This research and development project examines the impact of the Project-Based Inquiry Science (PBIS) middle school science curriculum. The research questions explored will look into efficacy, implementation, and teacher practice. A unique feature of the study’s design is an analytic focus on the conditions needed to implement the curriculum in ways that improve student learning in light of the Framework for K-12 Science Education.
Educational Researcher/PhD Candidate
About Me (Bio):
Carrie is PhD Candidate in Educational Psychology and Learning Sciences at the University of Colorado in Boulder. Her research focuses on preparing and supporting teachers in their efforts to enact critical and equitable instructional practices in science education in ways that promote student participation, learning, and sense of belonging. Additionally, she examines the organizational conditions required for teachers to integrate such practices into their instruction. She is particularly interested in how teachers’ instructional practices can reposition youth as co-producers of knowledge and partners in shaping education reform. She has explored these areas of research on two NSF-funded projects: “Efficacy Study of Project-Based Inquiry Science” (DRK-12) and “Urban High School Opportunity Structures, Figured Worlds of STEM, and Choice of Major and College Destination.” Before beginning her doctoral studies, Carrie taught high school and coached soccer and gymnastics in the Seattle area. Carrie received her BA in English Literature from Western Washington University and her Master in Teaching degree from Seattle University.