Faculty Profiles

• Social Studies Education
• Citizenship Education
• International and Global Education
• Comparative Education
• Constructivist Theory

Selected Publications

• Rapoport, A. (in press). Globalization and citizenship education. In J. Zajda (Ed.), Globalization, education, and policy research handbook. Springer
• Zajda, J. & Rapoport, A. (in press). Citizenship education, globalization, and advances in technology. Springer.
• Yetisensoy, O. & Rapoport, A. (in press). The use of novel artificial intelligence technologies in social studies education: Focus on chatbots. Journal of International Social Studies
• Williams, J., Cruz, B., & Rapoport, A. (2024). Teaching with a global perspective: Approaches and strategies for secondary social studies teachers. National Council for the Social Studies
• Zajda, J. & Rapoport, A. (2024). Discourses of globalisation, active citizenship and education. Springer
• Rapoport, A. (2024). Research trends in active citizenship education. In J. Zajda and A. Rapoport, (Eds.), Discourses of globalisation, active citizenship and education, (pp. 151-161). Springer.
• Rapoport, A. (2023). Tearing human minds in pieces: The power of hypocrisy and the hypocrisy of power. In: F. P. Doppen & T. Fuss Kirkwood-Tucker (Eds.), The power of oral history narratives: Lived experiences of international global scholars and artists in their native country and after their immigration to the United States, (pp. 179-194). Information Age Publishing.
• Rapoport, A. (2023). Civic and citizenship education in context: The influence of IEA studies on national curricula. [Review of the book Influence of the IEA Civic and Citizenship Education Studies: Practices, Policy, and Research Across Countries and Regions by B. Malak-Minkiewicz & J. Torney-Purta, Eds.].
• Yetişensoy, O. & Rapoport, A. (2023). Artificial intelligence literacy teaching in social studies education. Journal of Pedagogical Research, 7(3), 100-110. https://doi.org/10.33902/JPR.202320866
• Rapoport, A. & Demir, V. (2022). Social studies teachers’ interpretations of global citizenship. Journal of Social Studies Education Research, 13(4), 1-23.
• Rapoport, A. (2021). Human rights and global citizenship in social studies standards in the United States. Human Rights Education Review, 4(1), 111-132
• Myers, J. & Rapoport, A. (2021). Citizenship and democratic education in the time of rising nationalism: Theory, research and practice. Citizenship, Teaching & Learning, 16(3), 297-299.
• Rapoport A. (2021). The changing meaning of citizenship and identity and a perspective model of citizenship education. In Zajda J. & Majhanovich S. (Eds.), Globalisation, cultural identity and nation-building. Globalisation, comparative Education and policy research (pp. 37-50). Springer, Dordrecht
• Ozturk, T., Rapoport, A., & Ozturk, F. (2021). Civic education in higher education: “Project Citizen” sample. Education Policy Analysis and Strategic Research, 16(2), 382-401.
• Rapoport, A. (2020). The impact of the C3 Framework on the development of global dimensions in citizenship education in state social studies standards. In J. P. Myers (Ed.), Research on teaching global issues: Pedagogy for global citizenship education (pp. 74-92). Charlotte, NC: Information Age Publishing.
• Rapoport, A. (2020). Development of global identity in the social studies classroom. Journal of Social Studies Education Research, 11(1), 1-20.
• Rapoport, A. (2020). Technologization of global citizenship education as response to challenges of globalization. Research in Social Sciences and Technology, 5(1), i-viii.
• Rapoport, A. & Yemini, M. (2019). Citizenship, identity, and education: Re-imagining the contested terrain. Education, Citizenship, and Social Justice, 15(1), 3-9
• Kovalchuk, S. & Rapoport, A. (2019). Democratic citizenship education in non-Western contexts. London: Routledge.
• Rapoport, A. (2019). National and global in citizenship education. In A. Rapoport (Ed.), Competing Frameworks: Global and National in Citizenship Education (pp. 1-10). Charlotte, NC: Information Age Publishing.
• Rapoport, A. (2019). Competing frameworks: Global and national in citizenship education. Charlotte, NC: Information Age Publishing.
• Kovalchuk, S. & Rapoport, A. (2018). Democratic citizenship education in non-Western contexts: Implications for theory and research. Compare: A Journal of Comparative and International Education, 48(3), 339-349.
• Rapoport, A. (2018). Human rights education and democracy. Human Rights Education Bulletin. 1, 36-38
• Rapoport, A. (2017). Perception of global citizenship among international participants of study abroad programs. World Studies in Education, 18(1), 5-22
• Rapoport, A. (2017). McNess, E., Crossley, M., and Arthur, L. Revisiting insider-outsider research in comparative and international education (Bool review). Teachers College Record, Date Published: June 08, 2017 http://www.tcrecord.org ID Number: 22032
