Jonathan Singer

Professional Title
Associate Professor
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Williams, T. H., Krikorian, J., Singer, J. E., Rakes, C. R., & Ross, J. M. (2019). A high quality educative curriculum in engineering fosters pedagogical growth. International Journal for Research in Education and Science, 5(2), 657-680.*
  • Williams, T., Singer, J., Krikorian, J., Rakes, C ., & Ross, J. (2018). Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms. Journal of Science Education and Technology.*
  • Singer, J., Ross, J. M., & Lee, Y. (2016). Professional Development for the Integration of Engineering in High School STEM Classrooms. Journal of Pre-College Engineering Education Research, 6(1), 30.*
  • Ross, J., Bayles, T. & Singer, J. (2015). The INSPIRES Curriculum. In C. Sneider (Ed.), Engineering Curricula Ready to Go! Thousand Oaks, CA: Corwin Press.*   
  • Singer, J., Lotter, C., Feller, R., & Gates. (2011). Exploring a model of situated professional development: Impact on classroom practice. Journal of Science Teacher Education, 22(3), 203.*
University of Maryland, Baltimore County (UMBC)

In this study, researchers will collaborate with Baltimore City Public Schools to collect and document teacher classroom practices prior to the implementation of an extended professional development model that targets pedagogical skills associated with the NGSS. The broad objective of the project is to characterize the benefits and limitations of utilizing controlled practice-teaching as a key component of teacher professional development for integrating NGSS aligned practices in middle school science classrooms.

University of Maryland, Baltimore County (UMBC)

This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms. 

University of South Carolina (USC)

The project investigates the impact of a professional development program on middle school science teachers' ability to enact pedagogical strategies, learning technologies and materials that align with the current science and technology education standards. The project measures teacher's science content understanding, the nature of the teacher's perceptions of constructivist learning environments, observations of the teacher's pedagogical strategies and students' science content learning.

University of Maryland, Baltimore County (UMBC)

This project is designing, developing, and testing a model that delivers effective teacher PD to in-service and preservice teachers to enable the successful implementation of engineering curricula. Research is performed to evaluate the impacts of the curricular materials and the teacher PD framework on classroom instructional practices and student learning, interests, and attitudes and to evaluate which curriculum components are most effective in promoting student learning and interest as a function of gender and ethnicity.