MARK C. BAILDON

Assistant Professor

Centre for Research in Pedagogy and Practice

Humanities and Social Studies Education

National Institute of Education, NTU

1 Nanyang Walk, Singapore 637616

Office: 5-B3-28

Phone: 65-6219-6257

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EDUCATION

MICHIGAN STATE UNIVERSITY, East Lansing, Michigan

Ph.D. - Curriculum, Teaching, and Educational Policy (2004)

Dean’s Scholar Fellow (1999-2002)

SYRACUSE UNIVERSITY, Syracuse, New York

Masters of Social Sciences (1994)

UNIVERSITY OF ROCHESTER, Rochester, New York

Bachelor of Arts Degree - History/Psychology (1979)

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RESEARCH PROJECTS

NATIONAL INSTITUTE OF EDUCATION, Singapore

Using Web-Based Tools to Support Source Work and Inquiry in Social Studies, Principle Investigator (2009 – present)

  • This project investigates the ways secondary social studies teachers and students develop key inquiry and literacy practices with digital sources of information as they investigate global issues in Singapore’s Social Studies curriculum.(Office of Education Research grant - S$384,722)

NATIONAL INSTITUTE OF EDUCATION, Singapore

Virtual Disciplined Inquiry Laboratory, Principle Investigator (2007 – present)

  • Research into the design of interactive digital learning environments to support source-based historical interpretation and explanation. (Learning Sciences Laboratory grant - S$50,000)

INDIANA UNIVERSITY, Bloomington, Indiana

Critical Web Reader, Project Leader & Collaborator(2005-present)

  • Developing, implementing, and evaluating a comprehensive set of technology tools to scaffold Web-based literacies and inquiry-based social studies. See for more information.

MICHIGAN STATE UNIVERSITY, East Lansing, Michigan

Project TIME Team Leader/Academic Outreach Specialist (2002-2004)

  • Created and evaluated innovative social studies curriculum and technology tools as part of a U.S. Department of Education Technology Innovation Challenge Grant. Led professional development institutes, workshops and in-service training, and worked collaboratively with K-12 school personnel to implement curriculum integrated with technology. Led project research and dissemination efforts. Dissertation study focused on teacher learning using videotape and collaborative inquiry.

Research/Project Assistant: Project TIME (2000-2002)

  • Developed Web-based social studies curriculum and technology tools (the Meaningful Learning Toolbox) to engage students in meaningful learning experiences. Responsibilities included gathering classroom data to inform curriculum development, professional learning, and project evaluation.

UNIVERSITY OF MICHIGAN, Ann Arbor, Michigan

Research Assistant: Institute for Social Research (Summer 2000)

  • Administered pretest assessments for the Study of Instructional Improvement.

PROFESSIONAL EXPERIENCE

NATIONAL INSTITUTE OF EDUCATION, Singapore

Assistant Professor Centre for Research in Pedagogy and Practice

Humanities and Social Studies Education (2006-present)

  • Teaching MAS 801, “Critical Thinking and Writing in the Social Sciences,” MAS 802, “Issues and Research in Social Studies Education,” MAS 816, “Social Studies in Today’s Schools,” QCL 520, “Teaching Social Studies to Secondary Students,” QCL 521, “Use of Sources in Secondary Social Studies Classrooms,” and QCL 522, “Assessment and Reflective Teaching in Social Studies.”
  • Master of Arts in Social StudiesProgramme Coordinator.

TAIPEI AMERICAN SCHOOL, Taipei, Taiwan

Upper School Social Studies Teacher (2004-2006)

  • Taught 9th grade Asian Studies as part of an interdisciplinary humanities team.

MICHIGAN STATE UNIVERSITY, East Lansing, Michigan

Course Instructor (1999-2002)

  • Taught TE 802, "Reflection and Inquiry in Teaching Practice," TE 402, "Designing and Studying Practice," and TE 501/502, “Internship in Teaching Diverse Learners.”

UNIVERSITY OF MICHIGAN, Ann Arbor, Michigan

Adjunct Instructor (2000-2002)

  • Taught ED 431, "Teaching Social Studies in the Elementary School," in the Master of Arts with Certification Program (ELMAC) and ED 304, "Student Teaching in Secondary Social Studies."

