- Publication | This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level—namely, the “Model of Research-Based Education for Teachers” (MORE for Teachers).
- Presentation | Teachers learn to teach Earth and Space science through the American Museum of Natural History's Master of Arts in Teaching Urban Residency Program (MAT), the first urban teacher residency program offered by a museum. The MAT program is a unique 15-month fully paid...
- Presentation | In this video, find out more about the Museum's Master of Arts in Teaching (MAT) program from five MAT graduates in the class of 2013, who are now teaching in New York City's public schools. The MAT program with a specialization in teaching Earth Science is a...
- Presentation | New York Times Video on the American Museum of Natural History's master's degree program in teaching, part of a broad national campaign to add 100,000 science, technology and math teachers by 2021.
- Publication | This paper describes a residency model that includes faculty members who serve as Senior Specialists – mentors in school residency rotations, advisors in teaching as a profession, and co-instructors in academic courses and portfolio development. The Senior Specialist acts...
Supporting Mentor Teachers in the Assessment of and Inquiry into High-Leverage Science Teaching PracticesPublication | This paper reviews the literature on mentor teachers’ learning in relationship to high leverage practices and summarizes existing research on mentoring and experienced teacher learning that might help inform the design of our model of mentor teachers’ learning.
- Publication | This article describes the role of museums in supporting schools and teachers in addressing the demands of the NGSS.
- Publication | In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its...
- Publication | This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates.
Informal science institutions and learning to teach: An examination of identity, agency, and affordancesPublication | This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit. We describe how working in informal settings and learning to use the affordances of that...
- Publication | This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity.
- Tool | This tool is designed to help teachers reflect on a lesson they observed and guide effective, learning-focused mentoring conversations.
Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and InductionPresentation | Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching, and the first year of teaching.
High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth sciencePublication | Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model–evidence link...
Commentary: Meet Me in Azul’s Room: Designing a Virtual Field Placement for Learning to Teach MathematicsPublication | This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates’ field placements.