practice, 9(1), 18-65.
  81. Bickford, J. & Rich, C. (2014b). Examining the representations of slavery within children's literature. Social Studies Research & Practice, 9(1), 66-94.
  82. Bickford, J. & Rich, C. (2014c).  Historical thinking and Common Core: Facilitating adolescents' scrutiny of the credibility of slave narratives.  The Councilor: A Journal of the Social Studies, 75(2), 1-14.
  83. Bickford, J. (2013a). Original Political Cartoons: Authentic Instruction and Assessment. Saarbrucken, Germany: Lambert Academic Publishing.  (ISBN: 978-3-659-27227-1)
  84. Bickford, J. (2013b). Examining historical (mis)representations of Christopher Columbus within children's literature. Social Studies Research & Practice, 8(2), 1-24.
  85. Bickford, J. (2013c). Initiating historical thinking in elementary schools. Social Studies Research & Practice, 8(3), 60-77.
  86. Wilton, M. & Bickford, J. (2013). Examining a spiraled elementary curricula on Columbus: A case study. Middle Ground Journal, 5, 1-30 (Wilton was an EIU undergraduate student.)
  87. Bickford, J. (2012a). Adolescent Masculinity and Media. Saarbrucken, Germany: Lambert Academic Publishing.  (ISBN: 978-3-8484-3605-7)
  88. Bickford, J. (2012b). Original political cartoon methodology and adaptations. Social Studies Research & Practice,7(2), 91-101.
  89. Schmitz, M., Hoffmann, M., & Bickford, J. (2012). Identifying cyberbullying, connecting with students: The promising possibilities of teacher-student social networking.  Eastern Educational Journal, 41(1), 16-30. (Schmitz was an EIU undergraduate student; Hoffmann was an EIU graduate student.)
  90. Bickford, J. & Wilton, M. (2012). Historicizing Christopher Columbus for elementary and secondary students. World History Connected, 9(2), 1-36. (Wilton was an EIU undergraduate student.)
  91. Bickford, J. (2011a). Students’ original political cartoons as teaching and learning tools. Social Studies Research & Practice,6(2), 47-59.
  92. Bickford, J. (2011b).  A comparative analysis of two methods for guiding discussions surrounding controversial and unresolved topics.  Eastern Educational Journal, 40(1), 33-47.
  93. Bickford, J. (2011c). Examining original political cartoon methodology: Concept maps and substitution lists. Social Studies Research and Practice, 6(3), 65-80.
  94. Bickford, J. (2010a). Complicating students’ historical thinking through primary source reinvention. Social Studies Research & Practice, 5(2), 47-60.
  95. Bickford, J.(2010b). Uncomplicated technologies and erstwhile aids: How PowerPoint, the Internet, and political cartoons can elicit engagement and challenge thinking in new ways. The History Teacher, 44(1), 51-66.

