MARK CHARLES BAILDON Curriculum Vitae

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MARK CHARLES BAILDON Curriculum Vitae Powered By Docstoc
					                                     MARK C. BAILDON
                  Assistant Professor Humanities and Social Studies Education
                            Humanities and Social Studies Education
                              National Institute of Education, NTU
                              1 Nanyang Walk, Singapore 637616
                                       Office: 3-03-149B
                                      Phone: 65-6790-3581
                                    mark.baildon@nie.edu.sg
___________________________________________________________________________
EDUCATION

MICHIGAN STATE UNIVERSITY, East Lansing, Michigan
Ph.D. - Curriculum, Teaching, and Educational Policy (2004)
Dean’s Scholar Fellow (1999-2002)

SYRACUSE UNIVERSITY, Syracuse, New York
Masters of Social Sciences (1994)

UNIVERSITY OF ROCHESTER, Rochester, New York
Bachelor of Arts Degree - History/Psychology (1979)
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RESEARCH PROJECTS

NATIONAL INSTITUTE OF EDUCATION, Singapore
Virtual Disciplined Inquiry Laboratory, Principle Investigator (2007 – present)
 Research into the design of interactive digital learning environments to support source-based
    historical interpretation and explanation. (Learning Sciences Laboratory grant - S$50,000)

INDIANA UNIVERSITY, Bloomington, Indiana
Critical Web Reader, Project Leader (2005 - present)

   Developing, implementing, and evaluating a comprehensive set of technology tools to scaffold Web-
    based literacies and inquiry-based social studies. See http://cwr.indiana.edu/ for more information.

MICHIGAN STATE UNIVERSITY, East Lansing, Michigan
Project TIME Team Leader/Academic Outreach Specialist (2002 - 2004)

   Created and evaluated innovative social studies curriculum and technology tools as part of a U.S.
    Department of Education Technology Innovation Challenge Grant. Led professional development
    institutes, workshops and in-service training, and worked collaboratively with K-12 school personnel
    to implement curriculum integrated with technology. Led project research and dissemination efforts.
    Dissertation study focused on teacher learning using videotape and collaborative inquiry.

Research/Project Assistant: Project TIME (2000-2002)

   Developed Web-based social studies curriculum and technology tools (the Meaningful Learning
    Toolbox) to engage students in meaningful learning experiences. Responsibilities included gathering
    classroom data to inform curriculum development, professional learning, and project evaluation.

UNIVERSITY OF MICHIGAN, Ann Arbor, Michigan
Research Assistant: Institute for Social Research (Summer 2000)

   Administered pretest assessments for the Study of Instructional Improvement.
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PROFESSIONAL EXPERIENCE

NATIONAL INSTITUTE OF EDUCATION, Singapore
Assistant Professor Humanities and Social Studies Education (2006-present)

   Teaching MAS 801, “Critical Thinking and Writing in the Social Sciences,” MAS 802, “Issues and
    Research in Social Studies Education,” MAS 816, “Social Studies in Today’s Schools,” QCL 520,
    “Teaching Social Studies to Secondary Students,” QCL 521, “Use of Sources in Secondary Social
    Studies Classrooms,” and QCL 522, “Assessment and Reflective Teaching in Social Studies.”
   Master of Arts in Social Studies Programme Coordinator.

TAIPEI AMERICAN SCHOOL, Taipei, Taiwan
Upper School Social Studies Teacher (2004-2006)

   Taught 9th grade Asian Studies as part of an interdisciplinary humanities team.

MICHIGAN STATE UNIVERSITY, East Lansing, Michigan
Course Instructor (1999-2002)

   Taught TE 802, "Reflection and Inquiry in Teaching Practice," TE 402, "Designing and Studying
    Practice," and TE 501/502, “Internship in Teaching Diverse Learners.”

UNIVERSITY OF MICHIGAN, Ann Arbor, Michigan
Adjunct Instructor (2000-2002)

   Taught ED 431, "Teaching Social Studies in the Elementary School," in the Master of Arts with
    Certification Program (ELMAC) and ED 304, "Student Teaching in Secondary Social Studies."

SAUDI ARABIAN INTERNATIONAL SCHOOLS - DHAHRAN DISTRICT, Saudi Arabia
Social Studies Teacher (8/94 - 6/99)

   Taught 9th Grade Social Studies, Media Arts, and Media Literacy/Film Studies, Newspaper, Great
    Books, and Contemporary Issues electives. 9th Grade Instructional Facilitator; Junior High
    Technology Coordinator; served on Teacher Evaluation Committee, School Advisory Board, School
    Improvement committees, District Technology Committee.

SINGAPORE AMERICAN SCHOOL, Singapore
Social Studies Teacher (8/89 - 6/94)

   Taught Geography, Great Books, and Writing Workshop. Team Coordinator; Social Studies
    Curriculum Coordinator; served on Middle School Strategic Planning committee, to plan and
    implement an exemplary interdisciplinary Middle School program; served on Academic Committee,
    Advisory Program Committee, Building Bridges Committee; Student Council Advisor.

