Mensah, Felicia (fm2140)

Mensah, Felicia M

Professor of Science and Education
Chair - Department of Mathematics, Science and Technology; Science Education Program Director
212-678-8316

Office Location:

415B Zankel

Office Hours:

Tuesday 7-7:30 pm; Wednesday 4-6 pm and by appt.

Educational Background

B.S. Biology, University of North Carolina at Chapel Hill (1988)
M.S. Biology & Secondary Education, North Carolina Agricultural & Technical State University (1992)
Ph.D. Science Education, Florida State University (2003)
Dissertation: Professional Development and Poststructural Analysis: Stories of African American Science Teachers.
Postdoctoral Fellow in the Center for Curriculum Materials in Science, & Visiting Faculty, Michigan State University (2003 - 2005)

Scholarly Interests

Science Teacher Education; Diversity, Equity & Social Justice Education; Urban and Multicultural Education

Doctoral and junior faculty career development (preparing future teacher educators)

Diversity, Equity, and Social justice (science teaching and teacher education)

Identity (positional identity and science teacher identity)

Critical race theory, Teacher education & Intersectionality (Teachers of Color; Teacher educator preparation)

Culturally relevant, Culturally responsive science teaching (Curriculum development, Teacher education)

Qualitative research methods (ethnography, case study, narrative, grounded theory, phenomenology)

STEM education (Science, Technology, Engineering, Mathematics curriculum development) 

Selected Publications

Selected Publications-- See CV in the Documents tab for a full list

Riley, A.D., & Mensah, F.M. (2022). “My curriculum has no soul!”: A case study of the experiences of black women science teachers working at charter schools. Journal of Science Teacher Education. DOI: 1080/1046560X.2022.2028710

Mensah, M. (2022). Educating Klaren: Neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students. Cultural Studies of Science Education, CADASE Special Issue on African American Students and STEM Education. DOI: 10.1007/s11422-022-10111-w

Mensah, F.M. (2022). “Now, I see”: Multicultural science curriculum as transformation and social action. The Urban Review, 54, 155-181. DOI: 1007/s11256-021-00602-5

Chen, J.L., & Mensah, F.M. (2022). Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary teachers of color. Science Education, 106(2), 385-411. http://doi.org/10.1002/sce.21699

Mensah, F.M. (2021). Preparing teachers for racial literacy and anti-racist teaching. Science Teacher Education, 90(November), 9-15.

Gist, C.D., Bristol, T.J., Mensah, F.M., & Philip, T. M. (2021). Committing to racial justice and equity in teacher preparation (pp. 14-17). Kapan Special Report, Building a More Ethnoracially Diverse Teaching Force: New Directions in Research, Policy, and Practice.

Mensah, F.M. (2021). “Now, I see”: Multicultural science curriculum as transformation and social action. The Urban Review. DOI: 1007/s11256-021-00602-5

Rosa, K., & Mensah, F.M. (2021). Decoloniality in STEM research: (re)framing success. Cultural Studies of Science Education, 16, 501-508. https://doi.org/10.1007/s11422-020-10008-6

Serpagli, L., & Mensah, F.M. (2021). Keeping up with the digital natives: Using social media in an all-girls’ science classroom. School Science and Mathematics Journal, 121(5), 28-289. http://doi.org/10.1111/ssm.12471

Mensah, F.M. (2021). Culturally relevant and culturally responsive teaching in the elementary science classroom. Guest Editorial. NSTA Science Scope, March/April, 58(4).

Levy, A.R., & Mensah, F.M. (2021). Learning through the experience of water in elementary school science. Water, 13(43), 1-31.https://doi.org/3390/w13010043

Watkins, S.E., & Mensah, F.M. (2019). Peer support and STEM success for one African American female engineer. Journal of Negro Education, 88(2), 181-193. DOI: 10.7709/jnegroeducation.88.2.0181

Mensah, F.M. (2019). Finding voice and passion: Critical race theory methodology in science teacher education. American Educational Research Journal, 56(4), 1412-1456. DOI: 10.3102/0002831218818093

Chen, J., & Mensah, F.M. (2018). Teaching contexts that influence elementary preservice teachers’ teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439. DOI: 1080/1046560X.2018.1469187  

Mensah, F.M., Brown, J., Titu, P., Rozowa, P., Sivaraj, R., & Heydari. R. (2018). Preservice and inservice teachers’ ideas of multiculturalism: Explorations across two science methods courses in two different contexts. Journal of Science Teacher Education, 29(2), 128-147. DOI: 1046560X.2018.1425820

Mensah, F. M., & Jackson, I. (2018). Whiteness as property in science teacher education. Teachers College Record, 120(1), 1-38. http://www.tcrecord.org ID Number: 21958.

