Faculty & Staff

Joshua Radinsky, PhD

Associate Professor

Joshua Radinsky's research applies cultural-historical activity theory to the study of teaching and learning with data visualizations, with a focus on historical and social inquiry. His research methods are design-based, using the process of designing and adapting learning environments -- curriculum, instruction, software, data inscriptions -- as a window through which to analyze how people learn, individually and socially.This research informs, and is informed by, professional development and teacher education in the social sciences, and studies of the social contexts of schooling in big cities like Chicago. 

Education

2000 - PhD, Northwestern University, Learning Sciences
1985 - BA, University of Michigan, Comparative History

Research & Teaching Interests

How do students learn to reason with visual information?  My research applies cultural-historical activity theory to the study of teaching and learning with data visualizations, with a focus on historical and social inquiry. 

My research methods are design-based, using the process of designing and adapting learning environments -- curriculum, instruction, software, data inscriptions -- as a window through which to analyze how people learn, individually and socially. 

This research informs, and is informed by, professional development and teacher education in the social sciences, and studies of the social contexts of schooling in big cities like Chicago.

Selected Publications

Goldman, S., Radinsky, J., Tozer, S. and Wink, D. (2010). Learning as inquiry. To appear in E. Baker, B. McGraw, & P. Penelope (Eds), The International Encyclopedia of Education, 3rd ed. Oxford: Elsevier.

Radinsky, J., Alamar, K., & Oliva, S. (2010). Camila, the earth, and the sun: Constructing an idea as shared intellectual property. Journal of Research in Science Teaching. 

Radinsky, J. (2010). Building nuanced historical narratives around geographic data. In ONeill, Polman, Kolikant & Radinsky (Contributors) symposium, Understanding a future with multiple pasts: Projects on meta-historical understanding. In Proceedings of the International Conference of the Learning Sciences, June 2010.

Cunningham, C., Smolin, L., McPherson, S., Lawless, K., Radinsky, J., Brown, S., & Zumpano, N. (2009). Working with outside leaders and partners for technology integration. In A. Borthwick & M. Pierson (Ed.), Learning, Teaching and Educational Technologies: Models for Successful Professional Development. ISTE Publications. 

Singer, M., Radinsky, J. & Goldman, S. (2008). The role of gesture in meaning construction. Discourse Processes, 45(4), 365-386. 

Radinsky, J., Loh, B. & Lukasik, J. (2008). GIS tools for historical inquiry: Issues for classroom-centered design. Journal of the Association of History and Computing, XI(2).

Radinsky, J. (2008). GIS for History: a GIS learning environment to teach historical reasoning. In Alibrandi, M. & A. Milson (Eds.), Digital Geography: Geo-spatial Technologies in the Social Studies Classroom: 99-117. Greenwich, CT: Information Age Publishing.

Radinsky, J., Goldman, S., & Singer, M. (2008). Students' sense-making with visual data in small-group argumentation. In Proceedings of the International Conference of the Learning Sciences (June 2008).

Fleming, J., Chou, V., Radinsky, J., & Roarty, D. (2007). Building teacher preparation relationships with schools: Going where schools need teachers most. ED: Data briefings on teacher preparation in Chicago area schools, 2(1):1-4. Chicago IL: University of Illinois at Chicago College of Education.

Radinsky, J., Alamar, K., Leimberer, J., Rodriguez, C., and J. Trigueros (2005). Science Investigations with GIS: Helping Students Develop the Need to Know More. Spectrum: Journal of the Illinois Science Teachers' Association, 31 (2): 34-42. 

Radinsky, J., Smolin, L. I., and K. Lawless (2005). Collaborative Curriculum Design as a Vehicle for Professional Development. In Vrasidas, C. and G. Glass (Eds), Preparing Teachers to Teach with Technology: 369-380. Current Perspectives on Applied Information Technologies. Greenwich, CT: Information Age Publishing.

Radinsky, J., Bouillion, L., Lento, E. M., and Gomez, L. M. (2001). Mutual benefit partnership: A curricular design for authenticity. Journal of Curriculum Studies, 33 (4): 405-430.

Loh, B., Reiser, B. J., Radinsky, J., Edelson, D. C., Gomez, L. M., and S. Marshall. (2001). Developing Reflective Inquiry Practices: A case study of software, the teacher, and students. In K. Crowley, C. Schunn, & T. Okada (Eds.), Designing for Science: Implications from Everyday, Classroom, and Professional Settings. Mahwah, NJ: Erlbaum. http://www.ls.sesp.nwu.edu/sible/papers/loh_devrefinq.pdf

Radinsky, J. (2000). Making sense of complex data: A framework for studying students' development of reflective inquiry dispositions. Learning Sciences. Doctoral dissertation, Northwestern University, Evanston IL: 349. http://www.uic.edu/educ/bctpi/radinskydocs/RadinskyDissertation.pdf

Honors & Awards

2010 - National Science Foundation's Early Career Award

Professional Affiliations & Activities

American Migrations, Project Director and PI

GIS for History, Project Director and PI

Teaching & Learning with GIS, Project Director and PI

Teachers Infusing Technology in Urban Schools, curriculum facilitator and co-PI