Contact Information


  • Ph.D., Social Studies Education, University of Georgia, 2008
  • M.Ed., Secondary Teacher Education-Social Science Education, Georgia College and State University, 2004
  • B.S.Ed., Social Science Education, University of Georgia, 2001




Profile Information

Graduate Courses

  • GSCE 634 Teaching Secondary Social Studies
  • LTML 525 Teaching Social Studies in Grades 4-8
  • GEPK 540 Methods of Teaching Social Studies in Grades PreK-4

Undergraduate Courses

  • LTFL 101 Introduction to the Teaching Profession
  • LTEC 331 Content Knowledge: Science/Social Studies
  • LTEC 332 Pedagogy for Science/Social Studies
  • LTML 325 Teaching Social Studies in Grades 4-8
  • EDLS 346 Teaching Secondary Social Studies
  • Ritter, J. K., Rodriguez, T. L., Santau, A. O., & O'Donnell-Chavis, C. (2015). Linking literacies, popular culture, and citizenship: Using digital book clubs in social education. Social Education 79(2), 102-105.
  • Ritter, J. K. (2014). "You would think I could pull if off differently:" A teacher educator returns to classroom teaching. Issues in Teacher Education, 23(2), 29-46.
  • Santau, A. O., & Ritter, J. K. (2013). What to teach and how to teach it: Elementary teachers' views on teaching inquiry-based, interdisciplinary science and social studies in urban settings. The New Educator, 9(4), 255-286.
  • Ritter, J. K. (2013). Preservice elementary teacher views on the relationship between diversity and democracy. Social Studies Research and Practice, 8(3), 42-59.
  • Williams, J. J., Ritter, J. K., & Bullock, S. M. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging and practice within a professional learning community. Studying Teacher Education, 8(3), 245-260.
  • Ritter, J. K. (2012). Modeling powerful social studies: Bridging theory and practice with preservice elementary teachers. The Social Studies, 103(3), 117-124.
  • Dinkelman, T. D., Cuenca, A., Butler, B., Elfer, C., Ritter, J. K., Powell, D. J., & Hawley, T. S. (2012). The influence of a collaborative doctoral seminar on emerging teacher educator-researchers. Action in Teacher Education 34(2), 172-190.
  • Ritter, J. K. (2011). On the affective challenges of developing a pedagogy of teacher education. Studying Teacher Education, 7(3), 219-233.
  • Bullock, S. M., & Ritter, J. K. (2011). Exploring the transition into academia through collaborative self-study. Studying Teacher Education, 7(2), 171-181.
  • Ritter, J. K., Powell, D., Hawley, T. S., & Blasik, J. (2011). Reifying the ontology of individualism at the expense of democracy: An examination of university supervisors' written feedback to student teachers. Teacher Education Quarterly, 38(1), 29-46.
  • Conklin, H. G., Hawley, T. S., Powell, D. J., & Ritter, J. K. (2010). Learning from young adolescents: The use of structured teacher education coursework to help beginning teachers investigate middle school students' intellectual capabilities. Journal of Teacher Education 61(4), 313-327.
  • Ritter, J. K. (2010). Revealing praxis: A study of professional learning and development as a beginning social studies teacher educator. Theory and Research in Social Education, 38(4), 298-316.
  • Williams, J., & Ritter, J. K. (2010). Constructing new professional identities through self-study: From teacher to teacher educator. Professional Development in Education, 36(1-2), 77-92.
  • Ritter, J. K., & Lee, K. (2009). Explicit goals, implicit values, and the unintentional stifling of pluralism: An examination of a social studies teacher education vision statement. Theory and Research in Social Education, 37(1), 75-100.
  • Ritter, J. K. (2009). Developing a vision of teacher education: How my classroom teacher understandings evolved in the university environment. Studying Teacher Education 5(1), 45-60.
  • Ritter, J. K. (2016). On deconstructing folk theory while developing as a teacher educator: A disorienting transition as a reorienting experience. In J. Williams & M. Hayler (Eds.), Professional learning through transitions and transformations: Teacher educators' journeys of becoming (pp. 45-60). New York: Springer.
  • Ritter, J. K. (2012). Personal examples of self-study as a means of developing and enacting a pedagogy of supervision. In A. Cuenca (Ed.), Supervising student teachers: Issues, perspectives, and future directions (pp. 139-156). Rotterdam, The Netherlands: Sense Publishers.
  • Williams, J., & Ritter, J. K. (2011). Constructing new professional identities through self-study: From teacher to teacher educator. In T. Bates, A. Swennen, & Ken Jones (Eds.), The professional development of teacher educators (pp. 86-101). New York: Routledge.
  • Ritter, J. K. (2010). Modeling self-study in social studies teacher education: Facilitating learning about teaching for democratic citizenship. In A. Crowe (Ed.), Advancing social studies education through self-study methodology: The power, promise, and use of self-study in social studies education (pp. 87-102). New York: Springer.