WALWORTH BARBOUR AMERICAN INTERNATIONAL SCHOOL IN ISRAEL
Kfar Shmaryahu, Israel
Social Studies Teacher (6/87 - 6/89)

   Taught Western Civilizations (Grade 10), Alternative American History (11), ESL History (9-10),
    Modern World History (12), Economics (11-12); AP tutorial, European History.




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BENNETT HIGH SCHOOL, Bennett, Colorado
Social Studies Teacher (6/85 - 6/87)

   Taught American History, World History, and Contemporary Issues in an interdisciplinary
    curriculum that utilized team teaching in an open classroom environment. Team Leader in a member
    school of the Coalition of Essential Schools.

DOLORES SCHOOL DISTRICT, Dolores, Colorado
Social Studies Teacher (8/83-6/85)

MOUNT AIRY PSYCHIATRIC CENTER, Denver, Colorado
Mental Health Worker (6/81-7/83)

ARIZONA STATE PSYCHIATRIC HOSPITAL, Phoenix, Arizona
Behavioral Health Counselor (9/80-6/81)
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PUBLICATIONS

Damico, J., Baildon, M. & Greenstone, D. (under review). Cultivating children's agency as readers by
examining how historical agency works in children's literature. Language Arts.

Damico, J., Baildon, M., Exter, M.A., & Guo, S.J. (under review). Where we read from matters: Students
access cultural knowledge to examine competing web sites. Journal of Adult and Adolescent Literacy.

Afandi, S. & Baildon, M. (under review). History education in Singapore. Nakou, I. & Barca, I. (eds.).
Trends in Contemporary Public Debates on History Education.

Baildon, M. (in press). "Being rooted and living globally": Singapore's imagined communities and
identities through the prism of educational innovation. In Shaw, B., Ooi, G.L. & Ismail, R. (eds.).
Diverging identities in a dynamic region: Exploring social and cultural change in 21st century Southeast
Asia.

Baildon, M. & Damico, J. (in press). How do we know? Students examine issues of credibility with a
complicated multimodal Web-based text. Curriculum Inquiry.

Damico, J., Baildon, M. & Lowenstein, K.L. (in press). Did the bombs just fall from the sky? Examining
agency in a text set of World War II children's literature. Social Studies Research and Practice.

Baildon, M. (in press). Troubling data: A Foucauldian perspective of “a multiple data source approach”
to professional learning and evaluation. Workplace: A Journal for Academic Labor.

Baildon, M. & Damico, J. (2008). Negotiating epistemological tensions in thinking and practice: A case
study of a literacy and inquiry tool as a mediator of professional conversation. Teaching & Teacher
Education, 24, 6, 1645-1657.

Baildon, R. & Baildon, M. (2008). Guiding independence: Developing a research tool to support student
decision-making in selecting sources of information. The Reading Teacher, 61, 8, 636-647.

Damico, J. & Baildon, M. (2008). Reading Web sites in an inquiry-based social studies classroom. In D.
Rowe & R.T. Jimenez (Eds.) National Reading Conference Yearbook. Oak Creek, WI: National Reading
Conference, 204-217.




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Damico, J. & Baildon, M. (2007). Examining ways readers engage with Web sites during think aloud
sessions. Journal of Adolescent & Adult Literacy, 51, 3, 254-263.

Baildon, M. & Damico, J. (2006). “We have to pick sides”: Students wrestle with counter claims while
reading Web sites. Social Education.

Ashburn, E., Baildon, M., Damico, J., & McNair, S. (2006). The landscape of teaching: Mapping the
terrain of teaching for meaningful learning using technology in social studies. In Ashburn, E. & Floden,
R. (2006). Teaching for Meaningful Learning Using Technology: Knowledge, Skills and Leadership. NY:
Teachers College Press.

Damico, J., Baildon, M., & Campano, G. (2005). Integrating literacy, technology and disciplined inquiry
in social studies: The development and application of a conceptual model. T.H.E.N (Journal about
Technology, Humanities, Education, & Narrative). http://thenjournal.org/feature/92/

Baildon, M. (2005). Professional learning focused on using MLT curriculum units and the principled use
of technology. Project TIME Final Report submitted to U.S. Department of Education.

Baildon, M. (2004). The aesthetic dimensions of teaching: Working in the conceptual space between
students’ experiences and subject matter. (Unpublished Doctoral Dissertation). East Lansing: Michigan
State University.

Baildon, M. (2003). A case for engaged intellectual work. Workplace: A Journal for Academic Labor.
Volume 5.2, July, 2003. http://www.louisville.edu/journal/workplace/issue5p2/5p2.html

Baildon, M. (1998). Social studies teachers do care about history and standards. The International
Educator. Volume XII, Number 4, April, 1998.

Baildon, M. (1995). Students at Yanbu International School give peace a chance. The International
Educator. Volume IX, Number 3, December, 1995.
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PRESENTATIONS

Baildon, M. & Sim, J.B.Y. (November, 2008). Notions of criticality in a ‘polite culture’: Teachers’
perspectives of Social Studies in Singapore. Asia Pacific Educational Research Association Conference.

