Amos Hatch, Ph.D.

Biography

I love being a professor. The idea of creating knowledge and sharing it with others through writing, teaching, and serving is very powerful to me; it's the driving force behind my professional life. While the process of doing research and writing it up is often painful, I still get a great thrill seeing evidence that my scholarly work has influenced others. I enjoy teaching both undergrad and grad courses on topics that range from planning learning activities for kindergarten to designing qualitative studies for doctoral dissertations. I target my service in areas where I think I can make a difference, and that ranges from volunteering in early childhood classrooms to serving on governing boards of national organizations. I taught for 13 years in urban elementary schools in Kansas City, Missouri and Jacksonville, Florida. I earned degrees from the University of Utah, University of North Florida, and University of Florida and worked the first three years of my academic career at the Ohio State University-Marion. My school teaching experience was in programs for young children, and much of my university teaching has been in teacher education programs designed to prepare teachers for urban settings. I have written a book on teaching in contemporary kindergarten settings and have published several articles about early childhood curriculum, instruction, and policy. I am a qualitative researcher. I have written/edited four books on qualitative methods, served a four-year term as editor of the International Journal of Qualitative Studies of Education, completed numerous studies in a variety of education contexts, and worked with doctoral students on dissertation projects in many disciplines. Four of my books have been translated into Chinese and/or Korean. My most recent edited book (with Susan Groenke) focuses on implementing critical pedagogical approaches in teacher education. I am currently co-editor (with Susan Benner) of the Journal of Early Childhood Teacher Education.

Selected Recent Publications

Books and Book Chapters

Groenke, S. L., & Hatch, J. A. (Eds.) (2009). Critical pedagogy and teacher education in the neoliberal era: Small openings. New York: Springer.

Hatch, J. A., & Groenke, S. L. (2009). Issues in critical teacher education: Insights from the field. In S. L. Groenke and J. A. Hatch (Eds.), Critical pedagogy and teacher education in the neoliberal era: Small openings (pp. 63-83). New York: Springer.

Hatch, J. A., & Meller, W. B. (2009). Becoming critical in an urban elementary teacher education program. In S. L. Groenke and J. A. Hatch (Eds.), Critical pedagogy and teacher education in the neoliberal era: Small openings (pp. 219-232). New York: Springer.

Hatch, J. A. (2002, 2007, 2008). Doing qualitative research in education settings. Albany: State University of New York Press. Published in Chinese—Hatch, J. A. (2007). Doing qualitative research in education settings. Translated by G. Zhu, W. Shen, S. Xu, & H. Chen. Beijing: China Light Industry Press. Published in Korean—Hatch, J. A. (2008). Doing qualitative research in education settings. Translated by Y. E. Jin. Seoul: Hakjisa Publishing.

Hatch, J. A. (Ed.) (2007). Early childhood qualitative research. New York: Routledge/Taylor & Francis.

Hatch, J. A. (2007). Back to modernity? Early childhood qualitative research in the 21st century. In J. A. Hatch (Ed.), Early childhood qualitative research (pp. 7-22). New York: Routledge/Taylor & Francis.

Hatch, J. A. (2007). Assessing the quality of early childhood qualitative research. In J. A. Hatch (Ed.), Early childhood qualitative research (pp. 223-244). New York: Routledge/Taylor & Francis.

Hatch, J. A., & Barclay-McLaughlin, G. (2006). Qualitative research: Paradigms and possibilities. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children, 2nd Edition (pp. 497-514). Mahwah, NJ: Lawrence Erlbaum.

Hatch, J. A. (2005, 2006). Teaching in the new kindergarten. Clifton Park, NY: Delmar. Published in Chinese—Hatch, J. A. (2006). Teaching in the new kindergarten. Translated by G. Zhou & M. Zhou. Taipei: Thomson Asia Limited.

Articles

Hatch, J. A. (2010). Rethinking the relationship between learning and development: Teaching for learning in early childhood classrooms. The Educational Forum, 74, 258-268.

Meller, W. B., Richardson, D., & Hatch, J. A. (2009). Using read-alouds with critical literacy literature in K-3 classrooms. Young Children, 64, 76-78.

Stairs, A. J., & Hatch, J. A. (2008). Teacher education, deregulation, and the neoliberal global agenda. Teacher Education and Practice, 21, 455-457.

Meller, W. B., & Hatch, J. A. (2008). Introductory critical literacy practices for urban pre-service teachers. The New Educator, 4, 330-348.

Hatch, J. A. (2008). Preservice teachers’ perspectives on critical pedagogy for urban teaching: Yet another brick in the wall? Teacher Education and Practice, 21, 128-145.

Hatch, J. A. (2007). Learning as a subversive activity. Phi Delta Kappan, 89, 310-311.

Hatch, J. A. (2007). Pre-service teachers’ beliefs about urban contexts. Journal of Urban Learning, Teaching, and Research, 3, 25-36.

Cheuk, J., & Hatch, J. A. (2007). Teachers’ perceptions of integrated kindergarten programs in Hong Kong. Early Child Development and Care, 117, 417-432.

Hatch, J. A. (2006). Qualitative studies in the era of scientifically-based research. Qualitative Studies in Education, 19, 403-407.

Hatch, J. A. (2006). Pre-service teachers’ reasons for selecting urban teaching. 2006 E-Yearbook of Urban Learning, Teaching, and Research, 4-10.

Hatch, A., Greer, T., & Bailey, K. (2006). Student-produced action research in early childhood teacher education. The Journal of Early Childhood Teacher Education, 27, 205-212.

Litty, C. G., & Hatch, J. A. (2006). Hurry up and wait: Rethinking special education identification in kindergarten. Early Childhood Education Journal, 48, 1-6.

Barclay-McLaughlin, G., & Hatch, J. A. (2005). Studying across race: A conversation about the place of difference in qualitative research. Contemporary Issues in Early Childhood, 6, 216-232.

Hatch, J. A. (2005). Why America needs to hate its public schools. Principal, 85, 69-70.

McDaniel, G., Isaac, M., Brooks, H., & Hatch, A. (2005). Confronting K-3 teaching challenges in an era of accountability. Young Children, 60, 20-27.

Contact Information

Dr. Amos Hatch
Professor
Urban Multicultural/Teacher Education

A420 Jane and David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996-3442

Phone: 865-974-4209
Fax: 865-974-8718
ahatch@utk.edu

Contact the Department of Theory and Practice in Teacher Education

A204 Jane and David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee
37996-3442

Phone: 865-974-6228
Fax: 865-974-6302
tallmon@utk.edu