Supporting the Implementation of NGSS: NARST Researchers' Perspectives on Curriculum
Cory A. Buxton
Cory A. Buxton is a Professor of Educational Theory and Practice at the University of Georgia and a former high school science and ESOL teacher. His research fosters more equitable science learning opportunities for all students and especially for English learners. His most recent work is focused on creating spaces where students, parents and teachers can engage together as co-learners while strengthening their academic relationships, their knowledge of science and engineering practices, and their ownership of the language of science. His research has been funded by the National Science Foundation, The U.S. Department of Education and by several private foundations.
Janet Carlson directs the Center to Support Excellence in Teaching (CSET) in the Graduate School of Education at Stanford University. This recent move follows a 23-year history at the non-profit science education organization BSCS (Biological Sciences Curriculum Study). Carlson began her career as a middle and high school science teacher, but has spent the majority of her work life developing curriculum, leading professional development, and conducting research. Carlson's research interests include studying the impact of educative curriculum materials and transformative professional development on science teaching and learning. She and a team of co-authors were recently awarded the 2014 Journal of Research in Science Teaching (JRST) award for the most significant article published in JRST in 2013 for their article "Conducting Causal Effects Studies in Science Education: Considering Methodological Trade-offs in the Context of Policies Affecting Research in Schools." She received a BA in Environmental Biology from Carleton College, an MS in Curriculum and Instruction from Kansas State University, and a PhD in Instruction and Curriculum (science education) from the University of Colorado.
Betsy Davis is a science educator and teacher educator at the University of Michigan. She is particularly interested in how elementary teachers learn to engage in ambitious science teaching and how curriculum materials and teacher education help promote science teacher learning. One focus of Davis's work is elementary teachers’ use of educative curriculum materials -- curriculum materials intentionally designed to promote teacher learning as well as student learning. Recent research has explored the overarching research question: How does teacher use of educative science curriculum materials relate to (a) teachers' learning, (b) teachers' practice (and thus students' opportunities to learn), and (c) students' learning of science content and about scientific practices across scientific disciplines? Davis received her doctorate from the University of California at Berkeley in 1998, and received the Presidential Early Career Award for Scientists and Engineers at the White House in 2002.
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Underwritten by the The National Association for Research in Science Teaching (NARST)