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- Jessica Thompson
University of Washington, Seattle
E-mail Author
JESSICA THOMPSON is an Assistant Professor in Curriculum and Instruction at the University of Washington. Her research focuses on building networked communities that aim to improve ambitious and equitable teaching practice with multiple role actors (science teachers, science and English Language Learner (ELL) coaches, principals, district leadership, and students). She is interested in understanding the intersection of classroom practice, learning, and identity development for teachers and students in high poverty settings. She had published articles including "Engaging girls' socio-historical identities in science" in Journal of the Learning Sciences and "Developing a theory of ambitious early-career teacher practice" in American Educational Research Journal.
- Sara Hagenah
Boise State University
E-mail Author
SARA HAGENAH is an Assistant Professor at Boise State University. Hagenah’s research is deeply engaged with school-community partnerships and aims to collaboratively advance ambitious science teaching and learning for social justice.
- Hosun Kang
University of California Irvine
E-mail Author
HOSUN KANG is an Assistant Professor at the University of California Irvine. She is interested in providing powerful science learning experiences to all students. Her research addresses two core issues facing the fields of science teaching and learning. One is supporting the students who are historically underserved in science classrooms to engage the sciences meaningfully, and the other is supporting early-career teachers to approximate and take up research-based practices. She co-authored “Creating a future in science: Tracing middle school girls’ identity work over time and space,” in American Educational Research Journal. She is the lead author of an article published in Science Education, “Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks."
- David Stroupe
Michigan State University
E-mail Author
DAVID STROUPE is an Assistant Professor of teacher education at Michigan State University. He has three overlapping areas of research interests anchored around ambitious teaching practice. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students negotiate power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. He has published in Science Education, "Examining classroom science practice communities: How teachers and students negotiate epistemic agency and learn science-as-practice" and co-authored an article in Science Scope, "Students modeling molecule movement through science theater."
- Melissa Braaten
University of Wisconsin, Madison
E-mail Author
MELISSA BRAATEN is an Assistant Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. She focuses on science education and teacher education supporting ambitious and equitable science teaching and learning. Her current projects focus on better understanding the affordances and limitations of institutional, political, cultural, and social structures of teacher preparation and teacher workplaces for supporting rigorous and responsive science teaching. She has co-authored "Working towards a stronger conceptualization of scientific explanation for science education" in Science Education and "Developing a theory of ambitious early-career teacher practice" in American Educational Research Journal.
- Carolyn Colley
University of Washington, Seattle
E-mail Author
CAROLYN COLLEY is a Research Assistant and doctoral student in the College of Education at the University of Washington, Seattle. Her research interests include science teacher learning around responsive teaching practices including facilitation of productive classroom discourse, as well as how professional development supports and sustains shifts in science teaching practices.
- Mark Windschitl
University of Washington, Seattle
E-mail Author
MARK WINDSCHITL is a Professor in Curriculum and Instruction at the University of Washington. His research interests deal with the early-career development of science teachers. He develops and studies a system of tools and tool-based practices for early career and pre-service secondary science teachers that supports transitions from novice to expert-like pedagogical reasoning and practice. He has co-authored "Rigor and equity by design: Seeking a core of practices for the science education community" (in progress) in AERA Handbook of Research on Teaching (5th ed.) and "Proposing a core set of instructional practices and tools for teachers of science" in Science Education.
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