- Leslie Herrenkohl
University of Washington
LESLIE RUPERT HERRENKOHL is associate professor of the learning sciences and human development and cognition at the University of Washington. Dr. Herrenkohl studies the intellectual, social, and emotional aspects of children’s development as science learners in formal and informal settings. Her work with Ms. DeWater and Ms. Kawasaki was featured as one of 12 case examples in the National Academy of Sciences volume Ready, Set, Science! Putting Research to Work in K–8 Science Classrooms (Michaels, Shouse, and Schweingruber, 2008). Her new book, How Students Come to Be, Know, and Do: A Case for a Broad View of Learning, will be published in 2011 by Cambridge University Press.
- Lezlie Dewater
Seattle Pacific University
LEZLIE SALVATORE DEWATER, M.Ed, is a former classroom teacher and science specialist, currently serving as a resident master teacher with the Department of Physics at Seattle Pacific University. Ms. DeWater is interested in K–8 teacher preparation in science and continuing professional education for practicing teachers, especially as they relate to formative assessment in science. Her work with Dr. Herrenkohl and Ms. Kawasaki has resulted in several papers, including the 2010 publication, “Inside AND Outside: Teacher-Researcher Collaboration,” The New Educator, 6, 74–91.
- Keiko Kawasaki
KEIKO KAWASAKI, M.Ed, is a former elementary school teacher in Seattle, Washington. While working in the classroom, Ms. Kawasaki participated in WISE Step, a National Science Foundation-supported program to support science teaching in the classroom. It was there that she met her coauthors and jumped at the opportunity to participate in the study described in these pages. Ms. Kawasaki received her master’s degree from the University of Washington in 2001. Her thesis is an analysis of the data gathered in her classroom and was published in part in the International Journal of Science Education in 2004. Currently she is on leave from teaching while raising a family.