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Paul Yoder

DEPARTMENT: Education Dept

POSITION: Assistant Professor

LOCATION: Main Campus, Harrisonburg | CC 202B

PHONE: (540) 432-4147


Paul J. Yoder is an assistant professor of teacher education. Paul earned his Ph.D. in curriculum and instruction with a concentration in social studies education from the Curry School of Education at the University of Virginia. Paul is an EMU graduate with a B.A. in history and an M.A. in education. Before studying at UVA, Paul taught history at Thomas Harrison Middle School and English as a Second Language at Dayton Learning Center. Paul’s scholarship interests include the teaching and learning of history among culturally and linguistically diverse student populations. Paul’s publications and conference presentations have additionally addressed issues related to language, student identity, and the enacted curriculum (see attachment below). He is a member of the American Educational Research Association and the National Council for the Social Studies.


Ph.D., Social Studies Education, University of Virginia, 2016

M.Ed., TESL Education, Eastern Mennonite University, 2011

B.A., History & Social Science, Eastern Mennonite University, 2006


Yoder. P. J., & van Hover, S. (in press). Teaching history to ELLs in standards-based settings: Implications for teacher educators. In L. C. de Oliveira & K. Obenchain (Eds.), Teaching social studies to English language learners: Preparing pre-service and in-service teachers. New York, NY: Palgrave.

Yoder, K., & Yoder, P. J. (in press). Glass slipper, gold sandal: A worldwide Cinderella. In A. S. Libresco, J. Balantic & M. Battenfeld (Eds.), Notable books, notable lessons: Putting social studies in the K-8 curriculum. Santa Barbara, CA: ABC-CLIO.

Karam, F. J., Kibler, A. K., & Yoder, P. J. (2017). “Because even us, Arabs, now speak
English”: Syrian refugee teachers’ investment in English as a foreign language. International Journal of Intercultural Relations. Special Issue: Cultural and Academic Adjustment of Refugee Youth in Educational Settings. doi: 10.1016/j.ijintrel.2017.04.006

Karam, F. J., Monaghan, C., Yoder, P. J., & Kibler, A. (2016). ‘The students do not know why they are here’: Education decision-making for Syrian refugees. Globalisation, Societies and Education, 14(4), 1-16. doi:10.1080/14767724.2016.1222895

Yoder, P. J., Johnson, A. P., & Karam, F. J. (2016). (Mis)perceptions of Arabs and Arab Americans: How can social studies teachers disrupt the stereotypes? In W. Journell (Ed.), Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way (pp. 63-77). Lanham, MD: Rowman & Littlefield.

Yoder, P. J., Kibler, A., & van Hover, S. (2016). Instruction for English language learners in the social studies classroom: A meta-synthesis. Social Studies Research and Practice, 11(1), 20-39.

Yoder, P. J. (2015). Lebanon: A case of history education in a sectarian society. Journal of International Social Studies, 5(1), 140-149.

Scholarly Presentations and Abstracts

Yoder, P. J. (2017). He wants to get rid of all the Muslims: Student perspectives on Donald Trump. Paper presented at the meeting of the American Educational Research Association, San Antonio, TX, April 2017.

Yoder, P. J., & Johnson, A. P. (2016). (Mis)perceptions of Arabs and Arab Americans: How can social studies teachers disrupt the stereotypes? Presented in the symposium, 21st Century Social Issues and the Social Studies Curriculum, at the meeting of the National Council for the Social Studies, Washington, D.C., December 2016.

Futch Ehrlich, V. A., Kibler, A. K., Elreda, L. M., Yoder, P. J., Hemmler, V. H., & Johnson, H. E. (2016). Peer interactions in diverse classrooms: The role of linguistic social network integration. Paper presented at the meeting of the American Educational Research Association, Washington, D.C., April 2016.

Karam, F. J., Kibler, A., Yoder, P. J., & Monaghan, C. (2016). Syrian refugee NNESTs: Teacher identity and the fear of English. Winner of the TESOL Award for an Outstanding Paper on NNEST Issues. Paper presented at the TESOL International Convention & English Language Expo, Baltimore, MD, April 2016.