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Todd Alan Price, Ph.D.

Title:

Director of Policy Studies, National College of Education (NCE)
Chair of Educational Foundations and Inquiry (EF&I)
Professor in the Teaching and Learning Doctoral Program,
Curriculum Advocacy and Policy (CAP)

Programs/Classes Taught:

Courses taught: 

Doctoral education courses 

• CAP 602 Curriculum Studies History: 1970 to the Present 
• CAP 605 Scholarly Habits of Mind (seminar) 
• CCD 625 Critical Policy Analysis I 
• EDL 524 Negotiation and Conflict Resolution 
• EDL 546 Perspectives and Administration of Educational Policy  

Graduate education courses 

• ESR 514 Research in Action: Becoming Practitioner Researchers 
• ESR 610 Paradigms of Research 
• FND 501 Community Study 
• FND 510 Social Justice Perspectives on the History and Philosophy of American Education 
• FND 511 Social and Cultural Politics of Education: Personal and Contextual Perspectives 
• SEC 502 Methods for Teaching Secondary Education 

Undergraduate education courses 

  • C&I 400 Curriculum and Instruction: Introduction to Video Production for Education
  • LAT 495 Using New Media: Visual Literacy
  • TIE 300 Technology in Education

Programs supported: 

  • Ed.D. in Teaching and Learning: Curriculum, Advocacy, and Policy (CAP) 
  • M.A.T. Master of Arts in Teaching
  • M.ED. in Urban Teaching
  • M.ED. Teacher Leader Endorsement (TLE)   
  • Masters of Science for Professional Educators (MSPE)

Areas of Expertise:

Personal Statement:

As of this current, beleaguered time 2020-21, higher education has before it severe challenges. Already well before the Pandemic and social crises being experienced in this American society over the past year, admissions scandals where some of the already privileged families effective cheated to get their sons or daughters into elite institutions, rocked the mainstream media. Coupled with the staggering cost of tuition students from households of lessor means have been kept out; an aspirant student could assume leaving the educational experience in debt. Consideration of the “value-proposition” of procuring an advanced degree, post-secondary schooling, has visibly come into question. The nagging question about how or whether higher education is indeed preparing young people effectively to enter into work life is a prevailing conversation.

All of these challenges mean that educators must now more than ever hold up the institution of higher learning because it struggles to stand.

I feel that for some 25 years I’ve done my part, and am still one of the biggest advocates for adult learning. Having children has actually brought a sense of sober reflection, for example, of how important it is to have well educated and civic-minded adults not only “seeing” children, but guiding them toward an engaged, fully productive, and ideally happy adulthood where they are truly able to give back to their community and lead by example. In a society so seemingly fraught with suffering, anguish and in some instances hopelessness, this feeling has become less political pablum, but more a sincere commitment on my part to do what I can to contribute to not just bemoaning the problems, but finding solutions, through healing, through education.

AS such, I’ve found a home amongst exceedingly collaborative colleagues, administration, and support staff at National Louis University. As my curriculum vitae will show, I’ve worn several hats and experienced over the 19 years working as a full time faculty member and in a few administrative roles, that the organization like myself has gone through a series of growing pains. What has emerged very much from my time working here is both internal and external. Internally as a family man I have different specific commitments but also different insights having kids in schools and a wife working in a school district, both of which I frequent as a parent and professor in teacher education, and try to support. Externally, because overall I’ve been supported in pursuing a complex path that has provided me with a view of higher education not only in our own institution but broadly from Illinois to D.C., I now find myself in conversation about higher education with different scholars in and around the rest of the world. The internal and external, the inward and outward reflects very much the day to day sense-making I engage in and engage with when I try to perform like the professor, or work to be the professor. However, I will try to explain in this narrative what I’ve learned.

First, I have to recognize that it is impossible to capture all of the educational experiences—personally, professionally, from within or from outside of the institution—that I’ve learned . . . or endured. Nor does everything have the same meaning, or inspire sense-making. A word I’ve used with others is to ask them as I ask myself what is truly consequential; does it really matter, and if so, how so? If not, why not? On the other hand there are what I feel to have been consequential moments, where pathways forward, or at times a recognition of a journey’s end, come starkly into view. These moments do not just pop up, however, they are part of a process that has inspired, continues to inspire my imagination, what my mentor, William (Bill) Pinar termed Currere. Pinar suggested in this word, derivative of and pertaining to curriculum, to suggest some sort of introspection where the subject becomes more aware (in today’s jargon, perhaps “woke” works as well) and in engaging with self comes to engage more fully in the world. I was enamored with the idea not of “impact” but of “impression” a word that Bill would suggest is key to understanding the role of the teacher in the most ideal sense, to “leave an impression.” I like that connotation and see it as the highest form or goal of my own teaching, and of learning.

