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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

Chris Bradford’s work stems from a deep passion and commitment to teachers, socially just teaching and equitable teaching practices. At St. Norbert College, Bradford fulfills this commitment by working with undergraduates to develop and strive toward these same goals. In all of his courses, he explores, builds, practices, critiques and refines strategies that help his students design responsive instruction and connect with students in meaningful ways. Throughout this work, he elevates previously marginalized voices and highlights culturally sustaining teaching practices.

Bradford’s research focuses on the intersection of teachers’ identities and their teaching practice. The overarching questions he is interested in are: Who are teachers obligated to be? What are the situations and conditions that support and hinder teachers working towards ambitious, equitable teaching practices and positive teacher identities? His latest work revealed how teacher evaluations can narrow ideas of what constitutes “quality” teaching, and even undermine equitable science education. These same initiatives can limit teachers’ ability to view themselves as competent professionals, and contribute to teacher demoralization. Bradford’s future work aims to explore the role that teacher education plays in changing the conditions of schooling that create such demoralization, and how people can support the “re”moralization of teachers and their work.

Courses
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

Publications

  • Bradford, C., & Braaten, M. (2018). Teacher evaluation and the demoralization of teachers. Teaching and Teacher Education, 75, 49-59.
  • Braaten, M., Bradford, C., Kirchgasler, K., & Barocas, S. (2018). Using data meaningfully to teach for understanding in middle school science. In: N. Barnes & H. Fives (Eds.) Cases of Teachers’ Data-Use. pp 80-95
  • Braaten, M., Bradford, C., Kirchgasler, K., & Barocas, S. (2017). How data use for accountability undermines equitable science education. Journal of Educational Administration, 55(4), doi: 10.1108/JEA-09-2016-0099
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