Connecting Literacy and Science with NGSS and Common
Brunsell began his career as a physical science teacher. In 2000, he left the classroom
to become the director of Space Education Initiatives, a non-profit organization
focused on providing professional development opportunities for teachers. He is
currently an assistant professor in the Department of Curriculum and Instruction
and the Excel Center at the University of Wisconsin - Oshkosh. Eric completed his
undergraduate degree in physics education at the University of Wisconsin - Madison
and a Masters of Science in Educational Leadership from the University of Wisconsin
- Oshkosh. He was a doctoral fellow in the NSF funded Center for Teaching and Learning
in the West and completed a doctorate in science education at Montana State University.
Greenleaf is Co-Director of the Strategic Literacy Initiative, where for two decades
she has conducted cutting-edge research in adolescent literacy and translated it
into powerful teacher professional development. Her work co-developing the Reading
Apprenticeship® Instructional Framework has changed classrooms for hundreds of thousands
of secondary and college students and their teachers. Currently Cyndy directs Project
READI, leading SLI’s participation with the University of Illinois at Chicago and
others in a five-year federal research project to improve adolescent literacy across
the country. She received a Ph.D, and an MA in language and literacy education from
the University of California, Berkeley, and a BA in linguistics from the University
of California, San Diego.
Sarah Michaels is Professor of Education, Chair of the Education Department, and
Senior Research Scholar at the Jacob Hiatt Center for Urban Education at Clark University.
A sociolinguist by training, she has been actively involved in teaching and research
in the area of language, culture, "multiliteracies," and the discourses of math
and science. She is a co-author Ready, Set, Science!: Putting Research to Work in
the K-8 Science Classroom, sponsored by the National Research Council,
and recently has been a PI on two NSF-funded grants developing web-based tools to
support teachers' professional learning about science as well as the orchestration
of academically productive classroom discussions. Michaels has a B.A. from Barnard
College and a Ph.D. in Education (Language and Literacy) from U.C., Berkeley.
Emily Miller is a practicing teacher and a lead writer for the NGSS Diversity and
Equity Writing Team. She has taught science as an ESL/ Bilingual Resource science
specialist at a Title 1 urban school for 16 years. Emily has used the NGSS in her
own diverse classroom and improved and refined teaching to the Standards with her
students, her collaborative teams, and Bilingual, sheltered instruction, and dual
language models across the district. She consults with districts nationally and
internationally to align their science programs with the vision of the Framework,
emphasizing the exciting opportunity to provide access and ownership to STEM learning
for all students. She is consulting with the Wisconsin Center for Educational Research
(WIDA) to develop teacher tools to promote sense making and language learning for
ELLs in science. Emily authored or coauthored an NGSS culturally-responsive engineering
grant, a garden curriculum grant, and a culturally and linguistically responsive
teacher training grant for her district.
Elizabeth Birr Moje
Birr Moje is the associate dean for research and community engagement in the School
of Education at the University of Michigan. Moje teaches courses in secondary and
adolescent literacy, literacy and cultural theory, and qualitative and mixed research
methods. Her research interests revolve around the intersection between the literacies
youth are asked to learn in the disciplines and the literacies they experience outside
of school. Moje is currently serving on the National Academy of Science committee
on Literacy for Science, the International Reading Association’s Literacy Research
Panel; the William T. Grant Foundation’s Scholar Selection Committee; as president
of National Conference on Research on Language and Literacy, and as incoming Vice-President
for the division on Social Contexts of Education of the American Educational Research
Catherine O'Connor is Professor of Education at Boston University, and is currently
Associate Dean for Faculty Development in the School of Education. She has studied
classroom discussion and academically productive talk by teachers and students for
over 20 years. She has focused especially on the role of talk in promoting student
reasoning in literacy and mathematics learning in a variety of school settings.
Recent publications include Classroom Discussions: a book and facilitator's
guide, with mathematics classroom video (Anderson, Chapin & O'Connor, 2011). A recent
paper she co-authored (Noble et al., "I never thought of it as freezing":
How students answer questions on large-scale science tests... JRST, 2012) won an
award from the National Science Teachers Association. Her BA (Stanford University)
and Ph.D (U.C. Berkeley) are in linguistics.
Betsy O'Day is an elementary science specialist teaching grades four and five in
Hallsville, Missouri. She previously taught in a variety of special education classrooms
and settings. Outside of the classroom, she has been a national Girl Scout-NASA
facilitator since 2002 participating in NASA sponsored science and engineering workshops
at various NASA facilities and delivering programs to girls and adults. Betsy has
a bachelor's degree in special education from Illinois State University and a master's
degree in science education from the University of Missouri-Columbia. She is National
Board Certified in early adolescence science and is currently serving as the president
of Science Teachers of Missouri.