But it is Madeleine Grumet, a Pinar student and then colleague, who really provides the most vivid impression Currere. Not as an absolute definition, which I also appreciate, but as a way of sense-making, of understanding not only curriculum, teaching and learning, but self and self in the world does she shine when she comments, years ago,

[Currere]describes the race not only in terms of the course, the readiness of the runner, but seeks to know the experience of the running of one particular runner; on one particular track, on one particular day, in one particular wind. (p. 6)

In a literal sense I once ran around the block from my parent’s home, and kept running, finding myself at times in Baton Rouge, in Havana, and later in Shanghai . . . and then back again to the very same neighborhood, perhaps older, and perhaps changed, but wondering if, like the old neighborhood, things are really just the same. I don’t much perseverate, but Currere and the interest it once impressed upon me still does. This erudite word is made entirely accessible, in Grumet’s portraiture. I would pose, it is still meaningful, when we imagine ourselves on one day, on one path, with wind at our back or when against us . . .

Faculty, students, and everyone else outside of academia might consider this “reconceptualist” approach to education, and likely do using different language. I simply subscribe to this notion, Currere, of the race to be run. It continues to be an impressionable concept to me. Indeed, having engaged in introspection, having traveled around enough of the world to have formed ideas not entirely of my own making but inside me nonetheless, I find myself ready to fully embrace the race to be run still ahead, both the responsibilities and ideally the frivolities of learning anew.

To conclude, I find a certain sense of comfort, of immersing myself in the work at hand, the teaching, research and service, and turn to the material job at hand.

Professional Work at NLU: Policy and Practice, and Possibility

I take a hard turn here, from the dreamy impressionism of Currere, which still inspires, to the day to day struggle of working in a university. It is not all droll or drudgery, indeed, the inspiration still comes from those moments, largely of beginning and ending; the still excitement of engaging with new students, in a new term, to the sense of accomplishment of putting to bed the course, term, work when the paperwork, projects, and/or activities are graded, in the books. It is the in betweenness that is both exhilarating and exhausting, trying to discern the “labor, action, and work” as Hannah Arendt would characterize as what I believe to be the consequential modern condition. I find myself usually mired in the in-betweenness of beginning and ending and as such have to be very intentional and make my own sense of completion and/or of truly beginning a new. I find great interest writing and publishing because a completed publication does provide a marker or a point for noting something happened, something was conveyed, and it (the text, document, or artifact) stands or says something, at least for now. Hence, I put out different publications as the moment and the movement inspires or has left me with an impression; I seek to leave the same.

I’ve found in policy an interest that often inspires because there is a relatively clear path forward, to reflect upon whether my meaning making for education has any staying power, or whether others share a similar interest. I believe my interests around policy have deepened, have not changed per se, only my opportunity to focus in on the meaning and implications, and my ability to advocate for just policies (as I see them) has grown, especially since 2014-15 to the current moment. This is what I wrote then, and it still holds, although I will embellish at the end on the current frame, political economy, or paradigm for policy making:

For several years I studied the implications of the Bush administration's No Child Left Behind Act (NCLB), examining its influence on curriculum development, teacher preparation, educational policy and practice. NCLB ushered in a significantly greater federal government role, increasing the surveillance and monitoring of the public education by the Department of Education (ED). This role included using standardized testing and often sanctioning of the nation's public schools and school districts. In a surprisingly similar manner (surprising because supporter of the new president imagined a different approach), the Obama administration’s Race to the Top (RTT) doubled down on the accountability measures that NCLB enshrined. RTT expanded charter schools, rewarded the adoption of teacher pay-for-performance schemes using controversial, value-added measures, and incentivized states to adopt Common Core State Standards (CCSS).  

 

I note, in this characterization of the increased federal role in education, that much of my career at NLU involved teaching, service, and research under this condition, it was all that I knew, unlike other more senior faculty at the time who seemed rather shell-shocked by the turn of events, as they noted that this encroachment on higher education, especially colleges of teacher education was quite unprecedented. I concur, and also noted that the changes would morph into various education reform initiatives which felt as if they were being visaged upon higher education and K-12 public education alike. For example:

Following on the heels of RTT and CCSS, and coupled with—in several states—corporate-sponsored teacher performance assessments like Pearson’s (edTPA), education reforms continued to dramatically impact educator preparation programs (EPPs) and their institutions of higher education (IHEs).

 

However, long past my tenure and well into my role as a chair, then director, changes to higher education and colleges of teacher education did emerge; indeed, these changes emerged at the very time that I was invited to and ultimately elected to serve in varying capacities on behalf of teacher education at the state and national levels. First, in hindsight, was the rejection by an overwhelmingly Republican Party to the Obama administration’s “overreach” in education (it is important again for the historical record to note that this overreach was begun under the Bush administration, a Republican president):

With the reauthorization of the Elementary and Secondary Education Act (ESEA), a new process replaces NCLB and RTT, reducing the federal oversight role both directly and indirectly. Congress passed at the end of 2015 the Every Student Succeeds Act (ESSA), devolving the federal role and sending much of the oversight and accountability associated with the administration of schooling back to the states and local control.

 

While this process continued I was in the process of lobbying Congress with guidance of the American Association of the Colleges of Teacher Education (AACTE) to rescind what was a genuine over reach by the feds, the Teacher Preparation Rules and Regulations. WE on the AACTE Government Relations and Advocacy Committee were successful in this endeavor, and I recruited well over 90% of the NCE faculty to be signatories to that call for rescission.

That success inspired the last part of my narrative here, which remains exactly the same as when I started the advocacy:

PK-12 public education is now undergoing a significant reset. As a result, teacher education faculty and university administration nationwide need to be actively engaged in the political process if they intend to be relevant for improving teaching and learning across the public education spectrum. I am personally and professionally committed to researching teaching and learning in order to better advocate for the policies that our students, teachers, and communities need. 

