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Chris Bradford

Assistant Professor of Education

B.A., St. Norbert College
M.A., Viterbo University
Ph.D., University of Wisconsin-Madison

Programs: Education

All of Chris Bradford’s work in education stems from a deep passion and commitment to preparing socially just teachers and supporting equitable teaching practices. In the education discipline at St. Norbert College, he fulfills this commitment by preparing the next generation of teachers with the necessary skills and dispositions to strive toward these same goals. His courses explore, build, practice and refine teaching strategies that help undergraduates connect with their students and communities deeply, and to develop the relationships necessary to cultivate bright, thoughtful, caring and justice-oriented pre-kindergarten through grade 12 students. Throughout this work, the voices of children with exceptionalities, the role of the arts, and culturally sustaining pedagogies throughout all age groups and content areas are elevated.

Bradford’s research focuses on the intersection of teachers’ identities and their teaching practice – both of which are situated in the context of the communities and schools in which they work. The overarching question his career centers on is: What are the situations and conditions that provide support for, and create constraints on, teachers working towards ambitious, equitable teaching practices, exercising teacher agency in school systems and building positive teacher identities?

His latest work revealed how teacher evaluations and data-centric initiatives can foreclose on teachers’ attempts to make sense of what constitutes “quality” teaching practices, and undermine equitable science education. Data centric initiatives can even limit teachers’ ability to view themselves as competent professionals and contribute to teacher burnout and retention issues. In the future, he aims to explore the role that teacher education can play in changing the conditions of schooling that create such demoralization, and how teacher educators can support the “re”moralization of teachers and their work.


  • “Teacher Evaluation and the Demoralization of Teachers,” Teaching and Teacher Education
  • Using Data Meaningfully to Teach for Understanding in Middle School Science,” Cases of Teachers’ Data-Use
  • “How Data Use for Accountability Undermines Equitable Science Education,” Journal of Educational Administration
EDUC 249 Pre-Student Teaching Experience: Elementary School
EDUC 269 Fine Arts and the Growth of Young Children
EDUC 278 Positive Behavior Supports & Assessments
EDUC 281 Teaching Children with Exceptionalities


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