Adam Attwood

Dr. Attwood is an educator and scholar with extensive experience in instructional design, educational research, and teacher leadership. He teaches in several degree programs and, as an educational researcher, specializes in survey and case study methodologies, using qualitative, quantitative, and mixed methods techniques. Dr. Attwood has held leadership roles such as humanities & social studies department chair at the middle and high school levels. His involvement in leading extracurricular activities included serving as a K-12 scholastic chess coach and a high school Model United Nations coach.

Dr. Attwood has held K-12 teaching licenses in multiple states: Washington (5-12 Social Studies, 5-12 English Language Arts, K-12 Visual Arts), Missouri (9-12 & 5-9 Social Science, 9-12 English, 5-9 Language Arts, K-12 Art, B-3 Early Childhood Education), and Tennessee (6-12 History). He earned his PhD from Washington State University and two master’s degrees and bachelor’s degree from Eastern Washington University and completed 70 credits of coursework with the Leader’s Scholarship at Gonzaga University. His internships have included work in the decorative arts at a museum, a public library special collection, and a state digital archive.

• K-12 Teacher Leadership

• Social Cognitive Theory

• Social Learning Theory

• Philosophy of Education

• Teacher Education

• Humanities Curriculum K-12

• Interdisciplinary Education

• Teaching and Learning with Museums

• Cultural Studies of Technology

• School Culture

• Classroom Management

• Attwood, A. I. (2018). Social aesthetics and the school environment: A case study of the chivalric ethos. Palgrave Macmillan. https://link.springer.com/book/10.1007%2F978-3-319-60345-2 

• Moore, J. A., Attwood, A. I., & Campbell, M. R. (Eds.). (2022). Teaching the struggle for civil rights, 1977–Present. Peter Lang. https://doi.org/10.3726/b19674 

• Attwood, A. I. (Ed.). (2024). Comics and graphic novels – International perspectives, education, and culture. IntechOpen. https://doi.org/10.5772/intechopen.1001508

• 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. https://doi.org/10.4018/979-8-3693-9035-1.ch009 

• 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. (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. https://doi.org/10.1007/978-981-97-3418-4_12  

• Attwood, A. I. (2023). Linking five-paragraph essays, seminars, and differentiated projects in secondary school humanities curriculum. In J. VanSlander (Ed.), Instructional leadership efforts and evidence-based practices to improve writing instruction (pp. 257-289). IGI Global. https://doi.org/10.4018/978-1-6684-8661-0.ch011 

• 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. https://doi.org/10.1163/9789004438064_012

• 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. https://doi.org/10.4018/978-1-7998-3737-4.ch010   

• Attwood, A. I. (2021). Reflecting on intellectual risk-taking and empathy using Sebald’s The Emigrants for teaching during social distancing. In K. J. Fasching-Varner, S. T. Bickmore, D. G. Hays, P. G. Schrader, D. L. Carlson, & D. Anagnostopoulos (Eds.), The corona chronicles: Necessary narratives in uncertain times (pp. 171-174). DIO Press.

• Rud, A. G., & Attwood, A. (2016). Dewey Lab School at the University of Chicago. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 480-484). Springer. https://link.springer.com/referenceworkentry/10.1007%2F978-981-287-532-7_46-1  

• Attwood, A. I., & Rud, A. G. (2016). Fostering educational equity through aesthetics: A dialogue in the styles of creativity. In J. Diem (Ed.), The social and cultural foundations of education: A reader (1st ed., pp. 58-73). Cognella. https://www.worldcat.org/title/social-and-cultural-foundations-of-education-a-reader/oclc/957235247

• Attwood, A. I. (2014). Implementing virtual museums in the social studies classroom: An apprenticeship model. In F. Parkay, E. Anctil, & G. Hass (Eds.), Curriculum leadership: Readings for developing quality educational programs (10th ed., pp. 390-394). Pearson. https://www.worldcat.org/title/curriculum-leadership-readings-for-developing-quality-educational-programs/oclc/899643646

• 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), 1–23. https://scholarworks.sfasu.edu/slr/vol18/iss2/6/

• Attwood, A. I. (2024). A perspective on psychological factors affecting the emotional labor of teachers. Frontiers in Education, 9(1291698), 1–14. https://doi.org/10.3389/feduc.2024.1291698  

• Attwood, A. I. (2023). A content analysis of secondary school department leader position descriptions: Implications for teacher leadership. International Journal of Curriculum Development and Learning Measurement, 4(1), 1–17. https://doi.org/10.4018/IJCDLM.320521 

• Attwood, A. I. (2022). A conceptual analysis of the semantic use of multiple intelligences theory and implications for teacher education. Frontiers in Psychology, 13(920851), 1–7. https://doi.org/10.3389/fpsyg.2022.920851 

• 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. https://doi.org/10.1080/1045988X.2021.2002248

• 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. https://doi.org/10.18848/1835-2014/CGP/v15i02/79-95 

• Attwood, A. I. (2021). A perspective on the educational psychological value of Jurassic Park and similar films for bioethics discussions. Frontiers in Education, 6(618725 section Educational Psychology), 1-6. https://doi.org/10.3389/feduc.2021.618725

• Attwood, A. I. (2021). Implications of preservice teachers’ perceptions of the visual arts for educator preparation: Measuring grammatical person usage in a survey. International Journal of Curriculum Development and Learning Measurement, 2(2), 10-28. https://doi.org/10.4018/IJCDLM.2021070102  

• McConnell, J. R., III, Teske, A. H., Attwood, A. I., & Barron, L. L. (2021). Preservice teachers’ performance and confidence in their readiness to teach: An exploratory study. SRATE Journal, 30(1), 1-11. https://eric.ed.gov/?id=EJ1305844 

• Attwood, A. I. (2021). An anecdotal case study in psychological anthropology of two retired middle school teachers’ perceptions of classroom life in the United States. Frontiers in Education, 6(655457). https://doi.org/10.3389/feduc.2021.655457 

• Attwood, A. I. (2021). Re-evaluating the idea of Gestalt psychology for assessment theory in teacher education. Psychreg Journal of Psychology, 5(1), 85-90. http://doi.org/10.5281/zenodo.4895446 

• Attwood, A. I. (2021). A study of anecdotal student response to virtual art museums in online history courses. The Northwest eLearning Journal, 1(1), 1-15. https://doi.org/10.5399/osu/nwelearn.1.1.5599

• 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. https://doi.org/10.1080/00228958.2020.1813520

  Attwood, A. I., Bruster, B. G., & Bruster, B. G. (2020). An exploratory study of preservice teacher perception of virtual reality and artificial intelligence for classroom management instruction. SRATE Journal, 29(2), 1-9. https://eric.ed.gov/?id=EJ1268557

• Attwood, A. I. (2020). Changing social learning theory through reliance on the internet of things and artificial intelligence. Journal of Social Change, 12, 103-111. https://doi.org/10.5590/JOSC.2020.12.1.08

• Attwood, A. I. (2020). Contextualizing aesthetics as social engagement for teacher education. Journal of Social Change, 12, 19-31. https://doi.org/10.5590/JOSC.2020.12.1.03

• Attwood, A. I., & Samadi-Dana, S. (2023). Teachers' perceptions of videoconferencing and smartphones in a retrospective analysis 2009-2020: An educational Social Internet of Things framework. 2023 11th International Conference on Information and Education Technology (ICIET), 332–338. https://doi.org/10.1109/ICIET56899.2023.10111208