 

What I didn’t know at the time was how much of a commitment I was prepared to and would be asked to make; I ended up supporting a public education advocacy organization, and in 2019-20 made a spirited but ultimately unsuccessful bid, running for the school board in my community.

With the election of President Trump, the “devolution” of the federal role would provide both peril and possibility for states and school districts. With the appointment of Betsy DeVos as Secretary of Education, higher education and teacher education policy became much more regionally focused and increasingly reliant on faculty, Deans, Directors and other professional organizations to make decisions within their own institutions in relation to the mixed signals of government. For K-12 public education it almost seemed like a pause where local school districts were left on their own.

 

Curriculum Studies: Caught between two worlds

 Even amidst the evolution and devolution of the federal role in education, this phenomenon was largely understandable and could be engaged with for someone, anyone, who has devoted their life to education. Not so much with the porous and loosely defined field of curriculum studies. Having long been a devotee since my original introduction to reconceptualization and Currere, let alone critical theory and the politics of education, I was quite open to the criticism that had traveled in and around and outside of the field itself, namely, is this actually a field? If so how, and if not, why not and what to do? I found these to really be the existential questions around the conferences, the gathering of scholars who write and publish in the journals, and the often friendly and sometimes pointed complicated conversations that stemmed from what is it that, as curricularists, unite us, or set us apart. But through it all, I needed to engage with the existential question, and ultimately did so with a few opportune and helpful moments.

            First off, largely because of the friendly advice of Dr. Roberts, a former colleague and excellent scholar, I opted to throw most of my inquiry and research focus into growing the curriculum studies. To that end, I sought mostly successfully, but with the need to untangle from other administrative responsibilities, to engage with the American Association for the Advancement of Curriculum Studies. Roberts and myself had both the good fortune to work together and positive experiences with the AAACS organization; he and I led a very early convocation of the annual conference, hosted at the National Louis-Chicago campus in 2003.

Since then I opted to consider an annual tour, with presentations proposals submitted, of AAACS and other curriculum conferences. This tour included AERA Division B Curriculum Studies, but the other smaller conferences were much preferable for the intimacy and flexibility of the presentation formats. These ‘other’ conferences included the Curriculum and Pedagogy, which included methods faculty/practitioners whom brought serious and excellent scholarly attention to classrooms in schools. The other conference I frequented was the original, the Bergamo Conference on Curriculum Theorizing, which largely supported deep theorizing, irrespective of practice. Between these three, I found a scholarly home and ultimately opportunities to grow into a leadership, senior position, in the nominations, Internationalization of Curriculum Studies Taskforce, Policy and Practice (subcommittee), a few years as the Conference Committee Chair, and now as the current President of the organization.

Curriculum Studies Research, International Scholarship

Still, I was aware of some of the challenges of the curriculum studies, mostly concerning definition and at times what I would characterize as a social identity crisis. In fact I’ve come to believe that the field as it were was successful, but also in its success became diffuse. In another sense what appeared to be concretized were two decidedly different curricular strands and languages. This insight was revealed in an excellent essay by a colleague and peer, Dr. James Jupp, who noted that “what works” and “what’s next” (2013) had captured the field. Further, Dr. Jupp and some of our other peers led a few high profile AERA presentations around a curricular rendering of Common Core. Finally with Jupp’s coordination, a conference, published articles, and chapters were competed, driving a new movement in the field, Joao Paraskeva’s “Itinerant Curriculum Theory”.

Due to this work and my growing standing in the curriculum studies in general I was invited to keynote several conferences abroad in Turkey, Brazil, and China. Over these last few decades, I had already become very interested in how the seemingly porous field in the North American Curriculum Studies context was being understood in South America, for example, or in the East. To that end I am really only just beginning to understand the means by which culture is informing curriculum theory, study, and pedagogy. Helping in this endeavor was an invitation to work with an Educational Theorizing Project through the coordination of Dr. Ylimaki, another curricularist from University of Wisconsin-Madison whom had with a colleague from Finland, Michael Uljens, launched an ambitious undertaking to square continental philosophy with the seemingly loss of educational language in the American vernacular. Ylimaki also was able to cull together scholars of Progressive Education and Deweyan backgrounds, and a professor Norm Friesen who translates from Continental Philosophy and Pedagogy in the original.

This proves to be the critical work of my career at the moment as it has already launched in a short period of time two international conferences, one that I hosted Rehumanizing Education: A Proseminar, and a soon to be publication which picks up on the group’s initial inclination and Jupp’s earlier insight concerning Curriculum Studies. That pending publication is titled After Currere, and at the time of this writing, it is being considered for the European Journal of Curriculum Studies.

In sum: Curriculum Studies focus, New role

 As noted, this narrative started with the policy, but mentioned my initial inspiration of Currere, and now ends with my role as a Director of the Curriculum, Advocacy and Policy major. Not completely a full circles, nevertheless, I feel it is at least one way to close the circle, to note that this period of time, from hire at NLU as a tenure track to my current bid for full professor has certainly been full of trial and tribulation, but what has been redeeming and rewarding is the collaboration and, as is evidenced herein, NLU always supported my greater trips abroad to engage with the fields and institutions and scholars in and around policy and curriculum. Currere is the foundation on which the Policy and Curriculum work as roughly articulated ride. I will use the Narratives for the load sections on Teaching, Research, and Service to, as my once boss and former dean would say, to “get into the weeds”.

