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My research and teaching interests are centered on the
preparation and retention of secondary science teachers,
technology integration to promote reform-based science
instruction, and STEM integration.
Preparation and Support of Secondary Science Teachers
I am particularly interested in induction support and
mentoring of beginning science teachers. My research agenda has
been focused on the constraints experienced by these beginning
teachers as they implement inquiry-based instruction in their
classrooms and how these constraints can be mitigated through
participation in a science-focused induction program. Key areas
of interest have been the teaching beliefs and views of the
nature of science held by the beginning teachers, and the role
of curriculum in supporting beginning teachers.
This work has been supported by grants from the National
Science Foundation [See
In Support of Science, Gateway to Research and Inventions,
Spring 2005], the Minnesota Department of Education, and the
Digital Media Center. An outcome of this work has been the
development of an
online induction program for secondary science teachers in
collaboration with Joel Donna.
New!
Scholarship opportunity for
students interested in
becoming a secondary science or
mathematics teacher
On September 1, 2008, a
Robert Noyce Teacher Scholarship program
was awarded by the National Science Foundation to
support the recruitment, preparation, and retention of
secondary teachers in the high need areas of physics,
chemistry, earth science and mathematics. Students applying
for the
PhysTec program in IT,
DirecTrack
to Teaching program, or the
M.Ed. Initial Licensure Program can apply for
scholarships of up to $10,000 to support their tuition and
costs. For more information please contact
Gillian Roehrig
directly.
Technology Integration
This work is currently supported by two grants - "Technology
Enhanced Communities (TEC)" (Minnesota Office of Higher
Education) and "Reach for the Sky: Integrating Technology
into STEM outcomes for American Indian Youth (RFTS)"
(National Science Foundation: ITEST).
TEC is an
online learning community developed in collaboration with
graduate students David Groos and Joel Donna for middle
school science teachers in Minneapolis Public Schools
working to integrate technology into their classrooms.
RFTS is
an innovative education program striving to make STEM more
culturally relevant to Anishinabe youth. I will be working
with Anishinabe youth on the White Earth Reservation in
northern Minnesota, along with co-PIs
Tamara
Moore (mathematics education) and Stephan Carlson
(CFANS). RFTS students learn modern science, math and
engineering through traditional American Indian stories and
hands-on activities. The goal of the program is to increase
STEM knowledge, attitudes and career skills with American
Indian students. [Discover more at
Head of the class, Research 2007.
STEM Integration
MEDIA (Model Eliciting, Developing, and Integrating
Activities) (NSF, CCLI-Phase 3) is a large-scale, four-year
collaborative research project between six major
universities: University of Pittsburgh, University of
Minnesota, US Air Force Academy, Colorado School of Mines,
Purdue University, and California Polytechnic State
University. The purpose of the research is for the
implementation of models and modeling as a foundation for
undergraduate STEM curriculum and assessment, especially
within engineering domains. Successful completion of this
project will provide engineering and STEM educators with an
understanding of how students learn to become better
problem-solvers.
A focus of the MEDIA project at the
University of Minnesota is the applications of MEAs for
application in K-12 settings. K-12 MEAs are currently being
implemented in Mahtomedi Public Schools and form part of the
STEM integration modules being developed as part of the
recent award for
Minnesota Mathematics and Science Teacher Academies.
Selected publications
Roehrig, G.H., & Garrow, S.T. (2007). The
impact of teacher classroom practices on student achievement
during the implementation of a reform-based chemistry
curriculum. International Journal of Science Education,
29, 1789-1811.
Lee, E., Brown, M.N., Luft, J.A., & Roehrig,
G.H. (2007). Assessing Beginning Secondary Science Teachers’ PCK: Pilot Year Results. School Science and Mathematics,
107 (2), 52-60.
Roehrig, G.H., Kruse, R. A., & Kern, A. L.
(2007). Teacher and school characteristics and their
influence on curriculum implementation. Journal of Research
in Science Teaching, 44, 883-907.
Luft, J.A., Bang, E.J., & Roehrig, G.H.
(2007). Supporting beginning science teachers. The Science
Teacher, 74 (5), 24-29.
Roehrig, G. H. and Luft, J. A. (2006).
Does One Size Fit All?: The Induction Experience of Beginning
Science Teachers from Different Teacher Preparation Programs.
Journal of Research in Science Teaching, 43 (9), 963-985.
Roehrig, G. H. and Kruse, R. A. (2005). The
Role of Teachers’ Beliefs and Knowledge in the Adoption of a
Reform-Based Curriculum. School Science and Mathematics, 105,
412-422.
Kruse, R. A., & Roehrig, G. H. (2005). A
Comparison Study: Assessing Teachers’ Conceptions with the
Chemistry Concepts Inventory. Journal of Chemical
Education, 82, 1246-1250.
Luft, J. A., & Roehrig, G. H. (2005)
Enthusiasm is not enough: Beginning secondary science teachers
in primarily Hispanic settings. School Science and
Mathematics, 105, 116-26.
Roehrig, G. H., & Luft, J. A. (2004) Inquiry
teaching in high school chemistry classrooms: The role of
knowledge and beliefs. Journal of Chemical Education, 81,
1510-1516.
Roehrig, G. H., & Luft, J. A. (2004).
Constraints Experienced by Beginning Secondary Science Teachers
in Implementing Scientific Inquiry Lessons. International
Journal of Science Education, 23, 3-24.
Patterson, N. C., Roehrig, G. H., & Luft, J.
A. (2003). Running the Treadmill: Explorations of Beginning High
School Science Teacher Turnover in Arizona. The High School
Journal, 84, 14-22.
Luft, J. A., Roehrig, G. H., & Patterson, N.
C. (2003). Contrasting landscapes: A comparison of the impact of
different induction programs on beginning secondary science
teachers' practices and beliefs. Journal of Research in Science
Teaching, 40, 77-97.
Patterson, N. C., Roehrig, G. H., Austin, B.
A., & Luft, J. A. (2003). ASIST: An Induction Program for
Science Teachers. In J. Rhoton and P. Bowers (Eds.), Induction
programs for science teachers: What the research says (pp.
113-121). Raleigh, NC: National Science Education Leadership
Association.
Luft, J. A., Roehrig, G. H., & Patterson, N.
C. (2002). Barriers and pathways: A reflection on the
implementation of an induction program for secondary science
teachers. School Science and Mathematics, 102, 222-228.
Featured research and outreach
Updated September 2008
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