• Rapoport, A. (2017). Can we teach democracy: An introduction. In G. Kostaki, S. Zakharia, and A. Borshevsky. (Eds.),Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (pp. 4-7). Komrat: Institute for Democracy.
• Rapoport, A. (2016). Patriotic education in Russia: The perception of patriotism among secondary school teachers. Journal of International Social Studies, 6(2), 109-124
• Rapoport, A. (2016). In search of framework for teaching global citizenship and social justice. In J. Phillion, S. Sharma, & J. Rahatzad (Eds.), Internationalizing teaching and teacher education for equity, (pp. 39-56). Charlotte, N.C.: Information Age Publishing.
• Rapoport, A. (2015). Education reform and civic identity construction in Russia. Russian-American Education Forum, 7(3), n/p (Available at: http://www.rus-ameeduforum.com/content/en/?task=art&article=1001154&iid=23 )
• Rapoport, A. (2015). Global citizenship education: Classroom teachers’ perspectives and approaches. In M. Merryfield, T. Augustine, & J. Harshman (Eds.), Research in global citizenship education (pp. 119-136). Charlotte, NC: Information Age Publishing
• Rapoport, A. (2015). Facing the challenge: Obstacles to global and global citizenship education in US schools. In J. Zajda (Ed.), Nation-building and history education in a global culture (pp. 155-170). Dordrecht: Springer
• Rapoport, A. (2015). Global aspects of citizenship education: Challenges and perspectives. In B. Maguth & J. Hilburn (Eds.), The state of global education: Learning with the world and its people (pp.27-41). New York: Routledge.
• Rapoport, A. (2015). Challenges and opportunities: Resocialization as a framework for global citizenship education. In J. Zajda (Ed.), Globalization, ideology and politics of education reform (pp. 11-25). Dordrecht: Springer
• Dundar, S., & Rapoport, A. (2014). Elementary students’ attitudes toward social studies, math, and science: An analysis with the emphasis on social studies. The Councilor: A Journal of Social Studies, 75(2), 1-11.
• Rapoport, A. & Borshevsky, A. (2014). Multicultural education as a necessary condition to combat anti-Semitism. In E. Brick (Ed.) Annals of Judaica Institute #5 (pp. 9-16). Chisinau: Judaica Institute.
• Rapoport, A. (2014). Forging rights in a new democracy: Ukrainian students between freedom and justice by Anna Fournier. (Book review). European Education, 46(1), 100-103.
• Rapoport, A. (2013) Challenges to citizenship education in the post-Soviet era: Can education for democratic citizenship sustain the tide of patriotism? In A. Borshevsky, I. Vlakh & N. Duradur (Eds.), Active methods of citizenship education (pp. 14-20). Komrat: Institute for Democracy
• Rapoport. A. (2013). Teacher exchange as a means of social studies curriculum internationalization. Journal of International Social Studies, 3(1), 69-79.
• Rapoport, A. (2013). Global citizenship themes in the social studies classroom: Teaching devices and teachers’ attitudes. The Educational Forum, 77(4), 407-420.
• Rapoport, A. (2013).The role and place of academic standards in the preparation of social studies teachers [in Russian]. In T. Temirov, G. Novikova, & A. Ioffe (Eds.) Problems of education quality: Best practices and innovations (pp. 46-52). Naberezhny Chelny, Russia: Center for Education and Development
• Rapoport, A. (2012). Educating new citizens: The role of patriotic education in the post-Soviet countries. Educational Practice and Theory, 34(2), 81-105.
• Rapoport, A. (2012).Challenges of social studies education: Views from around the world. Journal of International Social Studies, 2(2), 84-90
• Rapoport, A. (2012). The role of Holocaust education in global citizenship education. Annals of Judaica Institute (pp. 9-15)
• Rapoport, A. (2012). “I saw it with my own eyes”: Knowledge-constructing processes in the course of international exchanges of educators. In R. Helfenbein & T. Mason (Eds.), Ethics and international curriculum work: The challenges of culture and context (pp.185-204). Charlotte: Information Age Publishing.
• Rapoport, A. (2012). Tucker, M. Surpassing Shanghai: An agenda for American education built on the world’s leading systems. Book review. Teachers College Record. Available at http://www.tcrecord.org/books/abstract.asp? ContentId=16634
• Rapoport, A. (2011). The place of global citizenship in the social studies classroom. In W. Russell (Ed.), Contemporary social studies: An essential reader (pp.77-95). Charlotte: Information Age Publishing.
• Rapoport, A. (2011). Nation-building, identity and citizenship education: cross cultural perspectives. (Book review). Asia-Pacific Journal of Education 31(2), 225-227.
• Rapoport, A. (2011). For a rainy day: Motives and aims of the possible Stalin’s Final Solution. In Annals of Judaica Institute (pp. 5-27). Chisinau; Judaica Institute
• Rapoport, A. (2011). Sustainability of teachers’ international experiences: Conditions for institutionalization of international program outcomes. Education Research International, vol. 2011, 1-9, article ID 591276; doi: 10.1155/2011