 

Professional Development (Teaching):

 

  • Quality Matters Certified Reviewer (2020)
  • NLU-FDOLC Faculty Development Online Learning Course completer

  

Service to NLU:

 

  • Director of the Curriculum, Advocacy, and Policy major     
  • Director of Policy Studies (Specialized Role)
  • Director Leadership and Specialized Roles
  • Current member of the Curriculum Committee
  • Assessment Council, past member
  • Senator for National-Louis University
  • Co-chair of the National College of Education, National Louis University
  • Served on governance committees including the University Technology Committee
  • Member of Technology in Education Advisory Committee  

Biography:

Professional Background:

I’m a member in good standing of the learned society, The Professors of Curriculum. I currently serve as Director of the Curriculum, Advocacy, and Policy major at National Louis University. I hold a PhD in Curriculum and Instruction with a specialization in Educational Communications and Technology from the University of Wisconsin-Madison.

Education:

Education: Academic degrees and professional preparation:

1995-99 University of Wisconsin-Madison Ph.D. Curriculum and Instruction
1990-95 University of Wisconsin-Madison M.S. Curriculum and Instruction
1988-90 University of Wisconsin-Stout M.S. Guidance and Counseling (ABT)
1984-86 University of Wisconsin-Eau Claire B.S. Psychology and Sociology

 

Distinctions:

In 2019 I was endorsed by the Kenosha Education Association to run as one of their two candidates for Kenosha Unified School District Board of Directors. In 2018-19 I was elected President of the American Association for the Advancement of Curriculum Studies. Previously I was elected to serve on the American Association of Colleges for Teacher Education Committee on Government Relations and Advocacy. Having completed a three-year term, I was granted Certificate of Distinguished Service, 2018.

I was a keynote speaker in 2018 at the University of Kars, Turkey. Before that conference, I was awarded a Plaque of Appreciation in October, 2015, for my keynote address Teachers Teaching under the Lens, Çukurova University in Adana, Turkey. 

In years past I have been elected to and served in several positions at National Louis University, including: Department Chair, Educational Foundations and Inquiry; Director of Leadership and Specialized Roles; and President of the NLU-AAUP chapter. I was previously appointed to and served in a specialized role as Director of Policy Studies.

Research and Interests:

Research interests and international scholarship:

I’ve lectured and presented my scholarly work in Hamburg (2019); Rio de Janeiro (2019; 2012); Toronto (2019); Bodrum (2019); Kars (2018); Antalya (2018); Cyprus (2016); Adana, Turkey (2015-16); Ottawa, Canada (2015); Braga, Portugal (2013); Hanzhou (2014), Beijing (2006, 2010), Shanghai (2005, 2006), Chifeng (2010), and Qingdao, China (2010); Hanoi, Vietnam (2010); Oxford, Great Britain (2006, 2010); Tutzing, Germany (2003); and Miramar/Havana, Cuba (2003). I have received certificates from the Asian Association of Open Universities (AAOU) and Hanoi Open University (HOU) 24th Annual AAOU Conference in 2010 and was published in the conference proceedings in AAOU, Iran; from the Oxford Round Table for my paper presentation, "Secular humanism vs. religion? The liberal democratic education tradition and the battle over vouchers in the USA", published in the Forum on Public Policy, 2007. In 1994 I completed my study Entrenamiento: Historia Critica de la Educacion Cubana, and received a diploma from the Instituto Pedagogico Latinoamericano y del Caribe.

 

Membership and service in professional organizations:

American Association for the Advancement of Curriculum Studies (AAACS)

  • President (2019- )
  • Conference Committee Chair (2017-19)
  • Nominations Committee member (2015)
  • Co-founder, Internationalization of Curriculum Studies Taskforce (2012)
  • Co-host of the American Association for the Advancement of Curriculum Studies Conference, National Louis University (2003)

Illinois Association of Colleges for Teacher Education (IACTE)

  • Board Member (2018- )

American Association of Colleges for Teacher Education (AACTE)

  • Committee on Government Relations and Advocacy member (2016-2019)

American Educational Research Association (AERA) (membership, presenter, reviewer)

  • Confucianism, Taoism, Buddhism and Education SIG presenter, reviewer, discussant
    • Service-Learning & Experiential Education SIG presenter, reviewer
    • Division B - Curriculum Studies presenter, reviewer, discussant
    • Division K – Teacher Education presenter, reviewer

Service-Learning and Civic Engagement Consortium (SLCEC)

  • Illinois Faculty Liaison to National Louis University
  • SPACE co-editor, reviewer

Pegem Journal of Education and Instruction (PEGEGOG-Turkey)

  • Scientific Committee member, editorial board

American Association of University Professors (AAUP)

  • Member of the State Council

 

Publications: Books

Price, T. A., Duffy, J., & Giordani, T. (2013). Defending public education from corporate takeover. University Press of America.

