Joel Judd

Associate Professor, Education Southern Utah University

  • Cedar City UT

Expert in practitioner research that supports teacher wellbeing and professional autonomy.

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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

Education/Learning

Areas of Expertise

Education Policy
Teacher Learning
Teacher Wellbeing
Educational Psychology
School Ecology

Education

University of Illinois

Ph.D.

Education

Brigham Young University

M.A.

TESOL

Brigham Young University

TESOL Teaching Certificate

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Accomplishments

Curriculum Innovation Grant, Southern Utah University

2019

Influencer Award, Southern Utah University

2016, 2018, 2019

Fulbright Senior Specialist (Guatemala)

2008

Affiliations

  • 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)

Languages

  • English
  • Spanish

Articles

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

EDUC 6000 Issues in Psychology and Measurement

Issues in Psychology and Measurement is the study of current psychological principles of teaching and learning, and principles and techniques for developing, validating, and interpreting educational measures. It addresses the use of educational measures for evaluation and planning processes. Attention will be given to the theory and application of varied assessment methods used to improve teaching and promote student learning.

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.

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