Joseph FeinbergAssociate Professor - Social Studies Education Middle and Secondary Education
Doctor of Philosophy in Social Science Education, University of Georgia, 2003
Specialist in Education in Social Science Education, University of Georgia, 1997
Master of Arts in Sociology, University of Georgia, 1994
Bachelor of Arts in Sociology and Industrial Relations, University of North Carolina at Chapel Hill, 1991
Joseph Feinberg, Ph.D. serves as an associate professor at Georgia State University. Prior to joining the faculty at Georgia State, he taught civics, economic, geography and U.S. history courses at Campbell High School in Smyrna, Ga. where he developed a passion for simulation games and experiential learning. As a teacher, he received the Martin Luther King Humanitarian Award from Campbell High School, which recognizes excellence in humanitarian service to the school and community. Feinberg also received the Gwen Hutcheson Outstanding Educator Award through Georgia Council for the Social Studies (GCSS) in 2016.
Feinberg actively researches and publishes scholarship on experiential learning: service-learning, simulation games and civic education. In connection to his research and grant writing, Feinberg recently joined the Atlanta After-School All-Stars team as senior advisor and principal investigator. He also works with the $7 million Project NURTURE Teacher Residency and serves on the Project NURTURE advisory board as a co-principal investigator. He also serves Georgia economic educators in his role as associate director with the Georgia State Center for Business and Economic Education.
As an active member of the National Council for the Social Studies (NCSS), Feinberg was elected to the NCSS Board of Directors. He also served as a member, leader and/or representative with the NCSS House of Delegates, the NCSS Awards Committee, the NCSS annual conference program planning committee, the NCSS Research Community and the NCSS Publications Committee. Feinberg is passionate about service and embraces public education through his advocacy and expertise.
McBean, T. R. & Feinberg, J. R. (2019). “Critically Examining Virtual History Curriculum.” The Journal of Social Studies Research. DOI: 10.1016/j.jssr.2019.08.002
Stenhouse, V. L., Dooley, C. M., Gurvitch, R., Feinberg, J. R., Mays, L. C., Burns, J. Z., & Jarrett, O. S. (2017). “Communities that engage multidisciplinary faculty with service-learning.” Teacher Education and Practice, 30(1), 57-76.
Bradshaw, L. Y., Feinberg, J. R., & Bohan, C. H. (2016). “Examining grant-funded professional development for white female teachers in urban schools.” Curriculum and Teaching Dialogue, 18(1 & 2), 13-25.
Feinberg, J. R. (2014). Foreword. In T. L. Heafner, R. Hartshorn, & T. M. Petty (Eds.). Exploring the effectiveness of online education in K-12 environments (pp. XX-XXI). IGI Global, Hershey, PA.
Feinberg, J. R. (2011). “Debriefing in simulation games: An examination of reflection on cognitive and affective learning outcomes.” LAP Lambert Academic Publishing, Saarbrücken, Germany.