Price, T. A. (2010). Classrooms without walls: An exploration in the management of Video Distance Learning (VDL). Saarbrücken, Germany: Lambert Academic Publishing.

Price, T. A., Peterson, E. A., & National-Louis University. (2009). The myth and reality of No Child Left Behind: Public education and high stakes assessment: a report issued on behalf of National-Louis University, 2008. Lanham: University Press of America.

 

Publications: Chapters and Articles:

Schmidt, J., & Price, T. A. (2020). PARTICIPATE! An Urban Civic Education Curriculum Promotes Active Citizenship. Critical Issues in Teacher Education: The Journal of the Illinois Association of Teacher Educators, XXVII, 40–51. https://www.iate1.org/uploads/1/1/5/5/11556349/cite2020_pdf_for_website.pdf

Price, T. A. (2019). Back to the future . . . again: (re)Turning to teaching core practices in teacher education. i.e.: inquiry in education, 11(1/2), 1–18. https://digitalcommons.nl.edu/ie/vol11/iss1/2

Jagla, V., Lukenchuk, A., and Price, T. A. (2019). Imagining a better world: Service-learning as benefit to teacher education. In V. M. Jagla & K. C. Tice (Eds.), Educating teachers and tomorrow’s students through service learning pedagogy. 322.

Price, T. A. (2018). Itinerant Curriculum Theory meets teacher education: Educational foundations, knowledge production, and the teaching and learning context. Revista Educação e Cultura ContemporaÌ‚nea, 15(39), 31–53. http://periodicos.estacio.br/index.php/reeduc/article/view/5284/47966076

Price, T. A. (2018). In search of the Pikebone Kantele: Finnish lessons in teacher education. i.e.: inquiry in education, 10(1/3), 1–14. https://digitalcommons.nl.edu/ie/vol10/iss1/3

Winter, J. S., & Price, T. A. (2018). Consequential edTPA: Perceptions of teacher candidates regarding edTPA preparation and implementation. Critical Issues in Teacher Education: The Journal of the Illinois Association of Teacher Educators, XXV, 4–9. https://www.iate1.org/journal-cite.html

Price, T. A. (2017). Rural Spaces of Longing and Protest. In W. M. Reynolds (Ed.), Forgotten places: Critical studies in rural education (pp. 135–154). Peter Lang Publishing, Inc., New York. https://doi.org/10.3726/b11118

Price, T. A. (2017). Welcome to the new Taylorism! Teacher education meets Itinerant Curriculum Theory. Journal of the American Association for the Advancement of Curriculum Studies, 12(1), 1–12. https://doi.org/10.14288/jaaacs.v12i1.189712

Price, T. A. (2017). Defending Teacher Education from edTPA . . . and Itself. In Alternatives to privatizing public education and curriculum: Festschrift in honor of Dale D. Johnson. (pp. 32-58). New York, NY: Routledge.

Price, T. A. (2016). Curricular reflections in the USA: Teaching teachers the edTPA. European Journal of Curriculum Studies. 3(1), 377-386. Available here: http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/125

Price, T. A. (2016). Las Etapas de la Educacio�n y Revolucio�n: Literacy, Communism, and Democracy from Rau�l Ferrer to Tao Xingzhi. In Joao Paraskeva Editor (Ed.), The Curriculum: Whose Internationalization? (pp. 81-104). Peter Lang Publishing, Incorporated.

Leon, M. & Price, T. A. (Spring, 2016). On the Cutting Edge: Movements and Institutional Examples of Technological Disruption. New Directions for Higher Education, 173, 97-107. https://doi.org/10.1002/he.20183

Price, T. A., (2015). Reclaiming teaching and learning through service learning (Preface). In A. S. Tinkler; B. E. Tinkler; & V. M. Jagla (Ed.), Service-Learning to Advance Social Justice in a Time of Radical Inequality. (xi-xv) Charlotte, NC: Information Age Publishing, Inc.

Price, T. (2015). Save Our Schools Rally, March 27, 2013. International Journal of Curriculum and Social Justice, 1(1), 156-163. Available here: http://www.ijcsj.org/current-issue.html

Price, T. A. (2014). Teacher Education under Audit: value-added measures, TVAAS, EdTPA and evidence-based theory. Citizenship, Social and Economics Education. V. 13, No. 3. 211-225. Available here: http://journals.sagepub.com/doi/pdf/10.2304/csee.2014.13.3.211

Price, T. A. (2014). Common for whom? Revista e-Curriculum, 12(03), 1614–1633. http://revistas.pucsp.br/curriculum/article/view/21671

Price, T. A. (2014). "Democracy Education: The Radical Teaching, Learning, and Doing of Tao Xingzhi" Journal of the American Association for the Advancement of Curriculum Studies. Reposted in Faculty Publications. Paper 70. Available here:

            http://digitalcommons.nl.edu/faculty_publications/70

Price, T. (2014). Complexity and Complicity: Quality(s) and/or Effectiveness in Teacher Education. European Journal of Curriculum Studies, 1 (2). Available here: http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/51

Mitchell, D., Karlin, S., & Price, T. A. (2014). Understanding How Service-Learning Impacts the Dispositions of Teach for America Candidates and Their Students. Journal of the National Association for Alternative Certification, 9(1), 14–31. http://www.jnaac.com/index.php/test/article/view/123  

Price, T. A., Roth, K. & Jagla, V. (2013). Service-Learning as an Alternative to Clinical Placement. In M. R. Wiegand, & C. Lan, (Ed.), Service-learning in higher education: Connecting the global to the local. (pp. 117-129) Indianapolis: University of Indianapolis Press.

