Jacqueline Barber


Professional Title: 
Associate Director
About Me (Bio): 
Over the past 30 years, Jacqueline Barber has been involved in K-12 science and mathematics education, involved in promoting teaching and learning among children, teachers, families and parents. She currently serves as Associate Director of the Lawrence Hall of Science responsible for the Hall’s Curriculum Center. In this role, she is involved with all LHS instructional materials development programs, and is responsible for leading LHS in addressing shared issues and concerns related to curriculum development, curriculum implementation, and assessment. Barber is the Founding Director of the successful Great Explorations in Math and Science (GEMS) Program. GEMS is a collection of over 60 standalone science and mathematics units for teachers in preschool through grade 8. A robust network of over 70 GEMS implementation sites located across the nation and in 9 different countries from Japan to Jordan, ensures the regular use of these materials with hundreds of thousands of teachers and millions of students. Barber’s interest in promoting science at home led to the creation of an award-winning collection of home science kits and a series of materials for educating parents about ways they can promote their children’s interest and success in science and mathematics. In the past 7 years, Barber has collaborated with P. David Pearson, Dean of the UCB Graduate School of Education, to launch a new curriculum research and development program, focused on the integration of science and literacy, entitled Seeds of Science/Roots of Reading. Barber holds a Bachelor’s degree in biology from Hampshire College (1978), and conducted research in neuroendocrinology (Fulbright Scholarship at the University of Strasbourg, 1979) before turning to science education.
University of California, Berkeley (UC Berkeley)

This project will provide curricular and pedagogical support by developing and evaluating teacher-ready curricular Digital Internship Modules for Engineering (DIMEs). DIMES will be designed to support middle school science teachers in providing students with experiences that require students to use engineering design practices and science understanding to solve a real-world problem, thereby promoting a robust understanding of science and engineering, and motivating students to increased interest in science and engineering.

University of California, Berkeley (UC Berkeley)

This project is developing research-based science units for 3rd-4th grades in life, earth and physical science. The Seeds/Roots series is an integrated science-literacy instructional program based on a successful NSF-funded proof-of-concept initiative. It builds on revision of units in the Great Explorations in Math and Science Program; but updates and employs a new, multi-modal "Do it, talk it, read it, write it" learning model, with literacy used in the service of science inquiry.

University of California, Berkeley (UC Berkeley)

This project aims to determine whether curricula designed to support teacher and student learning have positive impacts on teacher knowledge, attitudes, and instructional practices; to what degree educative curricula help teachers with more and less experience teaching ELLs and how level of teaching experience relates to teacher knowledge, attitudes, and instructional practices; and the effects of the educative curricula in high implementation settings on ELLs knowledge and attitudes in science, and developing English proficiency.