This project will study five elementary STEM schools from across the U.S. that are inclusive of students from underrepresented groups in order to determine what defines these schools and will use an iterative case study replication design to study the design and implementation of five exemplary eSTEM schools with the goal of developing a logic model that highlights the commonalities in core components and target outcomes across the schools, despite the different school contexts.
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Assistant Professor of Educational Psychology and Science Education
About Me (Bio):
Dr. Peters Burton's experience as an engineer and a secondary science teacher for 15 years helps her relate research to practice in science and engineering education. She has won several state and national awards for her work in secondary science education and holds a National Board Certification in Early Adolescent Science. In 2005, Dr. Peters Burton was selected as an Albert Einstein Distinguished Educator Fellow for the NASA where she advised the agency in their development of curriculum for teachers across the United States. Her work at NASA led her to be chosen as a member of the committee developing the first K-12 National Engineering Standards. In addition to her work with science education in Virginia and nationally, she spends time doing classroom research in developing student scientific epistemologies. Her work has shown promise in demonstrating a connection between content knowledge and nature of science knowledge. She continues to develop research projects that investigate ways that students and teachers can utilize self-regulation not only to learn scientific knowledge but also to learn how scientific knowledge is developed and validated.