Ashby, P., & Mensah, F. M. (2018). Ashby, P., & Mensah, F. M. (2018). Critical chemistry education in a private, suburban high school.  Research in Science Education, 1-30. DOI: 10.1007/s11165-018-9690-2

Underwood, J.B., & Mensah, F.M. (2018). An investigation of science teacher educators’ perceptions of culturally relevant pedagogy. Journal of Science Teacher Education, 28(1), 46-64. https://doi.org/10.1080/1046560X.2017.1423457

Taher, T., Mensah, F.M., & Emdin, C. (2017). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. Universal Journal of Educational Research, 5(11), 1853-1862. DOI: 10.13189/ujer.2017.051101 

Rosa, K., & Mensah, F.M. (2016). Educational pathways of Black women physicists: Stories of life.  Physical Review Physics Education Research, 12(1), 020113-15.


 



American Educational Research Association (AERA)

Association of Science Teacher Education (ASTE)

National Association of Research in Science Teaching (NARST)

Sisters of the Academy Institute (SOTA)

Text and Academic Authors Association (TAA)

Brief Bio Professor Mensah has worked collaboratively and independently in developing as a scholar in the areas of science teacher education and teacher professional development. Professor Mensah received her doctorate in Science Education at The Florida State University (May 2003). Using a feminist poststructuralist analysis of power, language, difference, and knowledge construction, her dissertation focused on three African American secondary school teachers' experiences in professional development, teaching, and learning science. As a postdoctoral fellow in the Center for Curriculum Materials in Science at Michigan State University (June 2003-July 2005), Professor Mensah focused on developing science curriculum materials that addressed issues of diversity in planning, assessing, and teaching science for understanding. Since receiving her doctoral degree, Professor Mensah has published extensively in the area of science teacher education. Her research interests are in diversity and social justice education with an emphasis on improving science experiences and for PreK-16 teachers and students in urban classrooms. She uses culturally relevant/responsive pedagogy in the preparation of science teachers, and also in teacher development, assessment and curriculum. This approach allows students who are traditionally marginalized in science learning, and their teachers in many instances, to view science as accessible, fun, and empowering. She conducts professional development workshops and institutes with elementary, middle, and high school science teachers as well as provide outreach activities for schools, such as hosting elementary students to attend science courses at the university. She also has an exceptional record in advising and developing early scholars with sponsoring more than 30 doctoral dissertations and serving on many more dissertation committees. Professor Mensah has received a number of awards, honors and acknowledgements, such as the Early Career Award, Division K, from the American Educational Research Association (2012), the Race, Culture, and Diversity Research Grant from Teachers College, and four Provost Investment Grants to support her research. She is currently serving as a lead editor of the Cultural Studies of Science Education journal, and will be an incoming associate editor of the Journal of Research in Science Teaching (2015-2020), the premier journal of the National Association for Research in Science Teaching (NARST). Professor Mensah also served three years as an executive board member of this association (2011-2014).

My interests are diverse and at the same time connected to my overall research agenda which is situated in urban elementary science education.  I focus on improving the teaching and learning of science in urban schools by designing ongoing professional development models with elementary and middle school teachers. Five current projects are:

Preservice elementary science teacher identity; focusing on the construction of a science teacher identity; extending this work to include preservice high science teachers' identity and how identities affect how they teach science to diverse learners.

Longitudinal studies of elementary preservice teachers; following former science methods students into years 1-3 as new teachers; creation of a professional development model for elementary teachers.
 
Working in partnership with Columbia University Chemistry department and the Center for Technology and School Change on professional development in science with Yonkers elementary and middle school science teachers.
 
Working in partnership with NYC elementary and middle schools on improving science education expeiences for teachers, students, and parents through elementary after school science programs, middle school science fair & family science night.
 
Working with TC faculty in collaboration with NYC schools through the GE grant for science and mathematics. Much of this work is focused on teacher professional development, classroom support, and student engagement in science classrooms.
 
