Associate Professor, Social Science Education, and Director of Graduate Studies
Anthony Pellegrino is associate professor of social science education at the University of Tennessee. He became teacher educator after 10 years as a high school social studies teacher and three years as a school administrator. Anthony earned a BA and teaching credentials in secondary social science education at Flagler College in St. Augustine, Florida. After teaching for eight years in adult education and high school social studies, Anthony completed a master’s degree in education leadership at the University of North Florida in Jacksonville. This degree led to opportunities to serve as a school administrator where he worked in support of curriculum and instruction. After three years, he began work on his doctorate degree at Florida State University in middle and secondary social science education. Upon completion of this degree, Anthony returned to work for two years at an urban high school in Jacksonville, Florida before beginning work as a teacher educator, specializing in social science education. Anthony joined the faculty in the department of Theory & Practice in Teacher Education at the University of Tennessee in August, 2016.
Since becoming a teacher educator, Anthony Pellegrino has been involved in numerous research opportunities focused on social studies education in which his goal is to explore significant questions related to how students know history and social studies as well as how best to teach secondary social studies students. His specific research agenda has often focused on examining how innovative learning strategies—including multimodal instruction, youth-centered pedagogies, and under-utilized primary resources—impact student engagement and performance in social studies based largely on tenets of historical thinking. Anthony has also related this work to the broader field of teacher education where he has explored, for example, the ways preservice teachers conceptualize theory into practice that aligns with the vision of schooling as a place of becoming and empowerment. Anthony’s commitment to research in both fields enables him to seek connections that frame inquiries as he continues to develop his identity as an education researcher and teacher educator.
Doctor of Philosophy, (Middle and Secondary Education, Social Science), Florida State University
Masters of Education (Education Leadership), University of North Florida
Bachelors of Art in Education (Social Science Education 6-12), Flagler College
History/Social Studies/Teacher Education Disciplinary Service
- Council for the Accreditation of Educator Preparation (CAEP) National Site Visitor June 2019-June 2022
- Council for the Accreditation of Educator Preparation (CAEP) National Reviewer 2016-present
- Professional Development Workshop, Knox County, TN, August 2018/May 2019
- Forming School/University Partnerships to Learn and Teach with Primary Sources
- Sponsored by U.S. Library of Congress/Teaching with Primary Sources Program
- Professional Development Workshops, Campbell County, TN Social Studies Teachers, January 2018
- Disciplinary & Critical Literacy in Middle and High School Social Studies
- Effective Social Studies in Elementary Classrooms
- Research Mentor: Advanced Placement Capstone Research Program, 2017-present
- Program Reviewer, National Council for the Social Studies (NCSS)/Council for the Accreditation of Educator Preparation (CAEP), 2016-present
- University of Tennessee, Theory & Practice in Teacher Education Community Relations Committee, Co-Chair, 2018-present
- University of Tennessee, Theory & Practice in Teacher Education, Art Education Search Committee, Clinical Faculty, 2018-2019
- University of Tennessee, Theory & Practice in Teacher Education, Art Education Search Committee, 2017-2018
- University of Tennessee, Theory & Practice in Teacher Education Community Relations Committee, 2017-2018
- Role: Faculty Representative
- University of Tennessee, Theory & Practice in Teacher Education Mission/Strategic Committee, 2016-present
- Role: Member
- University of Tennessee, Theory & Practice in Teacher Education Lesson Plan Rubric Committee, 2016-present
- Role: Member
d’Erizans, A. & Pellegrino, A. (2019, April). Fathoming the Holocaust through Historical Empathy. History Matters!
Magliocca, A., Pellegrino, A., & Adragna, J. L. (2019). Operation AJAX: An investigation into the 1953 Iranian Coup d’état. Social Education 83(1), 35-42.
Kenna, J., & Pellegrino, A., (2018). Digital Tools in Social Studies. Journal of Adolescent and Adult Literacy 61, 701-708. doi: 10.1002/jaal.750
Pellegrino, A., Gallagher, M., & Peters, E. E. (2018). Considering the Nature and History of Science in Secondary Science Textbooks. The High School Journal, 102(1).
Schrum, K., Sleeter, N. Pellegrino, A., & Tyong Vy Sharpe, C. (2018). Teaching hidden history: Student outcomes from a distributed hybrid history course. The History Teacher 51, 573-596.
Pellegrino, A., d’Erizans, A., & Adragna, J. (2017). “From a vibrant city to a warzone”: Shostakovich’s 7th Symphony as a means to foster historical empathy. The Journal of Social Studies Research 42(4). doi: 10.1016/j.jssr.2017.09.002
Aponte-Martinez, G. & Pellegrino, A. (2017). Youthscaping our classrooms: Nurturing youth civic agency through youth-centered pedagogies. The Social Studies, 108(3), 1-12. doi: 10.1080/00377996.2017.1224391
Pellegrino, A. & Weiss, M. P. (2017). Examining collaboration in teacher preparation and clinical practice. Action in Teacher Education, 39. doi: 10.1080/01626620.2017.1282894
Daoud, N., Pellegrino, A., & Zenkov, K. (2017). Power, citizenship, and practice through project-based clinical experience. The Journal of Adolescent and Adult Literacy, 60, 471-474. doi: 10.1002/jaal.605
Weiss, M.P., Pellegrino, A., & Brigham, F. (2017). Practicing collaboration in teacher education: Effects of learning by doing together. Teacher Education and Special Education. 40(1), 65-76. doi: 10.1177/0888406416655457. Impact Factor: 0.881
Walton, J. B., Rankin, B.D., Peters Burton, E.E., Pellegrino, A., Drake-Patrick, J., & Johnson, C.C (2019). STEM Roadmap: Radioactivity. In C.C. Johnson, J.B Walton, & E.E. Peters Burton (Eds.). Radioactivity in the Represented World, STEM Roadmap for High School, Grade 11 (pp. 23-164). Arlington, VA: NSTA Press.
Pellegrino, A., Daoud, N., & Zurawski, L. (2018). Citizenship & Power: Perspectives from a Critical, Project-Based Clinical Experience. In K. Zenkov & K. E. Pytash (Eds). Clinical Experiences in Teacher Education: Critical, Project-Based Interventions in Diverse Classrooms (pp. 191-207). New York: Routledge.
Peters Burton, E.E., Pellegrino, A., Rankin, B. D., Drake-Patrick, J., Poland, S., Walton, J.B., & Johnson, C.C (2018). STEM Roadmap: Construction Materials. In C.C. Johnson, J.B Walton, & E.E. Peters Burton (Eds.). Construction Materials, STEM Roadmap for High School, Grade 11 (pp. 23-69). Arlington, VA: NSTA Press.
Weiss, M.P., Pellegrino, A., & Regan, K. (2018). Collaboration in Teacher Training: Hurdles Crossed, Lessons Learned. In K. Kossar, K. Mitchem, & J. Goeke (Eds.). Redesigning Special Education Teacher Preparation: Challenges and Solutions (pp. 81-95). New York: Routledge.
Recent Sponsored Projects
Kenna, J. L., Alderman, D. H. & Pellegrino, A. (2017-2019). Leveraging disciplined inquiry to support student reading, writing, and thinking in history and geography. Tennessee Higher Education Commission: Improving Teacher Quality Grant, $74,770.
Pellegrino, A. (2017-2019). Forming School/University Partnerships to Learn and Teach with Primary Sources. U.S. Library of Congress: Teaching with Primary Sources. $20,000.00.