SAUDI ARABIAN INTERNATIONAL SCHOOLS - DHAHRAN DISTRICT, Saudi Arabia

Social Studies Teacher (8/94 - 6/99)

  • Taught 9th Grade Social Studies, Media Arts, and Media Literacy/Film Studies, Newspaper, Great Books, and Contemporary Issues electives. 9th Grade Instructional Facilitator; Junior High Technology Coordinator; served on Teacher Evaluation Committee, School Advisory Board, School Improvement committees, District Technology Committee.

SINGAPORE AMERICAN SCHOOL, Singapore

Social Studies Teacher (8/89 - 6/94)

  • Taught Geography, Great Books, and Writing Workshop.Team Coordinator; Social Studies Curriculum Coordinator; served on Middle School Strategic Planning committee,to plan and implement an exemplary interdisciplinary Middle School program; served on Academic Committee, Advisory Program Committee, Building Bridges Committee; Student Council Advisor.

WALWORTH BARBOUR AMERICAN INTERNATIONAL SCHOOL IN ISRAEL

Kfar Shmaryahu, Israel

Social Studies Teacher (6/87 - 6/89)

  • Taught Western Civilizations (Grade 10), Alternative American History (11), ESL History (9-10), Modern World History (12), Economics (11-12); AP tutorial, European History.

BENNETT HIGH SCHOOL, Bennett, Colorado

Social Studies Teacher (6/85 - 6/87)

  • Taught American History, World History, and Contemporary Issues in an interdisciplinary curriculum that utilized team teaching in an open classroom environment. Team Leader in a member school of the Coalition of Essential Schools.

DOLORES SCHOOL DISTRICT, Dolores, Colorado

Social Studies Teacher (8/83-6/85)

MOUNT AIRY PSYCHIATRIC CENTER, Denver, Colorado

Mental Health Worker (6/81-7/83)

ARIZONA STATE PSYCHIATRIC HOSPITAL, Phoenix, Arizona

Behavioral Health Counselor (9/80-6/81)

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PUBLICATIONS

Baildon, M., & Damico, J. (2010). Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom. New York: Routledge. (

Baildon, M., & Damico, J. (in press). Judging credibility on the Internet: The case of 9/11 and Loose Change. Social Education.

Afandi, S., & Baildon, M. (2010). History education in Singapore. In Nakou, I., & Barca, I. (Eds.), Contemporary Public Debates Over History Education. London: Information Age.

Baildon, M. (2010). Book review: Social studies today: Research and practice. British Journal of Educational Studies, 58(2), 236-238.

Baildon, M., & Sim, J. B.-Y. (2010). The dilemmas of Singapore’s National Education in the global society. In Reid, A., Gill, J., & Sears, A. (Eds.), Globalisation, the Nation-State and the Citizen: Dilemmas and Directions for Civics and Citizenship Education (pp. 80-96). New York: Routledge.

Damico, J., Baildon, M., & Greenstone, D. (2010). Cultivating children's agency as readers by examining how historical agency works in children's literature. Social Studies Research and Practice, 5(1), 1-12.

Damico, J., Baildon, M.,Exter, M.A., Guo, S.J. (2009). Where we read from matters: Students access cultural knowledge to examine competing web sites. Journal of Adult and Adolescent Literacy, 5(4), 325-335.

Baildon, M., & Sim, J.B.-Y. (2009). Notions of criticality: Singaporean teachers’ perspectives of critical thinking in social studies. Cambridge Journal of Education, 39(4), 407-422.

Baildon, M. (2009). "Being rooted and living globally": Singapore's imagined communities and identities through the prism of educational innovation. In Ismail, R., Shaw, B., & Ooi, G.L. (2009). Southeast Asian Culture and Heritage in a Globalising World (pp. 59-77). Surrey: Ashgate.

Baildon, M., & Damico, J. (2009). How do we know? Students examine issues of credibility with a complicated multimodal Web-based text. Curriculum Inquiry39(2), 265-285.
Damico, J., Baildon, M., & Lowenstein, K.L. (2008). Did the bombs just fall from the sky? Examining agency in a text set of World War II children's literature. Social Studies Research and Practice, 3(3), 51-59.

Baildon, M. (2008). Troubling data: A Foucauldian perspective of “a multiple data source approach” to professional learning and evaluation. Workplace: A Journal for Academic Labor, 15, 126-144.

Baildon, M., & Damico, J. (2008). Negotiating epistemological tensions in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation. Teaching & Teacher Education, 24(6), 1645-1657.
Baildon, R., & Baildon, M. (2008). Guiding independence: Developing a research tool to support student decision-making in selecting sources of information. The Reading Teacher, 61(8), 636-647.
Damico, J. & Baildon, M. (2008). Reading Web sites in an inquiry-based social studies classroom. In D. Rowe & R.T. Jimenez (Eds.) National Reading Conference Yearbook (pp. 204-217). Oak Creek, WI: National Reading Conference.

