Joel Judd

Biography

Dr. Joel Judd is the director of Graduate Studies in Education at Southern Utah University. His research focuses on the value of Practitioner Research in developing teacher autonomy and in democratizing teacher knowledge.

For the past 35 years, Dr. Judd has served in various educational capacities as a teacher, professor, program developer, administrator, and supervisor. Work contexts include K-12, adult, immigrant, and higher education, as well as a State Department of Education supervisor. He also taught at the Samsung Language Institute in Korea and served as a professor at the Universidad Interamericana in Puerto Rico.

Dr. Judd holds a bachelor of arts in Spanish from San Jose State University, a TESOL Teaching Certificate and a master's degree in TESOL from Brigham Young University, and a Ph.D. in education from the University of Illinois.

Social

Industry Expertise (1)

Education/Learning

Areas of Expertise (9)

Educational Policy and Reform

Educating Diverse Populations

TESOL

Educational Leadership

Program Development

Educational Psychology

Curriculum Development and Assessment

Family and Parent Involvement in Education

Teacher Professionalism

Education (4)

University of Illinois: Ph.D., Education

Brigham Young University: M.A., TESOL

Brigham Young University: TESOL Teaching Certificate

San Jose State University: B.A., Spanish

Accomplishments (3)

Curriculum Innovation Grant, Southern Utah University (professional)

2019

Influencer Award, Southern Utah University (professional)

2016, 2018, 2019

Fulbright Senior Specialist (Guatemala)

2008

Affiliations (4)

• Canadian Society for the Study of Education (CSSE)
• Canadian Association of Action Research in Education (CAARE)
• Action Research Network of the Americas (ARNA)
• International Association for Intercultural Education (IAIE)

Links (1)

• Graduate Studies in Education at Southern Utah University

Languages (2)

• English
• Spanish

Articles (3)

Democratizing the Science of Teaching through Practitioner Research

Educational Research: Theory and Practice

Joel B. Judd

The current pandemic highlights once more the pressures and threats to teacher professionalism. While many give lip service to the essential role of educators, most high-stakes decisions continue to be made by those outside of the classroom. Teaching continues to be more of a “compliant” than “activist” profession. Our graduate program seeks to counter this state of affairs by supporting teacher practitioner research. By employing a cycle of inquiry drawn from action research, teachers improve their own practice and professionalism.

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“This Is Not Teaching”: The Effects Of COVID-19 On Teachers

Social Publishers Foundation

Joel Judd, Betty Ann Rember, Tony Pellegrini, Brian Ludlow, John Meisner

This Project was initiated to shed light on teachers’ experiences as a result of this Spring’s school closures due to the COVID-19 pandemic, 2020. Its primary goal was to understand teachers’ experiences with mandated online schooling.

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The Impact of Community Partnerships on Maya Children's Identity

Maya America: Journal of Essays, Commentary, and Analysis

Joel Judd and Sheryl Ludwig

This paper explores how educational partnerships can support parents and teachers of Maya children as they navigate two worlds: their Maya home culture and the culture of their adopted country.

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Courses (11)

EDUC 3200 – Educational Psychology

Educational Psychology is designed to give pre-service teachers knowledge of the relationship which exists between psychology, students, and the world of teaching and learning. The course explores concepts pertaining to learning modalities along with multi-cultural and gender-based learning theories.

EDUC 6030 – Principles of Practitioner Research

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

EDUC 6010 – 21st Century Learning Spaces

Theory and application for creating a 21st century learning environment are the focus for this course.

EDUC 6030 – Educational Research

This course is the first of three courses culminating in a practitioner research thesis. The candidate will examine the origin and nature of practitioner research, and its relationship with a constructivist research paradigm. That paradigm will be contrasted with the prevailing positivist (experimental) view of research.

EDUC 6380 – Ethics and Decision Making for Educational Leaders

Critical thinking and methods of ethical decision making will be examined and applied to current educational issues.

EDUC 6410 – Curriculum & Philosophical Foundations

History and philosophical foundations of curriculum/teaching in American schools emphasizing cultural influences and concepts shaping education in society.

EDUC 6650 – Practitioner Research I

This course builds upon the practitioner research proposal begun in EDUC 6000 - Principles of Practitioner Research by applying action research tools to classroom study.

EDUC 6910 – 21st Century Master Teacher

This course analyzes the characteristics of a “Master Teacher” in the 21st century. National standards, a synthesis of current research, and case studies provide the basis and background for the course.

EDUC 6933 – Practitioner Research II

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question.

EESL 4330 – Teaching ESL Learners

Study and apply strategies and methods for selecting, adapting, and developing materials and resources in planning, implementing, and managing standards-based instruction for ESL learners.

EESL 4350 – Family and Parent Involvement in Education

Study and apply best practices to promote positive family, school, and community collaboration. Particular attention is given to trauma sensitive practices and diverse populations.