About AATC

In the United States, most areas of scholarly investigation emerged as recognized fields of study about a hundred years ago. One of the events that made this possible was the founding of national learned societies devoted to the advancement of scholarship in their respective fields. Examples of the newly formed learned societies are the American Historical Association (1884), the American Economic Association (1885), the American Philosophical Association (1901), the American Political Science Association (1903) and the American Academy of Religion (1909).

The scholarly field of teaching and curriculum, however, was not represented in the formation of the early American Scholarly organizations, even though university departments that encompassed both the scholarly and the professional study of teaching and curriculum had been established prior to the end of the nineteenth century. Several types of groups were formed eventually, those concerned primarily with the rights and responsibilities of teachers (unions), ones recognizing honor performance (e.g. Kappa Delta Pi) and organizations whose members’ interests are primarily K–12 content and methods (e.g. ASCD, IRA) or had a narrow focus in one field of education, such as philosophy or education policy.

An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the American Association for Teaching and Curriculum (AATC) on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching–the “what to teach” aspect). In the larger universities, faculty members identified with this field of scholarly study typically affiliated with departments of curriculum and instruction, teacher education, or elementary and secondary education. Jack Laska became the first secretary–treasurer of AATC. AATC continues to produce scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members.

The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution:

To promote the scholarly study of teaching and curriculum

Text adapted from original written by Nannette McClain

AATC Presidents


Joseph E. Flynn, Jr., Northern Illinois University


John L. Pecore, University of West Florida

  2006 William Veal, University of North Carolina at Chapel Hill
2017 Kevin Cloninger, Anthropedia Foundation   2005 Cheryl Craig, University of Houston
2016 William L. White, Buffalo State College   2004 David Flinders, Indiana University
2015 Chara Haeussler Bohan, Georgia State University   2003 Gretchen Schwarz, Oklahoma University
2014 Barbara Slater Stern, James Madison University   2002 Ron Wilhelm, University of North Texas
2013 Amy L. Masko, Grand Valley State University   2001 P. Bruce Uhrmacher, University of Denver
2012 Richard Biffle III, Thomas College   2000 Stephen Fain, Florida International University
2011 Wesley Null, Baylor University   1999 William Segall, Oklahoma State University
2010 David M. Callejo Pérez, Saginaw Valley University   1998 Sylvia Hutchinson, University of Georgia
2009 Robert Boostrom, Southern Indiana University   1997 Ann Converse Shelly, Ashland University
2008 Karen Riley, Auburn University at Montgomery   1996 Fran Hankins, University of Washington
2007 Alan W. Garrett, Eastern New Mexico University   1995 O.L. Davis Jr., University of Texas
      1994 John Laska, University of Texas