Cinthia Salinas

Terminal Degree

Ph.D. University of Texas at Austin, 1999

Representative Publications

Journal Publications:

Salinas, C., Franquiz, M., & Reidel, M. (2008). Geography approaches for second language learners: Highlighting content and practice. The Social Studies, 99(2), p. 71-76.

 Salinas, C., Sullivan, C., & Wacker, T. (2007). Curriculum considerations for late-arrival high school immigrant students: Developing a critically conscious World Geography Studies approach to citizenship education. Journal of Border Educational Research 6(2), p.55-67 .

Salinas, C., &Sullivan, C. (2007). Latina/o teachers and historical positionality: Challenging the construction of the official school knowledge, Journal of Curriculum and Pedagogy, 4(1), 178-199.

Salinas, C., & Reidel, M. (2007). The cultural politics of the Texas’ educational agenda: Examining who gets what, when and how. Anthropology and Education Quarterly, 38(1), 42-56.

 Salinas, C., Franquiz, M., & Guberman, S. (2006). Introducing historical thinking to second language learners: Exploring what students know and what they want to know, The Social Studies, 97(5), 203-207.

Salinas, C. (2006). Educating late arrival high school immigrant students: A call for a more democratic curriculum. Multicultural Perspectives, 8(1), 20-27.

 Rodriguez, H., Salinas, C., &Guberman, S. (2005). Creating opportunities for historical thinking in bilingual classrooms: Experiences and reflections, Social Studies and the Young Learner, 18(2), 9-13.

Salinas, C., & Reyes, R. (2004). Creating successful academic programs for Chicana/o high school migrant students: The role of advocate educators, The High School Journal, 87(4), 54-65.

Book Chapters:

Grant, S.G., & Salinas, C. (2008). Assessment and accountability in the social studies. In C. Tyson, & L. Levstick (Eds.), Handbook of Research on Social Studies Education. P. 219-236, New York, Routledge.

 Salinas, C. (2006). Teaching in a high-stakes testing setting: What becomes of teacher knowledge? In S.G. Grant (Ed.), Measuring History (pp. 177-192). Greenwich, CT: Information Age Publishing.

Edited Books:

Salinas, C., & Franquiz, M. (Eds.). (2004). Scholars in the field: The challenges of migrant education. Charleston, WV: ERIC Clearinghouse and Small Schools.

Boards, Committees and Associations

• Editorial Board, Theory and Research in Social Education (2007-current)
• Consulting editor, Social Studies (2002-present)
• American Educational Research Association (AERA)
• National Council for Social Studies (NCSS)
• College and University Faculty Assembly (CUFA) (past chair 2008-2009)

Current Research Projects and Grants

Social Studies Inquiry Research Collaborative (SSIRC)- a group of studies being conducted across the country to examine what sorts of classroom experiences improve student learning and performance in social studies. This collaborative includes social studies educators from the College and University Faculty Assembly of the National Council for the Social Studies and includes the Social Studies program area in Curriculum and Instruction at the University. In the spring 2009 thirty university researchers across the country will each select one local school system as a partner in examining how different kinds of instruction may affect the social studies learning of diverse student populations.

Research Interests and Expertise

Historical thinking and citizenship education in bilingual, ESL, and immigrant schooling contexts, migrant education, and high stakes testing in the social studies.