Damico, J., & Baildon, M. (2007). Examining ways readers engage with Web sites during think aloud sessions. Journal of Adolescent & Adult Literacy, 51(3), 254-263.

Baildon, M., & Damico, J. (2006). “We have to pick sides”: Students wrestle with counter claims while reading Web sites. Social Education, 70(3), 156-159.

Ashburn, E., Baildon, M., Damico, J., & McNair, S. (2006). The landscape of teaching: Mapping the terrain of teaching for meaningful learning using technology in social studies. In Ashburn, E., & Floden, R. (2006). Teaching for Meaningful Learning Using Technology: Knowledge, Skills and Leadership (pp. 117-140). NY: Teachers College Press.

Damico, J., Baildon, M., & Campano, G. (2005). Integrating literacy, technology and disciplined inquiry in social studies: The development and application of a conceptual model. T.H.E.N (Journal about Technology, Humanities, Education, & Narrative).

Baildon, M. (2005). Professional learning focused on using MLT curriculum units and the principled use of technology. Project TIME Final Report submitted to U.S. Department of Education.

Baildon, M. (2004). The aesthetic dimensions of teaching: Working in the conceptual space between students’ experiences and subject matter. (Unpublished Doctoral Dissertation). East Lansing: Michigan State University.

Baildon, M. (2003). A case for engaged intellectual work. Workplace: A Journal for Academic Labor. Volume 5.2, July, 2003.

Baildon, M. (1998). Social studies teachers do care about history and standards. The International Educator. Volume XII, Number 4, April, 1998.

Baildon, M. (1995). Students at Yanbu International School give peace a chance. The International Educator. Volume IX, Number 3, December, 1995.

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PRESENTATIONS

Afandi, S., & Baildon, M. (2010). Contextualizing historical consciousness. Paper presented at American Education Research Association “Understanding Complex Ecologies in a Changing World,” Denver, CO.

Baildon, M., & Damico, J. (2010). Conceptualizing social studies as critical global citizenship education: A case study of Singapore as nation-state and/or transnational hub. Paper presented at American Education Research Association “Understanding Complex Ecologies in a Changing World,” Denver, CO.

Ho, L.C., & Baildon, M. (2009).Understanding social studies in new contexts. Paper presented at National Council of Social Studies College and University Faculty Association, Atlanta, GA.

Ho, Li-Ching, Chang, C.H., Baildon, M., & Alviar, T. (2009) Symposium: Defining and re-defining social studies in Singapore for a globalising world. Redesigning Pedagogy International Conference, Singapore.

Damico, J., Baildon, M., Yazzie-Mintz, T., Riddle, R., & Exter, M. (2009). Symposium: DiversITy (Diverse IT): Using a technology tool for curriculum innovation in teacher education. American Educational Research Association Conference, San Diego, CA.

Baildon, M. & Sim, J.B.Y. (2008). Notionsof criticality in a‘polite culture’: Teachers’ perspectives of Social Studies in Singapore. Asia Pacific Educational Research Association Conference, Singapore.

Baildon, M. (2008). New assessment for ‘new times.’ Paper presented at New Dimensions in Humanities Education Conference, Singapore.

Sim, J., & Baildon, M. (2008). The role of critical thinking and critical pedagogy in citizenship education in Singapore. Paper presented at New Dimensions in Humanities Education Conference, Singapore.

Damico, J., Baildon, M., Riddle, R. & Campano, G. (2008).Using technology tools to cultivate academic and critical literacy across cultures and continents. World Congress of Reading, San Jose, Costa Rica.

Baildon, M. (2008). The changing landscapes of educational reform: Globalisation and educational reform in the post-developmental state. SEAGA, Quezon City, Philippines.

Baildon, M. (2008). Can web 2.0 and MUVE support disciplined inquiry in humanities education?HUMming Through IT Conference Keynote Address, Crescent Girls School, Singapore.

Baildon, M. & Damico, J. (2007). How do we know? Students examine issues of credibility with a multimodal text. American Educational Research Association Conference, Chicago, IL.

Damico, J., Baildon, M., Guo, S.J. & Exter, M.A. (2007). Accessing prior knowledge and adjudicating between different perspectives: Students examine competing websites in social studies. American Educational Research Association Conference, Chicago, IL.

