Exploring the Intersection of Science Education and 21st Century Skills A Workshop Summary (2010) / Chapter Skim
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Appendix B: Biographical Sketches of Steering Committee Members, Presenters, Panelists, and Staff
Appendix B: Biographical Sketches of Steering Committee Members, Presenters, Panelists, and Staff
Pages 126-134
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From page 126... ...
His current research is associated with developing new models of professional development using distance learning, assessing technological literacy, and how to bring quality science instruction to all students, including those from traditionally underrepresented minorities. A fellow of the American Association for the Advancement of Science, he has received the Presidential Award for Excellence in Science Teaching (1986)
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From page 127... ...
She is a member of the National Academy of Education and a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science. Her board service includes the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at
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From page 128... ...
He is a fellow of the American Academy for the Advancement of Science and a national associate of the National Academies. He is a recipient of the SUNY Chancellor's Award for Excellence in Teaching, the National Science Teachers Association's Distinguished Service to Science Education Award, the Keystone Center's Leadership in Education Award, and Rutgers University's Distinguished Leader Award.
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From page 129... ...
At BSCS, he was principal investigator for four programs: an elementary school program entitled Science for Life and Living: Integrating Science, Technology, and Health; a middle school program entitled Middle School Science and Technology; a high school biology program titled Biological Science: A Human Approach; and a college program titled Biological Perspectives. He has been active in education for more than 30 years,
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From page 130... ...
His research focuses on issues of argumentation and conceptual change, often in the context of computer-enhanced learning environments. He is currently the principal investigator of an exploratory grant investigating physics learning in video games in terms of underlying game design, the design of representations and interfaces within games, and the structuring of social interactions outside games to optimize learning through discourse and argumentation.
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From page 131... ...
Houston is vice president and principal research scientist at Personnel Decisions Research Institutes in Minneapolis. She has directed, codirected, or been the lead research team member on numerous consulting and research projects, in both the public and private sectors, most of which have involved personnel selection or employee development and performance measurement.
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From page 132... ...
Working with teachers in science classrooms to bring about sustained change, he aims to create classrooms that focus on students collaborating to find solutions to important intellectual questions based on essential learning goals and use new learning technologies as productivity tools. He codirects the Center for Highly Interactive Classrooms, Curriculum and Computing in Education at the University of Michigan and is a coprincipal investigator in the Center for Curriculum Materials in Science and the National Center for Learning and Teaching Nanoscale Science and Engineering.
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From page 133... ...
She participated in the development of the science teacher certification assessment of the National Board for Professional Teaching Standards and in the development and evaluation of teacher enhancement programs for elementary science teachers. She is the first author of the Student Guide, Statistical Reasoning for the Behaioral Sciences.
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From page 134... ...
One track includes longitudinal studies of science educators who are able take up ambitious, equitable, and effective forms of teaching over time. These investigations are aimed at developing theory around how and why early career educators develop pedagogical expertise across specific learning-to-teach contexts (in university course work, during student teaching, in professional learning communities, and during the first two years in the classroom)
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