 
 
1. Sarah Hansen (Spring 2014, PhD), Multimodal study of visual problem solving in chemistry with multiple representation through eye-tracking 2. Arthur Corvo (Spring 2014, PhD), A self-study of the Next Generation of Science Standards in a STEM classroom 3. Denise Mahfood (Sprig 2014, PhD), Uncovering Black/African American and Latina/a students' motivation to learn science: Affordances to science identity development 4. Darcy Ronan (Spring 2014, PhD), Science specialists in urban elementary schools: An ethnography examining science-teaching identity and motivation 5. Stefania Macaluso (Spring 2014, PhD), Exploring the development of classroom group identities in an urban high school chemistry class 6. Clement Gomes (Spring 2014, PhD), Sounding out science: Incorporating audio technology to assist students with learning differences in science education 7. Gustave Ado (Fall 2013, EdD), Exploring Ivoirian perspectives on the effectiveness of the current Ivorian science curriculum in addressing issues related to HIV/AIDS 8. Jane Marincic Lewinter (Spring 2013, EdD), Factors that support women in being successful in engineering professions: Identity as a lens 9. Katemari da Rosa (Fall 2012, PhD), Gender, ethnicity, and physics education: Understanding how black women build their identities as scientists; Fulbright Student, Brazil 10. Gita Bhirman-Raza (Spring 2012, PhD), Using forensic science as a context to enhance scientific literacy 11. Alissa Berg (Spring 2012, PhD), De-marginalizing science in the early elementary classroom: Fostering reform-based teacher change through professional development, accountability, and addressing teachers' dilemmas 12. Catherine Quinlan (Spring 2012, EdD), Use of the think aloud protocol, schema theory, and applied cognitive psychology to examine adolescents' cognition during problem solving of STS biology issues 13. Natasha Cooke-Nieves (Spring 2011, EdD), A collaborative "diagonal" learning network: The role of formal and informal professional development in elementary science reform 14. Megan Roberts (Spring 2010, EdD), Lesson study: Professional development and its impact on science teacher self-efficacy 15. Kathie Moskovitz (Spring 2010, EdD), One eye on the curriculum, one ear on the kids: Elementary teachers' efforts to incorporate student ideas into inquiry science lessons 16. Yuqing Yu (Spring 2010, PhD), Adults' decision-making about the electronic waste issue: The role of the nature of science conceptualizations and moral concerns in socio-scientific decision-making 17. Amanda Gunning (Spring 2010, PhD), Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course 18. Jennie Suzanne Brotman (Spring 2009, PhD), Urban high school students' talk about HIV/AIDS decision-making: Learning, identities, and the influence of school 19. Lisa Kozlowski (Spring 2009, PhD), Influence of project based science practices in teaching for diversity 20. Aarti Mallya (Spring 2009, PhD), Extending science beyond the classroom Door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum 21. Lisa M. Currie (Spring 2009, EdD), Uncovering the veil: Science performance assessment practices in a rural Delaware high school 22. Dorothy Patterson-Strange (Spring 2009, EdD), A case study of the implementation of a customized multicultural program in an urban high school 23. Meghan Merraro (Fall 2008, EdD), Uncovering student conceptions of the ocean: A critical first step to improving ocean literacy 24. Janell Catlin (Spring 2007, PhD), An opportunity for success: Understanding motivation and learning from urban youth participation in an after school science program 25. Shannon Halprin-Brunt (Spring 2007, EdD), Differentiated instructional practices: A case study of science teachers in a suburban middle school setting 26. Janice Kelly, Computing (Fall 2006), A comparison of prime-time situation comedy fathers and real fathers on involvement, communication and affection
2012 AERA 2012 Early Career Award, Division K (Teaching & Teacher Education)

2010-11 Dean's Fellowship Program for Teaching and Diversity Faculty & Student Research Grant: African American Scientists Book Club

2009 National Science Teachers Association, Summer Reading List for Science Teachers, Article selected: Teachers' coping strategies for teaching science in a "low performing" school district

2009 Journal of Research in Science Teaching, Second most frequently downloaded paper of 2008 & 2009, Article:
Girls and science: A review of four themes in the science education literature

2009 Early Career Nomination, National Association of Research in Science Teaching

2008 Research Travel Grant, New Connections Research and Coaching Clinic, Robert Wood Foundation

2008 National Technology Award Paper Nomination,
Science in the city photo albums: Connecting science content standards using digital photography

2007 Graduate School of Arts and Sciences (GSAS) Status

2006 Cambridge Who's Who Executive and Professional Registry

2006 Race, Culture and Diversity Teaching Fellowship Grant

2005 Dean's Summer Research Grant

2005 National Association of Research in Science Teaching Equity and Ethics Scholars Award

 

Conference Presentations & Proceedings (*) Peer Reviewed; (^)Former/Present Student Collaborator

 

1.      *Mensah, F.M. (2014, July). Innovations in teaching and learning: Using simulations in science teacher education. TAA Annual Conference. Baltimore, MD.

 

2.      *Mensah, F.M. (2014, April). "How do I see myself?": Using critical race theory to uncover science teacher identity. NARST Annual Conference. