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Amos Hatch, Ph.D.

Biography

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 grueling, 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, co-edited for four years the Journal of Early Childhood Teacher Education, and have published scores of articles and book chapters 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.

Selected Recent Publications

Books and Book Chapters

Hatch, J. A, & Coleman-King, C. (in press). Conducting early childhood qualitative research in the 21st century. In O. N. Saracho (Ed.), Handbook of research in early childhood education. Charlotte, NC: Information Age Publishing.

Hatch, J. A. (in press). Reconceptualizing early childhood research. In M. Bloch, B. Swadener, & G. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, imaginaries, and social activism. New York: Peter Lang.

Hatch, J. A. (2012). Teacher research in early childhood settings: Needed now more than ever. In G. Perry, B. Henderson, & D. R. Meier (Eds.), Our inquiry, our practice: Undertaking, supporting, and learning from early childhood teacher research(ers) (pp. viii-ix). Washington, DC: National Association for the Education of Young Children.

Hatch, J. A. (2012). Teacher research: Questions for teacher educators. In G. Perry, B. Henderson, & D. R. Meier (Eds.), Our inquiry, our practice: Undertaking, supporting, and learning from early childhood teacher research(ers) (pp. 117-126). Washington, DC: National Association for the Education of Young Children.

Hatch, J. A. (2012). From theory to curriculum: Developmental theory and its relationship to curriculum and instruction in early childhood education. In N. File, J. J. Mueller, and D. B. Wisneski (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 42-53). New York: Routledge.

Hatch, J. A. (2012). Ask the expert: Traditions and history in early childhood education. In J. P. Isenberg and M. R. Jalongo, Exploring your role: An introduction to early childhood education, 4th Edition. Upper Saddle River, NJ: Pearson.

Hatch, J. A. (2011). Commentary--Learning from children's humor: Peer culture as a teaching tool. In D. Fernie, S. Madrid, & R. Kantor (Eds.), Educating toddlers to teachers: Learning to see and influence the school and peer cultures of classrooms (pp. 107-111). New York: Hampton Press.

Hatch, J. A., & Newsom, S. K. (2010). Life history. In E. Baker, P. Peterson, & B. McGraw (Eds.), International encyclopedia of education, 3rd Edition, Volume 6 (pp. 430-435). Oxford, UK: Elsevier.

Hatch, J. A. (2010). Foreword. In A. J. Stairs and K. A. Donnell (Eds.), Research on urban teacher learning (pp. ix-x). Charlotte, NC: Information Age Publishing.

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.

Articles

Hatch, J. A. (2012). Teacher research: It can be done by pre-service teachers. Voices of Practitioners, 7, 20-22, http://www.naeyc.org/publications/vop/teachereducatorarticles.

Hatch, J. A., & Benner, S. M. (2012). From the editors: Writing for publication in scholarly journals. Journal of Early Childhood Teacher Education, 33, 205-208.

Benner, S. M., & Hatch, J. A. (2012). From the editors: Documenting the efficacy of early childhood teacher education. Journal of Early Childhood Teacher Education, 33, 105-108.

Hatch, J. A. (2012). Book review: Defending childhood: Keeping the promise of early education edited by Beverly Falk. Teachers College Record, http://www.tcrecord.org/Content.asp?ContentId=16795.

Hatch, J. A., & Benner, S. M. (2011). From the editors: On the complex balancing act of preparing early childhood teachers. Journal of Early Childhood Teacher Education, 32, 197-199.

Benner, S. M., & Hatch, J. A. (2011). From the editors: Teacher education under review or attack? Conflicting perspectives. Journal of Early Childhood Teacher Education, 32, 103-106.

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.


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