Rob Martinelle

Rob Martinelle

Biography

Rob Martinelle is an associate professor of secondary social studies and teacher education. Prior to becoming a teacher educator, Dr. Martinelle worked as a secondary history teacher in several Boston Public Schools, where he also mentored beginning history teachers as a curriculum coach and supervising practitioner.

Rob’s research interests lie at the intersection of reflective practice and critical social studies teacher education, with his scholarship having been featured in outlets such as Theory & Research in Social Education, Action in Teacher Education, and Educational Leadership.

Education

  • Ed.D. in Curriculum and Teaching, Boston University, 2017
  • Ed.M. in Secondary Social Studies Education, University of Massachusetts Boston, 2007
  • B.A, in American Studies, University of Massachusetts Boston, 2006

Selected Publications

Martinelle, R., Funk, L., & Lake, J. (2026). Back then, over there, never here, never now: Fascism according to K-12 social studies standards. Theory & Research in Social Education, 1-30. 

Martinelle, R. & Martell, C. (2026). From background to foreground: A retrospective self-study of critical social studies teacher educating. Studying Teacher Education. 22(1), 94-121. 

Martinelle, R. (2025). The “Agnew trick” and the origins of the modern right’s war on journalism: A document-based U.S. history lesson. The Social Studies, 1-11. 

Martinelle, R. (2024). Havens for acceptance, faith, and affirmation: The spiritual dimension of reflection in teaching for democracy. In M. Lin & T. Lucey (Eds.), Rekindling embers of the soul: An examination of spirituality issues relating to teacher education (pp. 143-167). Information Age Publishing. 

Martell, C., Martinelle, R., & Chalmers-Curren, J.P. (2024). Becoming and remaining (un)critical: A longitudinal study of beginning history teachers. American Educational Research Journal. 61(4), 687-723. 

Martinelle, R., Funk, L., Nerlino, E., & Foye, B. (2024). Tensions in teaching Chinese
international students: A self-study of cultural competence in an educational foundations course. Action in Teacher Education. 46(3), 226-247. 

Martinelle, R. & Stevens, K. (2024). Making space for principled resistance. Educational Leadership. 81(8), 16-21.