Joshua Ellis

Professional Title
Assistant Professor
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Ellis, J. (2019). The Teacher Induction Network: Findings from over ten years of STEM teacher induction. In J. Leonard, A. Burrows, & R. Kitchen (Eds.), Recruiting, preparing, and retaining STEM teachers for a global generation. Rotterdam, The Netherlands: Sense Publishers.
  • Dare, E., Ellis, J., & Tyrrell, J. (2018). A blended professional development model for teachers to learn, implement, and reflect on NGSS practices. Innovations in Science Teacher Education, 3(3).*
  • Polizzi, S., Head, M., Barrett-Williams, D., Ellis, J., Roehrig, G., & Rushton, G. (2018). The use of teacher leader roles in an online induction support system. Teaching and Teacher Education, 75, 174-186.
  • Dare, E., Ellis, J., & Roehrig, G. (2018). Understanding science teachers' implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education, 5(4).*
  • Ellis, J., Polizzi, S., Roehrig, G., & Rushton, G. (2017). Teachers as leaders: The impact of teacher leadership supports for beginning teachers in an online induction program. Journal of Technology and Teacher Education, 25(3), 245-272.
Florida International University (FIU)

This three-year early-stage design and development project will support a new teacher professional development and support model that builds the agency of 30 Miami-Dade County public high school science teachers to design, implement, and refine engineering instruction for their Latinx and Black students by partnering of high school teachers with Latinx and Black undergraduate engineering students in collaborative teams to co-design and implement inclusive, standards-aligned formal and informal engineering experiences. This work will generate new ways to support teachers’ roles as change agents in enacting engineering pedagogies centering those who have been historically excluded.

Michigan Technological University

This project will design and develop a new K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). The STEM-OP will inform the instruction of integrated STEM in many contexts with the goal of improving integrated STEM education.