This project aims to improve professional development programs for pre-service teachers (PSTs) as a way to improve student learning in mathematics and science. PSTs engage in a series of teaching cycles, and then engage in lesson study groups to develop, teach, and analyze a whole-class lesson. The cycle is completed by reexamining students' knowledge in teaching experiments with pairs of students. These teaching cycles are called Iterative Model Building (IMB).
Additional Phone Numbers:
Assistant Professor of Science Education
About Me (Bio):
I received my Ph.D. in Curriculum and Instruction from the University of Missouri - Columbia, my M.S. in Elementary Education from D'Youville College in Buffalo, NY, and my Bachelors in Kinesiology from McMaster University in Ontario, Canada. My research is grounded within the field of science teacher education, in particular elementary teacher preparation. My teaching and research are closely related as I work with preservice and beginning inservice teachers to consider how their orientations toward teaching inquiry science influence their knowledge development for teaching science as inquiry and vice versa. I then extend this understanding to look at how their knowledge transfers to their practice, and the many factors that may influence this transfer process.