Lukenchuk, A., Jagla, V., & Price, T. (2013). Critical Discourse Analysis of Service-Learning Perspectives and Models. In Tinkler, A. S., Erickson, J. A., & Jagla, V. M. (Ed.), Transforming Teacher Education Through Service-learning. (pp. 51-70) Charlotte, N.C.: Information Age Publishing.

Price, T. A. (January 25, 2013). Critical uses of history: A memory of Howard Zinn and video journalism in the International Journal of Social Education: Special Issue on Howard Zinn. Rob J. Helfenbein and Rose A. Jackson co-editors. 123-41. https://files.eric.ed.gov/fulltext/EJ986264.pdf

Jagla, V., Lukenchuk, A., and Price, T. A., "Imagining a Better World: Service-Learning as Benefit to Teacher Education" (2010). International Journal of Research on Service-Learning in Teacher Education. Reposted inFaculty Publications. Paper 72. Available here:

            http://digitalcommons.nl.edu/faculty_publications/72

Price, T. A. (2007). Secular Humanism vs. Religion? The Liberal Democratic Education Tradition and the Battle over Vouchers in the USA. Forum on Public Policy, 2007(2), 1–35. https://forumonpublicpolicy.com/archivespring07/price.pdf  

Price, T. A. (2000). Wiring the world: Ameritech’s monopoly on the virtual classroom in Campus Inc. Corporate Power in the Ivory Tower. Geoffry D. White and Flannery C. Hauck co-editors. (pp. 218-234) Amherst, N.Y: Prometheus Books.

 

Conference Presentations:

Price, T. A. & Castner, D. (February 22, 2020). Content After Currere: Instrumentality, Criticality, and the Meaning of Education. Rehumanizing Education: An Open Proseminar. National Louis University-Chicago.

Price, T. A. (October 20-24, 2019). Populism and Educational Policies in the Americas: The Threat to Public Education in the Bolsonaro, Trump, Macri, and Obrador Governments. Symposium presentation at the National Association of Graduate Studies and Research in Education (ANPEd), American Education Research Network. Federal University Fluminense, Niterói, Rio de Janeiro state, Brazil.

Price, T. A., Castner, D. and Watson, L. (September 3-6, 2019). After Currere: Instrumentality, Criticality and the Meaning of Education in Curriculum Studies. Paper presented at the European Conference of Educational Research (ECER), Philosophy of Education network. University of Hamburg, Germany.

Price, T. A. (June 7-8, 2019). Back to the future from Schön to Grossman: (Re)Teaching Core Practices in Teacher Education. Paper presented online at the European Association of Curriculum Studies (EuroACS) Conference - Curriculum: Origins, trajectories and practices. Maynooth University, Ireland.

Price, T. A. (April 24-27, 2019). The Every Student Succeeds Act. Paper presented online at the 3rd International Limitless Education and Research Symposium (USEAS). Turgutreis, Bodrum-MuÄŸla, Turkey.

Price, T. A. (April 6, 2019). Returning to roots: Education and democratic values in Northern Europe and North America. Discussion group at the DIPF | Leibniz Institute for Research and Information in Education conference: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence American Educational Research Association. Toronto, Canada.

Price, T. A. (October 11-13, 2018). Educational Foundations Knowledge:
Where has it gone?
Keynote speaker presentation at the 6th International Congress on Curriculum and Instruction (ICCI-EPOK 2018)/ Kafkas University Faculty of Education/, Kars.

Price, T. A. (April 19, 2018). The Future of Teacher Education. Keynote speaker presentation at the 27th International Conference on Educational Sciences, Erzurum Atatürk University, NEA (National Education Associations) Platform and Pegem Academy in Antalya, Turkey.

Price, T. A. (2018) Rural Spaces of Longing and Protest. Paper presented for Division B - Curriculum Studies / Division B - Section 5: Place and Praxis (The Places of Curriculum) session at the annual meeting of the American Educational Research Association (AERA), New York City.

Price, T. A. (2018) Life education, curricular reflections, and radical educators. Paper presented for Division B: Curriculum Studies session at the annual meeting of the American Educational Research Association (AERA), New York City.

Zilla, K. and Price, T. A. (2018) The Necessity of Service-Learning Engagement: Dreams, Possibilities, and Realities of Community Engagement as Curriculum. Paper presented for Service-Learning & Experiential Education session at the annual meeting of the American Educational Research Association (AERA), New York City.

Price, T. A. (2017). Putting Advocacy to Work: Student Engagement. American Association of Colleges for Teacher Education, Baltimore, Md.

Price, T. A. (2018). Assessing, Understanding and Promoting Community Engagement: Educating Students for Engaged Citizenry. 2017 Assessment Institute in Indianapolis, IN.

Price, T. A. (2017, April). International Task Force Special Session: Toward a Decolonized Curriculum Future: Reprovincializing Histories of Curriculum Studies Reconceptualization. American Association for the Advancement of Curriculum Studies (AAACS), San Antonio, Texas.