Damico, J., Baildon, M., Riddle, R. & Campano, G. (2008). Using technology tools to cultivate academic
and critical literacy across cultures and continents. World Congress of Reading, San Jose, Costa Rica.

Baildon, M. (2008). The changing landscapes of educational reform: Globalisation and educational
reform in the post-developmental state. SEAGA, Quezon City, Philippines.

Baildon, M. (2008). Can web 2.0 and MUVE support disciplined inquiry in humanities education?
HUMming Through IT Conference Keynote Address, Crescent Girls School, Singapore.

Baildon, M. & Damico, J. (2007). How do we know? Students examine issues of credibility with a
multimodal text. AERA, Chicago, IL.

Damico, J., Baildon, M., Guo, S.J. & Exter, M.A. (2007). Accessing prior knowledge and adjudicating
between different perspectives: Students examine competing websites in social studies. AERA, Chicago,
IL.




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Damico, J., Baildon, M. & Campano, G. (2006). Critically reading and evaluating Web sites: A
conceptual synthesis and an empirical investigation. Symposium, National Reading Conference, Los
Angeles, CA.

Baildon, M. (2006). Moving toward a discipline-based pedagogy. Plenary Lecture, History Association of
Singapore.

Baildon, M (2006). Troubling data: A Foucauldian perspective of “a multiple data source approach” to
professional learning and evaluation. American Educational Research Association Conference, San
Francisco, CA.

Baildon, M. & Damico, J. (2006). Negotiating epistemological tensions in thinking and practice: A
case study of a literacy and inquiry tool as a mediator of professional learning. American Educational
Research Association Conference, San Francisco, CA.

Damico, J. & Baildon, M. (2006). Examining ways readers engage with Web sites during think        aloud
sessions. American Educational Research Association Conference, San Francisco, CA.

Baildon, M. (2005). Using the internet to promote inquiry-based learning and literacy. EARCOS. Ho Chi
Minh City, Vietnam.

Baildon, M., Yott, S. & Wells, T. (2004). Using technology to support inquiry-based learning in the
classroom. Workshop at Michigan Association of Computer Users and Learners Annual Conference,
Grand Rapids, MI.

Farley, J., Ashburn, E., Baildon, M., Damico, J., & McNair, S. (2003). Challenges and issues in
evaluating meaningful learning using technology. Panel Presentation at American Evaluation Association
Annual Conference, Reno, NV.

Baildon, M. & Acheson, J. (2003). The narration creation station: The power of multimedia narratives.
Presentation at National Council for the Social Studies Annual Conference, Chicago, IL.

Baildon, M. & Damico, J. (2003). A multiperspectival view of assumptions about students’ prior
knowledge in an inquiry-based social studies curriculum. American Educational Research Association
Conference, Chicago, IL.

Reckase, M., Baildon, M., Ashburn, E., Ruble, C. & Murphy, L. (2003). Working with the data:
Assessment in support of student learning. Presentation at Michigan State University College of
Education & the Education Alliance of Michigan 6th Annual Education Conference.

Roessler, M., Baildon, M., Yott, S., McGuire, M. & Acheson, J. (2003). Critical strategies for inquiry-
oriented social studies: Connecting students’ prior knowledge and personal experience with social studies
content of Mexico and migration. Michigan Council for the Social Studies Annual State Conference.

Baildon, M., Simmons, L. & Johnson, D. (2003). From inquiry to narration: Engaging students via the
internet. Presentation at Michigan Association of Computer Users and Learners Annual Conference,
Detroit, MI.

Baildon, M. Damico, J. & Vance, B. (2002). Naked and unlearning: Creative spontaneity as aesthetic
being. American Educational Research Association Conference, New Orleans, LA.

Baildon, M. (1996). Creating and using simulations in the social studies classroom.
Presentation/workshop at Near East South Asia (NESA) Annual Conference, Cairo, Egypt.
___________________________________________________________________________

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SERVICE

   HSSE Conference Committee (Programme Chair) (2008)
   Organising/Steering Committee for NIE’s Redesigning Pedagogy Conference 2009 (2008-2009)
   Co-Editor of HSSE Online Journal
   HSSE Strategic Planning Day Chairperson (2008)
   Reviewer, American Education Research Association, Division B, Section 1, Curriculum Studies &
    Section 2, Curriculum Theory (Fall 2002 - present).
 Reviewer, T.H.E.N. - Technology Humanities, Education, and Narrative (2004 - present).
 Facilitator of Teacher Inquiry Group - Phi Delta Kappa Taiwan (2004-2006).
 Curriculum Committee, National Council for the Social Studies (July 1, 2003 – June 30, 2005).
 Strategic Visions Committee, MSU/Project TIME (Fall 2002 - 2004).
 Executive Committee, Battle Creek Area School Consortium (Fall 2002-2004).
 Ph.D. Admissions, Policy, and Program Committee, College of Education, Michigan State
    University (2002-2003).
 ___________________________________________________________________________

AFFILIATIONS

   American Education Research Association
   National Council for the Social Studies & NCSS College and University Faculty Assembly
   Phi Delta Kappa (International)




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