David Stroupe

People

Organization/Institution: 
About Me (Bio): 
David Stroupe is an associate professor of teacher education. He has three overlapping areas of research interests anchored around ambitious teaching practice. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students negotiate power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2019). Sharing a vision, sharing practices: How communities of educators improve teaching. Remedial and Special Education, 40(6), 380-390.*
  • Stroupe, D., & Gotwals, A. W. (2018). “It’s 1000 degrees in here when I teach”: Providing preservice teachers with an extended opportunity to approximate ambitious instruction. Journal of Teacher Education, 69(3), 294-306.*
  • Windschitl, M., & Stroupe, D. (2017). The three-story challenge: Implications of the Next Generation Science Standards for teacher preparation. Journal of Teacher Education, 68(3), 251-261.*
  • Stroupe, D. (2016). Beginning teachers’ use of resources to enact and learn from ambitious instruction. Cognition and Instruction, 34(1), 51-77.*
Michigan State University (MSU)
08/01/2017

This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. It is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching.

Michigan State University (MSU)
08/15/2011

This project is developing a model for integrating best practices in technology-supported instructional design and formative assessment for genetics instruction in upper elementary, middle and high school. Using the Web-based Inquiry Science Environment platform, the project is developing school curriculum that scaffold and model scientific practices, enable students to interface with real-world problems, provide opportunities for students to make connections between visible phenomena and underlying genetic processes, and promote student monitoring and reflection on learning.

Michigan State University (MSU)
08/15/2021

Widely-adopted science education standards have expanded expectations for students to learn science research processes. To address these needs, the project will research and develop curricular materials and classroom practices that teachers can use to bring authentic science into their classes and engage students as active science researchers. The project, called MothEd, will focus on the study of moths, which are well-suited to the project’s goal of having students conduct authentic scientific investigations.