Price, T. A. (2017, April). The Internationalization of Curriculum Studies Taskforce Symposium: Curriculum Questions in International Contextual Spaces. American Association for the Advancement of Curriculum Studies (AAACS), San Antonio, Texas.

Price, T. A. (2017, April). Symposium: Curriculum Epistemicide(s) in Teacher Education. American Association for the Advancement of Curriculum Studies (AAACS), San Antonio, Texas.

Price, T. A. (2017, April). The South matters: Coloniality, deterritorialization and conversation on Paraskeva’s. Facilitated the “Policy and Practice Task Force” forum at the American Association for the Advancement of Curriculum Studies (AAACS), Washington D.C.

Price, T. A. (2016, November 3-5). The Every Student Succeeds Act (2015): Federal Education Policy is Reset. Keynote speaker presentation at the International Educational Administrative Forum, European University of Lefke, Cyprus.

Price, T. A. (2016, June). Rural spaces of longing and protest. Book chapter presentation for the Curriculum Studies Summer Collaborative (CSSC), Savannah, Georgia.

Jagla, A., Lukenchuk, A., Price, T. A., & Zilla, K. (2016, April). Educating for Democracy through Service-Learning Engagement: Service-Learning Habitus Among University Faculty, Students, and Community Partners. Paper presented for Service-Learning & Experiential Education session at the annual meeting of the American Educational Research Association (AERA), Washington D.C.

Price, T. A. (2016, April). Cross-Cultural Dialogues on Public Scholarship: Rethinking Self-Other, Community, and Social Change. Invited discussant for Confucianism, Taoism, Buddhism and Education symposium at the annual meeting of the American Educational Research Association (AERA), Washington D.C.

Price, T. A. (2016, April). Las Etapas de Educacion y Revolucion: Memory, Musing, and Curricular Conversation. Paper presented at the annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS), Washington D.C.

Price, T. A. (2016, April). Multiple Perspectives in Challenging Educational Inequities: The Juncture of Individual Experience, Literacy, and Policy. Invited discussant at the annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS), Washington D.C.

Price, T. A. (2016, April). Curriculum History: An Engaged Discussion and Critique of João Paraskeva’s Recent Books. Invited discussant at the annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS), Washington D.C.

Price, T. A. (2016, April). Reclaiming Democratic Space: A Focus on Educational Policy Using a Curricular Lens. Facilitated the “Policy and Practice Task Force” forum at the American Association for the Advancement of Curriculum Studies (AAACS), Washington D.C.

Price, T. A. (2015, October 22-24). Teachers Teaching Under The Lens: Curriculum Surveillance Using edTPA. Keynote speaker presentation at the Third International Congress on Curriculum and Instruction. Çukurova University, Adana, Turkey.

Price, T. A. (2015, October 16-17). Curricular reflections in the USA: Teaching teachers the edTPA. Paper presentation for the European Conference on Curriculum Studies (ECCS 2015). University of Porto, Portugal.

Price, T. A. (2015, June 30-July 2). Curriculum discourse, visions, and educational missions. Poster presentation for the Symposium Educational Innovations in Countries around the World, Seattle, Washington.

Price, T. A. (2015, May 26-29). Curriculum and Teacher Education Are . . . Politics. Paper presentation at the International Association for the Advancement of Curriculum Studies (IAACS), Ottawa, Canada.

Price, T. A. (2015, April 25). Investigations and Censure: A Current Perspective. Panel presentation at the Spring conference of the Illinois American Association of University Professors (AAUP), St. Augustine College, Chicago, IL.

Price, T. A. (2015, April 17-21). Commercial Club Curriculum: From Common School to Common Core. Paper presentation on panel for Division B - Curriculum Studies Section 5: Historical, Philosophical, and (Inter) Disciplinary Knowledges “Common Core and Legacies of Race/Poverty: Contesting the Promising But Complicated Premise of Comparable Education,” at the annual meeting of the American Educational Research Association (AERA), Chicago.

Price, T. A. (2015, April 15). Neoliberal Conditions: Privatization, Marketization, Zero Tolerance, Audit Culture, Value-Added Measures, Technology and Social Efficiency. Paper presentation on panel at the annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS), Loyola University, Chicago.

Price, T. A. (2015, April 15). Internationalization of Curriculum Studies Task Force Session 2. Discussant. American Association for the Advancement of Curriculum Studies (AAACS), Loyola University, Chicago.

Price, T. A. (2015, April 15). Popularizing public education: Lessons from Tao Xingzhi. Paper presentation for the “Internationalization of Curriculum Studies Task Force.” Convened during the American Association for the Advancement of Curriculum Studies (AAACS), Loyola University, Chicago.

Price, T. A. (2015, March 27-28). Teacher education under the audit culture. PowerPoint presentation on the panel “Capitalist Crisis, Corporate Control and the Undermining of Public Higher Education” at the conference Neoliberalism and Public Higher Education, Lansing, Michigan.

Price, T. A. (November 2014). What are the alternatives to globalization and standardization of curriculum and instruction? What do the USA and China share with respect to progressive education and the curriculum studies? Keynote speaker and paper presentation at the International Conference on Curriculum Consciousness, Curriculum Construction and Curriculum Capacity BuildingCollege of Education, Zhejiang University, Hangzhou, China.

