Academic Title

Department Chair and Associate Professor, Education

Research Interests
  • Curriculum and Instruction
  • Social Studies Education
  • Teacher Education
  • Democratic Education
  • Qualitative Research
Research Summary

My research aims to explore effective means for transferring scholarship conducted within academia to students who are seeking to become K-12 teachers. Though this research largely occurs within the context of social studies education, my work often applies outside of the social studies, as it seeks to teach help preservice teachers understand how to promote collaborative dialogue amongst students, incorporate religion into their pedagogy, and encourage meaningful reflection by both students and teachers.

  • Ph.D., Clemson University, Curriculum and Instruction
  • M.Ed., University of Georgia, Social Studies Education
  • B.SEd., University of Georgia, Social Studies Education
Areas of Expertise
  • Qualitative research
Recent Publications

Tannebaum, R. P. & Olwell, R. (2023, expected, In Press). At the intersection of teacher
education, the social studies, and religious & theological studies: A space for preparing Preservice Teachers to incorporate religion into their K-12 Classrooms. Religion in teacher education: Problems, challenges, and possibilities. Invited book chapter.

Tannebaum, R. P. (2021). What do they want to know: Exploring what preservice
teachers want and expect from their preparation coursework. Book Chapter, Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation. Rowman & Littlefield, Lanham, MD.

Tannebaum, R. P. (2020). Controversial public issues in the secondary classroom: Exploring
teachers’ thoughts and perceptions Teacher Education Quarterly, 47(1), pp. 7-26. (Acceptance Rate: Between 10-20%).

Honors and Awards
  • Faculty Fellowship, Center for Excellence in Teaching and Learning, Merrimack College, 2017-18.
  • Distinguished Graduate Fellowship, Clemson University, 2014-15.