Leslie Duhaylongsod

Leslie Duhaylongsod is an Associate Professor in the McKeown School of Education at Salem State University. She teaches courses on educational justice and foundations of culturally responsive teaching, and she helps lead efforts to recruit, support, and retain students of color in teacher licensure programs. Her research interests include diversifying the teacher pipeline, developing justice-focused stances and agencies in new teachers, and supporting teachers in using pedagogies that can disrupt patterns of inequities in classrooms. 

Duhaylongsod, L., Charner-Laird, M., & Pomerantz, F. (2024). Attending to pre-service teachers’ professional agency: Lessons from a graduate course on inquiry and advocacy. The Journal of Advancing Education Practice, 4(3).

Duhaylongsod, L., Al-Adeimi, S., & Reisman, A. (2023). Talk is literacy: Lessons and insights from classroom discussions across the disciplines. Educational Leadership, 81(4), 69–73.

Duhaylongsod, L. (2023). Dismantling deficit ideology one email at a time. Phi Delta Kappan, 105(3), 56–57. 

Duhaylongsod, L. (2023, September 21). Do our students really understand restorative justice? ASCD blog.https://www.ascd.org/blogs/do-our-students-really-understand-restorative-justice

Duhaylongsod, L., Zetlin, A., Shen, L., & Allen, D. (2022). Abruptly shifting to more authenticity: How three civics teachers leveraged technology to engage their students at the beginning of the COVID-19 pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(2), 69-74.

Shen, L., O’Carroll, K., Duhaylongsod, L., & Allen, D. (2021). Eighth-grade civics teachers on student engagement with race. Ohio Social Studies Review, 57(2), 6-19.

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.

Duhaylongsod, L., Harris, N.J., & Quiroz-Martinez, E. (2023, October). What diversifying the educator workforce looks like on the ground: The story of our Educator Scholars of Color program. Presented at the Fall Teacher Education Council of State Colleges and Universities (TECSCU) Conference, St. Louis, MO. 

Estera, A., Blalock, E., Duhaylongsod, L., & Hendrickson, A. (2023, May). A decolonial practice?: Unpacking power and positionality in ungrading. Presented by my co-authors at the American Educational Research Association Annual Meeting, held online. 

Duhaylongsod, L., & Estera, A. (2023, April). Where are all the Filipinas? Finding each other and finding affirming space in the academy. Presented at the Faculty Women of Color in the Academy (FWCA) Conference, Arlington, VA. 

Duhaylongsod, L., Charner-Laird, M., & Pomerantz, F. (2022, April). The influence of the dual pandemics on new teachers’ voice and advocacy. Presented at the American Educational Research Association Annual Meeting.

Al-Adeimi, S., Snow, C., Donovan, S., Murphy, P., Osborne, J., Reisman, A., & Duhaylongsod, L. (2022, April) Academically productive talk: Similarities and differences among experts across content areas. Presented at the American Educational Research Association Annual Meeting.

Harris, N., Duhaylongsod, L., Murphy, M., & Noonan, J. (2021, April). “Capital”izing on cultural wealth and sense of belonging: Narratives of successful students of color in a teacher preparation program. Presented at the American Educational Research Association Annual Meeting, held online.

Shen, L., O’Carroll, K., Duhaylongsod, L., & Allen, D. (2021, April). Exposure to diverse perspectives: Teacher reports of 8th grade students’ engagement with an identity unit. Presented at the American Educational Research Association Annual Meeting, held online.

Harris, N.J. & Duhaylongsod, L., Murphy, M.S., & Noonan, J. (2020, October). Understanding the decision-making processes of students of color in a teacher licensure program. Presented for the 2020 Fall Teacher Education Council of State Colleges and Universities (TECSCU) Conference, held online.

Charner-Laird, M., Duhaylongsod, L., Pomerantz, F.K. (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 canceled 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.