Adam Attwood

Dr. Adam Attwood's research examines the history of education, educational institutions and school environments, social studies education, and the relationships among education, identity, labor, and social change. Trained in American history and educational research, Dr Attwood draws on archival research, historical and hermeneutical interpretation, and qualitative and mixed methods. His scholarship includes work on American labor history and education, educational philosophy, teacher experience, museum and public history education, and school culture. Attwood is the author of Social Aesthetics and the School Environment: A Case Study of the Chivalric Ethos (Springer/Palgrave Macmillan, 2018) and editor of Teaching Labor History in the United States, 1850–2020 (Peter Lang, 2026). Before his current faculty work, Attwood taught history and teacher education at the college level and social studies in grades 6–12, where he also served as a social studies department chair. His professional background also includes work in a state archive, museum, library special collections, and an LGBTQ+ resource center at an R1 university, as well as curriculum and program leadership in social studies and history education.

View Dr. Attwood's ORCID Profile

• History of Education

• Social Studies and History Education

• Educational Institutions and School Environments

• American Labor, Gender, and Social History

• Educational Philosophy and Historical Interpretation

• Teacher Experience and Teacher Labor

• Museum, Archival, and Public History Education

• Cultural Studies of Education

• Mixed Methods and Qualitative Research

Selected Publications

Monograph

• Attwood, A. I. (2018). Social aesthetics and the school environment: A case study of the chivalric ethos. Springer/Palgrave Macmillan.

Edited Volumes

• Attwood, A. I. (Ed.). (2026). Teaching labor history in the United States, 1850–2020 (Vol. 9, Teaching Critical Themes in American History Series). Peter Lang.

• Moore, J. A., Attwood, A. I., & Campbell, M. R. (Eds.). (2022). Teaching the struggle for civil rights, 1977–present (Vol. 3, Teaching Critical Themes in American History Series). Peter Lang.

Peer-Reviewed Journal Articles

• Attwood, A. I. (2024). A perspective on psychological factors affecting the emotional labor of teachers. Frontiers in Education, 9, Article 1291698.

• Attwood, A. I., Bruster, B. G., McConnell, J. R., III, Barnett, L. D., & Maldonado, C. M. (2024). K-12 school administrator candidates' perceptions of their roles in supporting teachers to address adverse childhood experiences. School Leadership Review, 18(2), Article 6.

• Attwood, A. I., Barnes, Z. T., Jennings-McGarity, P. F., & McConnell, J. R., III. (2022). Preservice teacher perceptions of adverse childhood experiences: An exploratory study for an educator preparation program. Preventing School Failure: Alternative Education for Children and Youth, 66(2), 160–166.

• Attwood, A. I. (2022). A conceptual analysis of the semantic use of multiple intelligences theory and implications for teacher education. Frontiers in Psychology, 13, Article 920851.

• Attwood, A. I. (2022). A case study of museum context in American popular culture in the late twentieth century to the early twenty-first century. The International Journal of the Inclusive Museum, 15(2), 79–95.

• Attwood, A. I., & Gerber, J. L. (2020). Comic books and graphic novels for the differentiated humanities classroom. Kappa Delta Pi Record, 56(4), 176–182.

Book Chapters

• Christensen, N., & Attwood, A. I. (2026). Teaching LGBTQ+ labor history through sociological perspectives. In A. I. Attwood (Ed.), Teaching labor history in the United States, 1850–2020 (Teaching Critical Themes in American History Series Vol. 9, pp. 187–200). Peter Lang.

• Attwood, A. I. (2026). The Women's Bureau: Advancing women's labor rights in the 1920s. In A. I. Attwood (Ed.), Teaching labor history in the United States, 1850–2020 (Teaching Critical Themes in American History Series Vol. 9, pp. 73–100). Peter Lang.

• Attwood, A. I. (2025). Ethics implications of artificial intelligence for K-12 schools: Combining Dewey's pragmatism with Freire's critical lens. In S. Chakraborty (Ed.), Human values, ethics, and dignity in the age of artificial intelligence (pp. 191–212). IGI Global.

• Attwood, A. I. (2025). Conceptualizing historic preservation planning with curatorial management through a critical-educational conceptual framework. In S. Hemeda (Ed.), Safeguarding the world culture heritage – Advances and new perspectives (pp. 115–130). IntechOpen.

• Attwood, A. I. (2024). Time as a finite resource in education: Theorizing temporality in school culture. In D. R. Cole, M. Mirzaei Rafe, & G. Y. A. Yang-Heim (Eds.), Educational research and the question(s) of time (pp. 209–229). Springer. 

• Attwood, A. I., Short, D. F., & Short, P. C. (2024). Using socio-cultural STEM to investigate moral and ethical issues: Teaching bioethics. In C. R. Pryor & R. Kang (Eds.), Society, culture, and STEM: A model for student engagement and teacher collaboration (pp. 178–198). Rowman & Littlefield.

• Attwood, A. I. (2022). Teaching civil rights law in middle school and high school civics curriculum. In J. A. Moore, A. I. Attwood, & M. R. Campbell (Eds.), Teaching the struggle for civil rights, 1977–present (Teaching Critical Themes in American History Series Vol. 3, pp. 231–239). Peter Lang.

• Attwood, A. I. (2021). Experiencing art and social science: A multimodal poetic perception of social ecological cohesion. In P. L. Maarhuis & A. G. Rud (Eds.), Imagining Dewey: Artful works and dialogue about Art as Experience (pp. 187–203). Brill.

• Attwood, A. I. (2021). A history of the United States Women's Bureau 1917–1930: Economic opportunity and immigration. In S. Dixit & S. Moid (Eds.), Women empowerment and well-being for inclusive economic growth (pp. 139–157). IGI Global.

• Rud, A. G., & Attwood, A. I. (2016). Dewey Lab School at the University of Chicago. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 480–484). Springer.