Funding & Grants

  • 2023 recipient of Council on Faculty Research’s Fall Research/Creative Activity Fall Award for research entitled, “Examining Alabama Teachers’ and Students’ Perceptions of Guided Inquiry Classroom Work.”
  • 2023 recipient of College of Education Research Grant for research entitled “Capturing Teachers’ Lived Experiences Teaching Antiracist Curriculum and Pedagogy in Conservative Contexts”
  • 2023 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “The Interdisciplinary Anti-Racist Curriculum Website.”
  • 2022 recipient of Research Credit Units (for Fall, 2023 or Spring, 2024)
  • 2022 recipient of Provost's Student Impact Grant for Faculty Mentors.
  • 2022 recipient of College of Education Developmental Grants for Faculty Research, “Urban Social Science: Digital Scholarship"
  • 2022 recipient of Council on Faculty Research’s Fall Research/Creative Activity Award for research entitled, “Examining the Ku Klux Klan's Historical Impact, Both Local and National.”
  • 2021 recipient of Council on Faculty Research’s Fall Research/Creative Activity Award for research entitled, “Examining Students’ Close Reading, Disciplinary Thinking, and Text-Based Writing.”
  • 2021 recipient of Provost's Undergraduate Research Mentor Award for College of Education. 
  • 2021 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for, “Examining Curricular Resources’ Historical Representation of Charles Darwin and Evolution, Racists’ Most Reliable Theory.”
  • 2020 recipient of Provost's Undergraduate Research Mentor Award for College of Education. 
  • 2020 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining the Representation of Women in History-Based Trade Books.”
  • 2020 (Spring) recipient of College of Education Development Grant for Research 
  • 2019 (Fall) recipient of College of Education Development Grant for Research 
  • 2019 (Fall) recipient of Eastern Illinois University’s Faculty Development Partnership Grants for Partnership to Spark Critical Thinking, Interdisciplinary Learning, and Disciplinary Literacy with Dr. Effert-Fant (Biology Department) and Chelsie Doughty (Charleston High School).
  • 2019 recipient of Research Credit Units (for Fall, 2020)
  • 2019 recipient of Ronald E. Gholson Faculty Service Award 
  • 2019 (FY20) recipient of Redden Fund for the Improvement of Undergraduate Instruction for work entitled “Connecting Literature with Primary Sources Using Disciplinary Literacy, Interdisciplinary Topics, and Inquiry-Based Learning.”
  • 2019 recipient of College of EducationDevelopment Grantfor Research (Spring, 2019)
  • 2018 (Fall) recipient of Eastern Illinois University’s Faculty Development Partnership Grants for Disciplinary Literacy during an Interdisciplinary Inquiry: An English, History Education, Booth Library, and Charleston Middle School Partnership
  • 2018 (Fall) recipient of College of EducationDevelopment Grantfor Research 
  • 2018 (Fall) recipient of Research Credit Units (for Fall, 2019)
  • 2018 Dean’s Award of Excellence in Summer Research and Creative Activity
  • 2018 recipient of Student Distinguished Faculty Award
  • 2018 recipient of Ranes Award
  • 2018 recipient of Provost's Undergraduate Research Mentor Award for College of Education and Professional Studies. 
  • 2018 recipient of Graduate Leadership Award
  • 2018 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Veteran Teachers' Experiences with History-Based Pedagogy."
  • 2018 (Fall) recipient of Eastern Illinois University’s Faculty Development Partnership Grants for Disciplinary Literacy during an Interdisciplinary Inquiry: An English, History Education, Booth Library, and Charleston Middle School Partnership
  • 2018 recipient of College of Education Development Grant for Research (Fall, 2018)
  • 2018 recipient of Research Credit Units (Fall, 2018)
  • 2018 (FY19) recipient of Redden Fund for the Improvement of Undergraduate Instruction for work entitled “EIU and Charleston Middle School Partnership.”
  • 2017 (FA) recipient (with Dr. Laughlin Schultz & Mrs. McDaniel) of EIU’s Faculty Development Partnership Grant.
  • 2017 recipient of CEPS Faculty Research Grant.
  • 2017 recipient of Provost's High Impact Mentorship Grant.
  • 2017 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Abraham Lincoln's Historical Representation in Children’s and Young Adult Literature."
  • 2017 recipient of Provost's Undergraduate Research Mentor Award for College of Education and Professional Studies. 
  • 2017 (SP) recipient of Eastern Illinois University’s Faculty Development Partnership Grant.
  • 2016 recipient of EIU's Achievement and Contribution Award Winner for Research
  • 2016 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Lesbian, Gay, Bisexual, Transgender, and Queer Themes within Children’s and Young Adult Literature."
  • 2015 (FY16) recipient of Redden Fund for the Improvement of Undergraduate Instruction – FY16 for work entitled “Using History-Based Children's Literature to Meet Common Core State Standards.”
  • 2015 recipient of Provost's Undergraduate Research Mentor Award for College of Education and Professional Studies. 
  • 2015 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “The Historical (Mis)Representations of War within Children’s and Young Adult Literature.”
  • 2015 recipient of Summer Research Assistantship for research entitled, “Developing Curricular Materials for Teachers’ Implementation of State and National Initiatives.”
  • 2014 recipient of EIU's Achievement and Contribution Award Winner for Research
  • 2014 recipient of Council on Faculty Research’s Fall Research/Creative Activity Award for research entitled, “Examining the Historical Representation of Women's History and Black Freedom Movement within Children's Trade Books.”
  • 2014 (FY15) recipient of Redden Fund for the Improvement of Undergraduate Instruction – FY15 for work entitled “Common Core State Standards for Literacy in History-Based Children’s Literature”
  • 2014 recipient of Council on Faculty Research’s Summer Research/Creative Activity Award for research entitled, “Examining Historical (Mis)Representations within Children’s Literature: Guiding Elementary and Middle Level Instruction on the Holocaust and Thanksgiving.”
  • 2014 recipient of Provost’s Research Assistantship (for 2014-2015) for research entitled, “State and National Initiatives in Elementary and Middle Level English and History Curricula”
  • 2012 recipient of EIU's Achievement and Contribution Award Winner for Research
  • 2012 recipient of CEPS Development Grant for Faculty Research 
  • 2010 recipient of Redden Grant for classroom materials in ELE3340 and MLE4280 
  • 2010 recipient of EIU Student Government Student’s Distinguished Professor Award for Academic Support

 

 

 

Frequently Taught Courses

  • 3340:  Social Studies for the Elementary and Middle School
  • 5640:  Teaching and Supervision of Social Studies in Elementary and Middle School
  • 5150:  Interdisciplinary Curriculum in the Middle Level School
  • 5270: Content Area Literacy
  • 4280: Content Area Literacy

 

 

 

Research & Creative Interests

  • Students' historical reading, thinking, and writing 
  • Historical (mis)representations within children's and young adult literature
  • Disciplinary literacy, specifically close reading, text-based writing, & speaking/listening
  • Adolescents' social, emotional, and behavioral development

 

 

 

Professional Affiliations

  • National Council of the Social Studies 
  • Illinois Council for the Social Studies  
  • United States Board on Books for Young People
  • Children's Literature Assembly (of National Council of Teachers of English)
  • International Research Society for Children's Literature
  • International Literacy Association
  • Association for Middle Level Education