 

Documentaries:

I, with Geoff Berne and Karen Rybold Chin, Northwest Ordinance Productions, co-produced a public television documentary: No Child Left Behind Report, (2005). I was an assistant producer with Progressive Communications Systems of another public television documentary on the Milwaukee Parental Choice Program (MPCP) entitled: Educational Choice?! (1992).

In 2015, Dr. Price and Phil Haney screened their documentary, Right to Work for Le$$ to a labor group in Kenosha, Wisconsin. Previous documentaries, available through www.worldcat.org are listed below in chronological order. 

The following documentaries are available on WorldCat:

Neill, M., Price, T. A., Chin, K. R., & On the Earth Productions. (2007). Monty Neill. Oconomowoc, WI: On the Earth Productions, LLC.

Price, T. A., Chin, K. R., & On the Earth Productions. (2006). No Child Left Behind reports. Oconomowoc, WI: On the Earth Productions, LLC.

Hirsch, E. D., Ravitch, D., Walsh, K., Finn, C. E., Bracey, G. W., Doyle, D. P., Cortese, T., Thomas B. Fordham Foundation. (2006). Checkers and me: Beyond the basics. Oconomowoc, WI: On the Earth Productions, LLC.

Price, T. A., Berne, G., Chin, K. R., Northwest Ordinance Productions., & On the Earth Productions. (2005). No Child Left Behind report. Oconomowoc, WI: Northwest Ordinance Productions.

Garvey, E., Mitchell, C., Schmitz, T., Ketteler, G., & On the Earth Productions. (2000). A matter of fact. Educational choice? Oconomowoc, WI: On the Earth Productions, LLC. 

 

Grants and Contracts (most recent):

 2020    Excellence in Research, Scholarship, and Inquiry

2019    Invited, Educational Theorizing Project

2018    Faculty Fellow – Service Learning and Civic Engagement Consortium

2016    NLU Seed Grant: Understanding & Promoting Readiness for NLU Community Engagement

2010s   (FIPSE) Fund for the Improvement of Postsecondary Education (Twice) grant recipient

2000s   Recipient of several faculty development grants, National College of Education

2001    Instructor with federal program PT3 (Professional Teachers Training in Technology)

Contact Information:

Contact Information: 

National Louis University c.o. Todd Alan Price 
1000 Capitol Drive #263
Wheeling, Illinois 60090 

E-mail: tprice@nl.edu
Phone and fax: 847-947-5570 

Locations
  • CHICAGO DOWNTOWN CAMPUS

    NLU’s Chicago campus on South Michigan Avenue occupies five floors of the historic Peoples Gas Building. This landmark building, across the street from the Art Institute of Chicago and Grant Park, is easily accessible by train, bus and car and is surrounded by restaurants, parking lots/garages and shops.

    122 S. Michigan Avenue
    Chicago, IL 60603
    (888) 658.8632
    Info » | Directions »
  • ELGIN

    Conveniently located in a fast-growing business district off I-90 and Route 31, NLU Elgin features 10 classrooms with high-tech media equipment; a computer lab with high-speed Internet access; two conference rooms; and comfortable student lounges. Parking is free at this recently remodeled and upgraded teaching site, which now includes wireless Internet access.

    620 Tollgate Road
    Elgin, IL 60123
    (888) 658.8632
    Info » | Directions »
  • NORTH SHORE

    Opened in the summer of 2006, NLU North Shore at Skokie is a state-of-the-art modern campus located just off the Edens Expressway near the Old Orchard Shopping Center. The campus includes 44 wireless classrooms equipped with high-tech media equipment; four computer labs with high-speed Internet access, including a walk-in lab in the library; six conference rooms; a public café for beverages and snacks; a student welcome center; a library for research and study; and multiple, comfortable student lounge areas.

    5202 Old Orchard Road
    Skokie, IL 60077
    (888) 658.8632
    Info » | Directions »
  • LISLE

    Located just minutes from the East-West Tollway (I-88), NLU Lisle features 42 wireless classrooms equipped with high-tech media equipment; four computer labs with high-speed Internet access, including a separate walk-in lab in the library; a café for beverages and snacks; a student welcome center; a library for research and study; conference rooms; and six comfortable student lounge areas with wireless access.

    850 Warrenville Road
    Lisle, IL 60532
    (888) 658.8632
    Info » | Directions »
  • WHEELING

    Located in one of Chicago's major northwest suburbs, the newly renovated NLU Wheeling includes 20 classrooms with high-tech media equipment, four conference rooms, four computer labs with high-speed Internet access, large student lounge areas with wireless capabilities and interactive video capabilities, and an extensive research library. The site also houses the university library research collection.

    1000 Capitol Drive
    Wheeling, IL 60090
    (888) 658.8632
    Info » | Directions »
  • FLORIDA (TAMPA)

    Established in 1988 and located in one of Tampa's major business districts, NLU's Florida Regional Center serves students in 13 counties in central Florida. In addition to its classrooms, the National Louis University Tampa Regional Center features a computer lab, student lounges, and conference room.

    5110 Sunforest Drive, Suite 102
    Tampa, FL 33634
    (800) 366.6581
    Info » | Directions »