Match tier
Confirmed
Presence
Current · Arkansas
Last published
2026
Sources
OpenAlex · ORCID
Refreshed
2026-10-05
J
Jason L. Endacott
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Associate Professor
Also affiliated: University of Kansas (2005–2007); Keene State College (2010–2011)
9 h-index
32 pubs
933 cited
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Jason L. Endacott is an Associate Professor at the University of Arkansas at Fayetteville. His research focuses on historical empathy and its pedagogical applications, particularly in engaging middle school students. Endacott has published several works exploring theoretical and practical models for promoting historical empathy, including studies on affective engagement and pedagogical reasoning within this framework.
His work also investigates methods for enhancing preservice-teacher reflection, such as using video-stimulated recall. Endacott has also examined teachers' perspectives on educational standards and their implementation. His scholarship metrics include an h-index of 9, with a total of 30 publications and 932 citations. He has collaborated with researchers including Christian Z. Goering, Alissa Blair, Christopher Giller, and Alexandre Lalonde.
Metrics
- h-index: 9
- Publications: 32
- Citations: 933
Positions
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Associate Professor 2016–presentUniversity of Arkansas Department of Curriculum and Instruction ORCID
Selected Publications
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From Identification to Affective Mentalization: Historical Empathy, Inquirer Positionality and the Consequences of Their Convergence Through Inquiry Experience (2026)
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1 of 84 The Discursive Tactics of Perpetuating White Normativity in Public Education: A Critical Policy Discourse Analysis of Anti-CRT Policies Across 18 States (2025)
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The discursive tactics of perpetuating white normativity in public education: A critical policy discourse analysis of anti-CRT policies across 18 states (2025)
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Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application (2023)
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To What Purpose? The Ends and Means of History Education in the Modern World (2020)
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Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform (2019)
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Empathy and the philosopher (2019)
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Before You Click “Share” (2018)
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Historical Empathy (2018)
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Using Socratic Circles to Engage English Language Learners in Historical Inquiry and Discussion (2017)
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On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction (2016)
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Using Video-Stimulated Recall to Enhance Preservice-Teacher Reflection (2016)
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Teachers’ views of the Common Core State Standards and its implementation (2015)
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Historical Inquiry and the Limitations of the Common Core State Standards (2015)
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Reclaiming the Conversation on Education (2014)
Collaboration Network
Top Collaborators
Christian Z. Goering
University of Arkansas at Fayetteville
6 shared publications
In database
- Teachers’ views of the Common Core State Standards and its implementation
- Reclaiming the Conversation on Education
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
- Using Socratic Circles to Engage English Language Learners in Historical Inquiry and Discussion
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
Showing 5 of 6 shared publications
Ginney P. Wright
University of Arkansas at Fayetteville (US)
3 shared publications
- Teachers’ views of the Common Core State Standards and its implementation
- Historical Inquiry and the Limitations of the Common Core State Standards
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
Vicki S. Collet
University of Arkansas at Fayetteville
3 shared publications
In database
- Teachers’ views of the Common Core State Standards and its implementation
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
George Denny
3 shared publications
- Teachers’ views of the Common Core State Standards and its implementation
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
Jennifer Jennings-Davis
University of Arkansas – Fort Smith (US)
2 shared publications
- Teachers’ views of the Common Core State Standards and its implementation
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
Alissa Blair
University of Arkansas at Fayetteville
2 shared publications
In database
- The discursive tactics of perpetuating white normativity in public education: A critical policy discourse analysis of anti-CRT policies across 18 states
- 1 of 84 The Discursive Tactics of Perpetuating White Normativity in Public Education: A Critical Policy Discourse Analysis of Anti-CRT Policies Across 18 States
Christopher Giller
University of Arkansas at Fayetteville
2 shared publications
In database
- The discursive tactics of perpetuating white normativity in public education: A critical policy discourse analysis of anti-CRT policies across 18 states
- 1 of 84 The Discursive Tactics of Perpetuating White Normativity in Public Education: A Critical Policy Discourse Analysis of Anti-CRT Policies Across 18 States
Christina Pelekanos
Children’s Village (US)
1 shared publication
- Slaves, Women, and War! Engaging Middle School Students in Historical Empathy for Enduring Understanding
John Sturtz
Keene State College (US)
1 shared publication
- Historical Empathy and Pedagogical Reasoning
Ki Lynn Matlock
Oklahoma State University (US)
1 shared publication
- Teachers’ views of the Common Core State Standards and its implementation
Jeffery Peleaux
University of Arkansas at Fayetteville (US)
1 shared publication
- ReQuest in the Secondary History Classroom: How does the Introduction of a Purposeful Reading Technique Effect Comprehension of Text?
Ronna C. Turner
University of Arkansas at Fayetteville
1 shared publication
In database
- On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
Hayriye Kayı-Aydar
University of Arizona (US)
1 shared publication
- Using Socratic Circles to Engage English Language Learners in Historical Inquiry and Discussion
Sarah Brooks
Millersville University (US)
1 shared publication
- Historical Empathy
Jennifer A. Jennings
University of Arkansas – Fort Smith (US)
1 shared publication
- Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform
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