Supporting the Implementation of the NGSS in Pre-service Teacher Education: Implications of Research
Joy Barnes-Johnson, Ph.D. has served as an assessment specialist, curriculum consultant, professional developer, high school science teacher and adult educator over the span of her teaching career. Having earned degrees from Temple University (Ph.D., Urban Education), Montclair State University (M.Ed., Curriculum and Instruction) and Johnson C. Smith University (B.S., Chemistry), she enjoys the challenge of interdisciplinary literacy. She has written lessons for the National Teacher Training Institute and Adult Education Department of WNET-NY (a PBS capstone station), served as a program training facilitator for NJPAC, FANS, The New Teacher Project as well as various other organizations. Her primary research interests are in equitable science teaching, urban teacher training and out-of-school teaching and evaluation contexts. Recent publications examine writing, STEM and evaluation. Founder of EMC2 Group LLC, an educational consulting firm, she is currently working as a high school science teacher and consultant for several STEM Education and teacher training projects in New Jersey, Pennsylvania and Wyoming.
Marcelle A. Siegel is Associate Professor of Science Education at the University of Missouri. Her background in education includes several years in curriculum development for national reforms, professional development in urban schools, and a focus on understanding and improving assessment practices in science classrooms. Dr. Siegel’s research focuses on a key obstacle and point of leverage for reforming learning and teaching--assessment. She is particularly interested in ways to design equitable assessments and to support teachers’ assessment practices. She has more than 50 publications, including 23 peer-reviewed articles and 7 book chapters. Several of these are co-authored with teachers, and she serves the teaching profession through partnerships with schools locally and nationally. Dr. Siegel teaches classes on assessment research, science education research, secondary science teaching, biotechnology, and the scholarship of teaching for future science faculty.
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Underwritten by NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research.