• Rapoport, A. (2011). Civil society in the Republic of Moldova and the need of new models in citizenship education. In V. Anikin & I. Vlakh (Eds.). Civil Society: Problems and Perspectives (pp. 22-30). Komrat: Institute for Democracy.
• Rapoport, A. (2011). In search of identity: Competing models in Russia’s civic education. In M. Grumet & L. Yates (Eds.), World Yearbook of Education 2011. Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics (pp.199-213).London: Routledge
• Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5(3), 179-190.
• Rapoport, A. (2010). Similar rhetoric, different goals: Contemporary tendencies in patriotic education in Russia and Ukraine. World Studies in Education, 10(1), 27-46.
• Rapoport, A. (2009). Countersocialization as citizenship education framework to combat corruption in transitional democracies. In A. Smokine & N. Chervenkov (Eds.), Education and Corruption (34-44). Chisinau: Ruxanda
• Rapoport, A. (2009). Lonely business or mutual concern: The role of comparative education in the cosmopolitan citizenship debates. Current Issues in Comparative Education, 12(1) https://www.tc.columbia.edu/cice/
• Borshevsky, A. & Rapoport, A. (2009) Civic education in contemporary global society (in Russian). Komrat: Institute of Democracy
• Rapoport, A. (2009). Patriotic education in Russia: Stylistic move or the sign of substantive counter-reform? The Educational Forum 73(2), 141-153.
• Rapoport, A. (2009). A forgotten concept: Global citizenship education and state social studies standards. Journal of Social Studies Research 33(1), 75-93.
• Rapoport, A. (2008). Chained together: Education for global citizenship and human rights(in Russian).[Svyazannye odnoi tsepyu: Obrazovaniye v oblasti prav cheloveka I obrazovaniye v duhe global’nogo grazhdanstva]. In V. Anikin and R. Kleiman (Eds.) Civic education and human rights (pp. 18-34). Pontos: Chisinau, Moldova
• Rapoport, A. (2008). The impact of international programs on careers and pedagogical practices of their participants: Russian experience. Teachers and Teaching: Theory and Practice14(3), 225-238.
• Rapoport, A. (2008). Exchange programs for educators: American and Russian perspectives. Intercultural Education, 19(1), 67-77.
• Rapoport, A. (2007). Fields unknown: Russian and American teachers on their exchange experiences. Saarbrücken: VDM Verlag.
• Rapoport, A. (2007). The role of academic credits in the evaluation of learning outcomes (in Russian). Sbornik nauchnykh trudov Tulskogo Gosudarstvennogo Pedagogicheskogo Universiteta (pp.50-55) Tula State Pedagogical University
• Rapoport, A. (2007). International exchange programs for educators: The role of participants’ culture in the interpretation of results. International Education 36(2), 83-105.
• Rapoport, A. (2006). “Least known to Americans”: Content materials about the Soviet Union in the 1940s-1950s. The Social Studies, 97(2), 56-61.
• Rapoport, A.(2006).Beware of Greeks? Some aspects of inter-cultural communication in international training programs for educators. Intercultural Education, 17(2), 179-194.
• Nelson, L., & Rapoport, A. (2005). Russian civic education and social studies education at Purdue University. International Journal of Social Education, 20(2), 99-114.
• Rapoport, A. (2004). International studies brought to light. Viewpoints, 34(2), 6.
• Rapoport, A. (2004). Hope, hostility, interest: What motivated teachers to teach about the Soviet Union after World War II. International Journal of Social Education, 19(1), 48-63.
• Rapoport, A. (2003). On the development of multicultural competency of future teachers (in Bulgarian). In Prevantivna pedagogika kato nauchno poznaniye (pp.64-74). Sofia: Sofia St. Clement University.
• Nelson, L., Drake, F., & Rapoport, A. (2002). The teaching and learning of History in the education of democratic citizens in Russia and the United States (in Russian). In V. Fokine (Ed.), Grazhdanskoye obrazovaniye: Otechestvennyi i zarubezhnyi opyt v podgotovke pedagogo (pp. 57-66). Tula State Pedagogical University.
• Rapoport, A. (2002). About some aspects and problems of multicultural education (in Russian). In V. Fokine (Ed.), Grazhdanskoye obrazovaniye: Otechestvennyi i zarubezhnyi opyt v podgotovke pedagogov (pp.114-121). Tula State University.
• Rapoport, A. (2002). Sergei Ivanov. Russkaya istoria 1917-1991:Strukturnyi kurs. (Book review). Canadian Slavonic Papers, 44(1-2)

+ Current Grants

• EDCI 21710 — Teaching Geography in Secondary School
• EDCI 36100 — Teaching Social Studies in Elementary School
• EDCI 42300 — Teaching Social Studies in Secondary School
• EDCI 43300 — Teaching Social Studies in Middle and High School
• EDCI 49000 — Seminar in Russian History
• EDCI 59000 — Phenomenological Inquiry in Education
• EDCI 59100 — Comparative Education and Comparative Methods in Social Education
• EDCI 60500 — Seminar in Elementary Social Studies
• EDCI 62400 — Seminar in Secondary Social Studies
• EDCI 628/63800 — Curriculum and Instruction Doctoral Seminar