Leslie Duhaylongsod


Professional Details

Title Assistant Professor
Department Secondary and Higher Education
Office Sullivan Building 207C
Phone 978.542.3076
Email leslie.duhaylongsod@salemstate.edu
Resume Leslie Duhaylongsod
Photo of Leslie Duhaylongsod

Recent and Upcoming Courses

EDC 115 Exploring Education
EDC 205 Educational Psychology
EDC 404 Introduction to Teaching
EDC 763 Classroom Management and Community Building
EDC 805 Professional Lives of Teachers:connecting Policy, Rsrch, and Practice Through Collaborative Inquiry
EDU 709 Instruction & Assessment in the Secondary Classroom
EDU 899 Social Studies Methods in Elementary School

Professional Biography

Leslie Duhaylongsod received her doctorate degree from the Harvard Graduate School of Education, her master’s degree from Bank Street College of Education, and her undergraduate degree from Stanford University. Prior to her doctoral work, Leslie was a middle school teacher in Boston, New Jersey, and the Bay Area. Before coming to Salem State, she was a postdoctoral researcher with the Next Generation Science Exemplar (NGSX) project where she focused on several aspects of professional learning for K-12 science teachers, including addressing teacher assumptions about marginalized students’ capacity to participate in dialogic pedagogies. Leslie is currently involved in design-based implementation research around a year-long civics curriculum with the Democratic Knowledge Project. She is also part of a multi-university/institute team that won a Lyle Spencer Research Award to Transform Education for a project entitled "Academically Productive Talk: Strengthening the Infrastructure for Research and Practice.” Her interests include recruiting and retaining students of color in teacher licensure programs.

Selected Publications

Surrain, S., Duhaylongsod, L., Selman, R., & Snow, C. E. (2019). Using narrative thinking in argumentative writing. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, literacy and other skills: Studies in intervention (Studies in Narrative, Vol. 25, pp. 171-189). Philadelphia, PA: John Benjamins. 

Duhaylongsod, L. (2017). Classroom debates in middle school social studies: Moving from personal attacks to evidence and reasoning. Middle Grades Research Journal, 11(2), 99-115.

Duhaylongsod, L., Snow, C. E., Selman, R. L., & Donovan, M. S. (2015). Toward disciplinary literacy: Dilemmas and challenges in designing history curriculum to support middle school students. Harvard Educational Review, 85(4), 587-608.

Selected Presentations

Charner-Laird, M., Duhaylongsod, L., Pomerantz, F.K. (accepted for 2020, April). Preservice teachers’ perceptions of professional agency following a graduate course on research, inquiry, and advocacy. Was not presented because the American Educational Research Association Annual Conference, San Francisco, CA was cancelled due to the COVID-19 pandemic.

Duhaylongsod, L., Foster, M. E., Moon, J., & Michaels, S. (2019, April). NGSX and the Learning While Teaching pathway: The affordances of the chat box to promote productive dialogue in virtual study groups for science teachers. Presented at the American Educational Research Association Annual Conference, Toronto, Canada.

Moon, J., Michaels, S., Duhaylongsod, L., Foster, M. E., & Affolter, R. (2019, April). NGSX and the Learning While Teaching pathway: Virtual study groups in support of teacher agency during enactment of an NGSS-aligned curriculum unit. Presented at the American Educational Research Association Annual Conference, Toronto, Canada.

Duhaylongsod, L., Affolter, R., O’Connor, C., Michaels, S., & Foster, M. (2018, April). Unwieldy situations in science classroom discussions: What skilled facilitators do to move the group forward. Presented at the American Educational Research Association Annual Conference, New York, NY.

Duhaylongsod, L., Affolter, R., O’Connor, C., Michaels, S., & Park, J. (2017, April). Challenging teacher assumptions about marginalized students’ capacity to participate in dialogic pedagogies in science. Presented at the American Educational Research Association Annual Conference, San Antonio, TX.

Duhaylongsod, L. (2016, April). Promoting argumentation skills in urban middle schools: Case studies of teachers using a debate-based curriculum. Presented at the American Educational Research Association Annual Conference, Washington, DC.

Duhaylongsod, L. (2015, April). Supporting middle school students’ reasoning in text-based argumentation in the social studies classroom. Presented at the American Educational Research Association Annual Conference, Chicago, IL.

Duhaylongsod, L. (2014, April). Student-led debate in three urban middle school social studies classrooms: The teacher’s role in sustaining argumentation and promoting historical learning. Presented at the American Educational Research Association Annual Conference, Philadelphia, PA.

Duhaylongsod, L. (2013, April). Taking a stand in history: Urban middle school students’ historical argumentation in classroom debate. Presented at the American Educational Research Association Annual Conference, San Francisco, CA.

Duhaylongsod, L. (2012, April). Examining the arguments of urban middle school students in student-led classroom discussions of controversial public issues. Presented at the Student Research Conference, Harvard Graduate School of Education, Cambridge, MA.

Grotzer, T.A., Duhaylongsod, L. & Tutwiler, M.S. (2011, April). Developing explicit understanding of probabilistic causation: Patterns and variation in young children’s reasoning. Presented at the American Educational Research Association Annual Conference, New Orleans, LA.

Grotzer, T.A., Tutwiler, M.S., Solis, L.S. & Duhaylongsod, L. (2011, April). Interpreting probabilistic causal outcomes in science: A microgenetic study of sixth graders’ patterns of reasoning. Presented at the National Association of Research in Science Teaching Annual Conference, Orlando, FL.