Gillian Roehrig


Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720.*
  • Wieselmann, J. G, Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2020). “I just do what the boys tell me”: Exploring Small Group Student Interactions in an Integrated STEM Unit. Journal of Research in Science Teaching, 57(1), 112–144.
  • Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2018). Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education, 5(4)*
  • Ring-Whalen, E. A., Dare, E. A., Roehrig, G. H., Titu, P. G, & Crotty, E. G. (2018). How teachers’ conceptions of integrated STEM education are reflected in curriculum writing. International Journal of Education in Mathematics, Science and Technology, 6(4), 343-362.*
University of Minnesota, Twin Cities

This project will design and develop a new K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). The STEM-OP will inform the instruction of integrated STEM in many contexts with the goal of improving integrated STEM education.


This project will adapt an effective in-person teacher professional development model to an online approach. A defining feature of the Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development program is its use of videos of classroom instruction and examples of student work to promote teacher learning. Adapting the STeLLA program to an online learning model can reach a broader and more diverse audience, such as teachers working in rural school districts and underserved communities.