Areas of Expertise
Critical Pedagogy and Curriculum Studies
Education Policy Analysis
Middle Level Teacher Preparation
Social Studies Instructional Strategies
Teacher Identity and Development
BA - Wabash College: History and Political Science Major
MS - Vanderbilt University: Political Science with a concentration in Political Theory/Philosophy
Teacher Credential - Belmont University: Secondary Social Studies
Ed.D. - University of Memphis: Curriculum and Instruction with a concentration in Middle Level
Married father of two.
Born in Muncie, Indiana.
High School and College wrestler.
• University of Southern Indiana, 2010 Sydney L. and Sadelle Berger Faculty Community Service Award
• Indiana Student Education Association, Outstanding Advisor of the Year, 2006
• Indiana Middle Level Education Association, (2004 to present)
• American Middle Level Education Association (former NMSA), (1996 to present)
• Association of Supervision and Curriculum Development, (2006 to present)
• National Association of Professors of Middle Level Education, (2004 to present)
• American Association of Teaching and Curriculum, (2008 to present)
• National Education Association – Higher Education Division, (2005 to present)
• Association of General and Liberal Studies, (2006 to 2013)
• American Education Research Association – Division B & Middle Level Special Interest Group, (2008 to present)
• American Educational Studies Association, (2011)
• Kappa Delta Pi (2011)
Grants and Contracts Awarded
• Majors as Home Department Grant (2011) “Teacher Talks: Promethean Board Professional Development.” ($2999.00)
• Indiana Campus Compact (2011) “Listening to Communities: Service Learning.” ($1760.00)
• Major as Home Department Grant (2010) “Urban Needs in Teacher Education.” ($3000.00)
• Corporation for National and Community Service (2010) Learn and Serve America Higher Education FY2010 Grant. “Embedding Service Learning into Teacher Training.” ($244,000.00)
• Indiana Campus Compact (2008-2009). 4th Annual Multicultural Education Conference – Focus on Community: Community of Learners, Community of Practice, Community of Engagement ($2725).
• The Tennessee Department of Education, NCLB Title II, Part D (2005). “LAUNCH 2- Sustainability Grant.” ($41,000)
• The Tennessee Department of Education, Enhancing Education Through Technology Competitive Grant (2004). “Ed Tech LAUNCH-2.” ($300,000)
Publications & Presentations
A. BOOK CHAPTERS
1. Parkison, P. (2015). Rubrics reframed: Re-appropriating rubrics for assessment. In J. Flynn & M. Tenam-Zemach (Eds.), Rubric Nation: Critical Inquiries on the Impact of Rubrics in Education. Charlotte, NC: Information Age Publishing, Inc..
2. Hatt, B. & Parkison, P. (2011). Writing to read: Critical civic literacy at an alternative high school. In J. Devitis (Ed.), Critical civic literacy: A reader. New York: Peter Lang.
3. Parkison, P. (2010). The changing role of instructors as both leaders and learners. In M. Fallon & S. Brown (Eds.), Teaching Inclusively in Higher Education. Charlotte, NC: Information Age Publishing, Inc.
B. Journal Articles
1. Parkison, P. (2016). Teacher as commodity: Controlling the supply chain. The Educational Forum, 80 (1).
2. Knoester, M. & P. Parkison (2015). Where is citizenship education in the age of Common Core State Standards? Critical Education, 6(22).
3. Parkison, P. (2015). Catharsis in education: Rationalizing and reconciling. Curriculum and Teaching Dialogue, (17).
4. Thomas, J. & P. Parkison (2015). The impact upon comprehension and reading quality of preservice elementary teachers using a Web 2.0 reading extension. Journal of online pedagogy and course design (IJOPCD), 5(4).
5. Parkison, P. (2014). Dissidence in teacher education: Challenging the neo-liberal paradigm. Scholar-practitioner quarterly, 7(2).
6. Parkison, P. (2014). Collaborative assessment: Middle school case study. Current issues in middle level education, 19(1).
7. Parkison, P.; & DaoJensen, T. (2014). Recognition-based Pedagogy: Teacher Candidates’ Experience of Deficit. Teacher Education and Practice, 27(1), 75-89.
8. Parkison, P. (2013). Teacher Identity and Curriculum: Space for Dissent. Curriculum and Teaching Dialogue, 15 (1), 13-25.
9. Parkison, P. (2012). Dissidence in teacher education: Challenging the Neoliberal paradigm. 2012 ICET International Yearbook on Teacher Education.
10. Parkison, P. (2012). Dissident teacher education: A heterological paradigm for teacher preparation. Teacher Education and Practice, 25 (2), 257-270.
11. Bordelon, T.; Phillips, I.; Parkison, P.; Thomas, J. & Howell, C. (2012). Teacher efficacy: How teachers rate themselves and how students rate their teachers. Action in Teacher Education, 34 (1), 14-25.
12. Parkison, P. & Bartek, J. (2010). Peer mentoring and collaboration in the clinical setting: A case study in dental hygiene. Reflective Practice: International and Multidisciplinary Perspectives, 11 (2), 231-243.
13. Parkison, P. (2009). Social Studies education and preservice teacher preparation: Confronting the participant-subject paradigm. Teacher Education & Practice, 22 (4), 414-435.
14. Parkison, P. T. (2009). Intertextuality in the Reading and Implementing of K-12 Academic Standards. Curriculum and Teaching Dialogue, 11(1-2), 135-148.
15. Parkison, P. (2009). Political economy of NCLB: standards, testing and test scores. The Educational Forum, 73 (1), 44-57.
16. Parkison, P. (2009). Field-based Preservice Teacher Research: Facilitating Reflective Professional Practice. Teaching and Teacher Education, 25 (6), 798-804.
17. Parkison, P. (2008). Field Placement Treatments: A Comparative Study. The Teacher Educator , 43 (1), 29-45.
18. Parkison, P. (2008). Space for performing teacher identity: through the lens of Kafka and Hegel. Teachers and teaching: theory and practice , 14 (1), 51-60.
19. Parkison, P. T. (2007). Project-based Instruction in Middle Level Education. IN-Focus , 34, 12-15.
20. Parkison, P. (2006). The Community Festival as a Teachable Moment. Middle Ground: The Magazine of Middle Level Education, 9 (4), 28-29.
21. Parkison, P. (2005). The move to a pluralistic political vision of education. The journal of educational thought , 39 (2), 135-148.