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Dr. Martin J. Wasserberg

Assistant Professor

Department of Early Childhood, Elementary, Middle, Literacy, and Special Education

Education Building 239
(910) 962-2917 Phone
(910) 962-2917 Fax
wasserbergm@uncw.edu

Courses Taught

Ph.D., Curriculum and Instruction, Florida International University
M.S., Urban Education, Florida International University
B.A., Elementary Education with Honors, Psychology, University of North Carolina at Chapel Hill

Courses Taught

LIC 500 - Advanced Study of Theory and Pedagogy in Elementary Education
EDN 524 - Action Research for Elementary Educators
EDN 508 - Advanced Diverse Learners
EDN 300 - Elementary School Programs and Practices
EDNL 300 - Elementary School Programs and Practices Field Experiences
EDN 334 - Elementary Social Studies Curriculum and Instruction
EDN 411 - Internship K-6
LIC 560 - MAT Internship K-6
EDN 595 - Special Topics: Media Representations of Teachers and Schools (A Critical Analysis)

Professional Service

American Educational Research Association
     Division K: Teaching and Teacher Education
     SIG: Urban Learning, Teaching, and Research
Eastern Educational Research Association
North Carolina Association for Research in Education
Watson College of Education Diversity Committee, chair
Watson College of Education Scholarship Committee
Watson College of Education MAT in Elementary Education Program Development Committee

Research Interests

Racial and Gender Stereotyping
Urban Education
Youth Engagement
Achievement Gap
Equity and Social Justice
Elementary Education
Student-Teacher Relationships

Recent Publications

Wasserberg, M. J. (in press). Stereotype threat effects in an urban elementary school. Journal of Experimental Education.

Wasserberg, M. J. (2014). No voices left behind. In J. L. DeVitis & K. Teitelbaum (Eds.), The Struggle for Democratic Schooling. New York: Peter Lang.

Walker, B. & Wasserberg, M. J. (2013). The incredible work of the elementary school (2nd ed.). Dubuque, IA: Kendall Hunt.

Wasserberg, M. J. (2012). "She has a caterpillar with her and loved all kinds of slimy things normal girls would not touch." Combating gender bias with nontraditional literature in an urban elementary classroom. Networks: An On-line Journal for Teacher Research, 14(1), 1-9. download pdf

Walker, B. & Wasserberg, M. J. (2011). The incredible work of the elementary school. Dubuque, IA: Kendall Hunt. purchase text

Rodriguez, L. F., & Wasserberg, M. J. (2010). From the classroom to the country: Engaging marginalized youth in research for educational rights. Journal of Urban Education: Focus on Enrichment, 7(1), 103-107. download pdf

Recent PRESENTATIONS

Wasserberg, M. J. (2012). Project Y.E.S. (Youth engagement for success): Participatory action research as a catalyst for university-school collaboration. Paper presented at the Eastern Educational Research Association Annual Conference, Hilton Head Island, SC.

Wasserberg, M. J. (2012). Stereotype threat at work in an urban elementary school. Paper presented at the Eastern Educational Research Association Annual Conference, Hilton Head Island, SC.

Wasserberg, M. J. (2012). Participatory action research in urban schools & the value of student perspectives. Paper presented at the North Carolina Association for Research in Education Annual Meeting, Winston-Salem, NC.

Wasserberg, M. J. (2012). “PAR for the course”: Participatory action research as a vehicle for incorporating the voices of marginalized students in research and teacher education. Paper presented at the Southeastern Association of Educational Studies Conference, Columbia, SC.

Wasserberg, M. J. (2012). The left behind voices of No Child Left Behind. Paper presented at the Southeastern Association of Educational Studies Conference, Columbia, SC.

Wasserberg, M. J. (2011). "How you gonna breathe, man, how you gonna breathe!?" Standardized testing pressures in an urban elementary school. Paper presented at the North Carolina Association for Research in Education Annual Meeting, Charlotte, NC.

Wasserberg, M. J. 
(2011). Testing while Black: The effect of stereotype threat on top-performing African American students in an urban elementary school. Paper presented at the North Carolina Association for Research in Education Annual Meeting, Charlotte, NC.

Current Research

  Project Y.E.S. (Youth Engagement for Success):

This participatory action research initiative has several goals, and is first and foremost committed to exploring creative ways of boosting student engagement in “struggling” schools. Most recently, the specific objectives of the project have included the following:

(a) Including student perspectives (particularly the voices of traditionally marginalized students) in the research-based definition of “teacher quality.”
(b) Helping to facilitate collaboration between the Watson School of Education and “struggling” elementary schools.
(c) Facilitating a dialogue between pre-service teachers and the students they will soon be teaching (particularly students from traditionally marginalized groups).

I collaborated with groups of elementary school students (4th graders, 5th graders, and kindergarteners) on a biweekly basis. These meetings began as dialogues centered around the question: “What makes a great teacher?” As a result of these dialogues, students have put together presentations that they presented to my EDN 300 students:
2012 - View here.
2011 - View here.

Additional Information

Vita