Damico, J., Baildon, M. & Campano, G. (2006). Critically reading and evaluating Web sites: A conceptual synthesis and an empirical investigation. Symposium, National Reading Conference, Los Angeles, CA.

Baildon, M. (2006). Moving toward a discipline-based pedagogy. Plenary Lecture, History Association of Singapore.

Baildon, M (2006). Troubling data: A Foucauldian perspective of “a multiple data source approach” to professional learning and evaluation. American Educational Research Association Conference, San Francisco, CA.

Baildon, M. & Damico, J. (2006). Negotiating epistemological tensions in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional learning. American Educational Research Association Conference, San Francisco, CA.

Damico, J. & Baildon, M. (2006). Examining ways readers engage with Web sites during think aloud sessions. American Educational Research Association Conference, San Francisco, CA.

Baildon, M. (2005). Using the internet to promote inquiry-based learning and literacy.EARCOS. Ho Chi Minh City, Vietnam.

Baildon, M., Yott, S. & Wells, T. (2004). Using technology to support inquiry-based learning in the classroom. Workshop at Michigan Association of Computer Users and Learners Annual Conference, Grand Rapids, MI.

Farley, J., Ashburn, E., Baildon, M., Damico, J., & McNair, S. (2003). Challenges and issues in evaluating meaningful learning using technology. Panel Presentation at American Evaluation Association Annual Conference, Reno, NV.

Baildon, M. & Acheson, J. (2003). The narration creation station: The power of multimedia narratives. Presentation at National Council for the Social Studies Annual Conference, Chicago, IL.

Baildon, M. & Damico, J. (2003). A multiperspectival view of assumptions about students’ prior knowledge in an inquiry-based social studies curriculum. American Educational Research Association Conference, Chicago, IL.

Reckase, M., Baildon, M., Ashburn, E., Ruble, C. & Murphy, L. (2003). Working with the data: Assessment in support of student learning. Presentation at Michigan State University College of Education & the Education Alliance of Michigan 6th Annual Education Conference.

Roessler, M., Baildon, M., Yott, S., McGuire, M. & Acheson, J. (2003). Critical strategies for inquiry-oriented social studies: Connecting students’ prior knowledge and personal experience with social studies content of Mexico and migration. Michigan Council for the Social Studies Annual State Conference.

Baildon, M., Simmons, L. & Johnson, D. (2003). From inquiry to narration: Engaging students via the internet. Presentation at Michigan Association of Computer Users and Learners Annual Conference, Detroit, MI.

Baildon, M. Damico, J. & Vance, B. (2002). Naked and unlearning: Creative spontaneity as aesthetic being. American Educational Research Association Conference, New Orleans, LA.

Baildon, M. (1996). Creating and using simulations in the social studies classroom. Presentation/workshop at Near East South Asia (NESA) Annual Conference, Cairo, Egypt.

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SERVICE

  • TE 21 Postgraduate Programmes Project Team (2010)
  • Curriculum Framework Committee, Ministry of Education (2009-present)
  • Secondary Social Studies Syllabus Committee, Ministry of Education (2009-present)
  • Master of Arts in Social Studies Programme Coordinator (2006-present)
  • HSSE Post Graduate Diploma Education Programme Coordinator (2006-present)
  • HSSE Conference Committee (Programme Chair) (2008)
  • Organising/Steering Committee for NIE’s Redesigning Pedagogy Conference 2009 (2008-2009)
  • Co-Editor of HSSE Online Journal
  • HSSE Strategic Planning Day Chairperson (2008)
  • Reviewer, American Education Research Association, Division B, Section 1, Curriculum Studies & Section 2, Curriculum Theory (Fall 2002-present).
  • Reviewer, T.H.E.N. - Technology Humanities, Education, and Narrative (2004-present).
  • Facilitator of Teacher Inquiry Group - Phi Delta Kappa Taiwan (2004-2006).
  • Curriculum Committee, National Council for the Social Studies (July 1, 2003 – June 30, 2005).
  • Strategic Visions Committee, MSU/Project TIME (Fall 2002-2004).
  • Executive Committee, Battle Creek Area School Consortium (Fall 2002-2004).
  • Ph.D. Admissions, Policy, and Program Committee, College of Education, Michigan State University (2002-2003).

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AFFILIATIONS

  • American Education Research Association
  • National Council for the Social Studies & NCSS College and University Faculty Assembly
  • Phi Delta Kappa (International)
  • Southeast Asian Geography Association

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