Associate Professor of Science Education, University of Virginia Dr. Randy Bell began his career as a forest researcher in the Pacific Northwest. His interest in sharing science with others led him to pursue a teaching license, and he taught science for six years in rural eastern Oregon. Currently, Dr. Bell teaches pre-service teachers, provides professional development for practicing teachers, and researches and develops curricular materials. Randy’s two primary areas of research include teaching and learning about the nature of scientific knowledge, and assessing the impact of educational technology on science teaching and learning.
Dr. Bell's monograph is titled
Teaching the Nature of Science.
Associate Professor of Science Education, University of South Florida Dr. Malcolm Butler’s teaching and research addresses multicultural issues in the classroom. He has worked to support typically underserved student populations and has interest in the areas of writing to learn in science, science content for elementary teachers, and coastal and environmental education professional development for teachers. He has written and contributed to many academic journal articles including “The Invisible Science Educator,” presented at the 2007 National Science Foundation conference.
Dr. Butler's monograph is titled
Motivating Young Students to be Successful in Science.
Director of Teacher Education, Illinois Institute of Technology Dr. Judith Lederman has taught science in classrooms ranging from pre-K science to graduate level education courses and post-graduate professional development workshops. Dr. Lederman is known nationally and internationally for her work in the teaching and learning of Scientific Inquiry in both formal and informal settings. In 2008, she was awarded a Fulbright Fellowship to work with a South African university, museum educators, and K-12 science teachers in the area of Scientific Inquiry and Nature of Science. Judith served on the Board of Directors of the National Science Teachers Association (NSTA) and as President of the Council for Elementary Science International (CESI).
Dr. Lederman's monograph is titled
Teaching Scientific Inquiry.
Kathy Cabe Trundle
Associate Professor of Science Education, Ohio State University Dr. Kathy Trundle currently teaches master’s and doctoral level courses in science education. She studies children’s and adult’s understandings of Earth and space science concepts, and she has been very active in the development of sciencce teacher education programs. Dr. Trundle was the recipient of the 2008 Outstanding Science Teacher Educator of the Year presented by the Association for Science Teacher Education, an international organization.
Dr. Trundle's monograph is titled
Teaching Science During the Early Childhood Years.
Professor of Teacher Education and Educational Psychology, Michigan State University Dr. Nell Duke's research and teaching focuses primarily on young children—pre-kindergarten through grade two. She is particularly interested in how young children learn to comprehend informational text and what teachers can do to facilitate that process. Dr. Duke has received awards for her research from the International Reading Association, the National Council of Teachers of English, the National Reading Conference, and the American Educational Research Association. She is author and co-author of numerous journal articles, book chapters, and books, including Reading and Writing Informational Text in the Primary Grades: Research-Based Practices and Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.
David W Moore
Professor of Education Arizona State University Dr. David Moore taught high school social students and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association’s Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy.
Dr. Moore's monographs include:
Direct Instruction: Targeted Strategies for Student Success, Robust Vocabulary Instruction, Build Reading Power: Strategies for Comprehension, and Reading Comprehension Strategies, Why Vocabulary Instruction Matters, Science through Literacy, and Supporting Geography Learners with Texts.