Office: VR 4013
Office Hours: Fall 2016 - Friday 1:00-4:00PM and by appointment
Department: Secondary and Middle School Education
Position: Associate Professor - K-12 Post-Bac Coordinator
Area Specialization: Social Studies Education
•Doctor of Philosophy in Education, University of Virginia (2004)
•Masters of Artsin History, University of Virginia (2003)
•Masters in Education, University of Virginia (2001)
•Bachelor of Arts, Washington and Lee University (1998)
•Assistant Professor of Education, University of Mary Washington (2004-2010)
•Lecturer, University of Virginia (2004-2008)
•Master Teacher, University of Virginia-Summer and Saturday Enrichment Programs (2001-2003)
•History and Latin teacher, The Webb School (1998-2000)
Current Teaching Responsibilities
•CISE 4110: Methods of Teaching Secondary Social Studies
•CIEE 3220: LA & SS Methods Assessments K-5
•CISE 5050: Historical and Social Context of American Education
•CISE 5310: Methods of Teaching Secondary Social Studies
Professional Affiliations•Member, Organization of American Historians
•Member, American Educational Research Association
•Member, Society for History of Education
•Member, Society for History Education
•Member, National Council for the Social Studies
•Member, College and University Faculty Assembly (CUFA) of NCSS
Selected Publications Fallace, T.D. (2015). Race and the origins of progressive education, 1890-1929. Teachers College Press.
Fallace, T.D. (2015). The savage origins of child-centered pedagogy, 1871-1913. American Educational Research Journal, 52, (1), 73-103.
•Fallace, T.D. & Fantozzi, V.B. (2013). Was there really a social efficiency doctrine? The uses and abuses of an idea in educational history. Educational Researcher, 42(3), 142-150.
•Fallace, T.D. (2011). Dewey and dilemma of race: An intellectual history, 1895-1922 Teachers College Press.
•Fallace, T.D. (2011). From the German schoolmaster's psychology to the psychology of the child: Evolving rationales for the teaching of history in American schools in the 1890s. The Journal of the Gilded Age and Progressive Era, 10 (2), 161-186.
•Fallace, T.D. (2011).Tracing John Dewey's influence on progressive education, 1903-1951:Towards a received Dewey. Teachers College Record, 113 (3), 463-492.
•Fallace, T.D. (2010). Was John Dewey ethnocentric? Reevaluating the philosopher’s early views on culture and race. Educational Researcher, 39 (6), 471-477.
•Fallace, T.D. (2009). John Dewey and the origins of the social studies: An analysis of the historiography and new interpretation. Review of Educational Research, 79 (1), 601-624.
•Fallace, T.D. (2008). Did social studies really replace history in American secondary schools? Teachers College Record, 110 (9), 2245-2270.
•Fallace, T.D. (2008). Emergence of Holocaust education in American schools. Palgrave Macmillan.
•Fallace, T.D. (2007). Playing Holocaust: Origins of the Gestapo Holocaust simulation game Teachers College Record, 109 (12), 2642-2665
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