Peacock is a Science Content School Improvement Specialist with the Northeast Georgia
Regional Educational Service Agency. Jeremy previously worked as a high school biology
teacher and science department chair. After first working as an environmental scientist,
he has now worked in science education for more than 10 years. Jeremy earned his
doctorate in science education from the University of Georgia and is still involved
in science education research, particularly with respect to instructional leadership
and science education reforms. He is currently serving as the president-elect of
the Georgia Science Teachers Association.
P. David Pearson
Pearson is a faculty member at the Graduate School of Education at the University
of California, Berkeley, where he served as Dean from 2001-2010. Current research
projects include Seeds of Science/Roots of Reading--a Research and Development effort
in which reading, writing, and language are employed as tools to foster the development
of knowledge and inquiry in science--and the Strategic Education Research Partnership--a
collaboration between UC Berkeley, Stanford, and the San Francisco Unified School
District designed to embed research within the portfolio of school-based issues
and priorities. He also works with teachers in middle and high schools in New York
City to figure out how to promote deeper learning as teachers try to navigate the
new Common Core State Standards in English Language Arts.
Schweingruber is the director of the Board on Science Education at the National
Research Council (NRC). She co-directed the study that resulted in the report A
Framework for K-12 Science Education (2011). She served as study director for a
review of NASA’s pre-college education programs completed in 2008 and co-directed
the study that produced the 2007 report Taking Science to School: Learning and Teaching
Science in Grades K-8. Prior to joining the NRC, Heidi worked as a senior research
associate at the Institute of Education Sciences in the U.S. Department of Education.
Heidi holds a Ph.D. in psychology and anthropology, and a certificate in culture
and cognition from the University of Michigan.
Stilwell is an education consultant that currently works in planning and conducting
professional development workshops, events and conferences, designing instructional
e-magazines, and facilitating professional development grants. Kim has experience
in planning and conducting professional development workshops impacting teachers
and administrators in suburban, urban, and rural school districts throughout the
nation. Kim is also an online faculty member at the Graduate School of Education
at the University of Phoenix. She has previously worked as a trainer for educational
curriculum companies and has taught in the elementary and middle school classrooms.
She holds a master's in curriculum and instruction from Webster University, a bachelor's
in elementary education from the University of Missouri, and middle school certification
from the University of Central Missouri.
Sutherland received her BA in English and secondary education from Alma College,
her MAT in reading from Aquinas College, and her Ph.D. in literacy, language, and
culture from the University of Michigan. Certified as an English teacher at the
secondary level, she has worked in rural, urban, and suburban middle and high schools.
She joined the U-M faculty in 1991 and is interested in underserved students and
how improved materials, technologies, and teacher professional development can support
their learning. Sutherland frequently presents at national conferences, teaches
courses and workshops related to content-area literacy, and has authored journal
articles and book chapters on middle and high school literacy, student identity,
and scientific literacy, particularly in relation to reading and writing in the
context of science.
Texley is NSTA’s current president. She is also an instructor at Lesley University,
Palm Beach State College, and Central Michigan University. Most recently, Texley
worked with a number of stakeholder groups to review the Next Generation Science
Standards and developed curriculum for JASON/National Geographic. Texley has been
a dedicated NSTA member for 30 years. She has served in a variety of capacities
for the association, including chairing the committee that crafted NSTA's response
to the National Science Education Standards; as editor of the NSTA journal The Science
Teacher; and as lead reviewer for NSTA Recommends. She holds a Ph.D. in science
education and a master's in biology from Wayne State University. She earned a bachelor's
degree in biology, chemistry/physics from Oakland University.
Venegas is a former ESL, Bilingual and Reading teacher for various bilingual program
models. She also served as an English- Spanish literacy coach for bilingual teachers
in dual immersion programs. Patricia was part of the development team of the WIDA
Spanish Language Development (SLD) Standards, recently release by the WIDA consortium.
These standards were a product of the Spanish Academic Language Standards and Assessment
(SALSA) project for which ISBE obtained a 2009 U.S. Department of Education Enhanced
Assessment Grant Award. Currently, Patricia is a dissertator in the department of
Curriculum and Instruction at the University of Wisconsin- Madison, where she is
specializing in teacher development, and in bi-literacy and biculturalism. She teaches
and supervises a cohort of students obtaining their dual teaching licenses with
English as a Second Language certification (EC/ESL).
Windschitl is a professor of science teaching and learning in the College of Education
at the University of Washington, and a former middle school science teacher. His
research interests center on the career development of science teachers. With his
research group, he is currently engaged in a National Science Foundation-funded
project to develop and study a system of tools and practices for secondary science
teachers that support transitions from novice to expert-like pedagogical reasoning
and practice. This system of tools is designed to be responsive to all students
in the classroom, including English language learners.
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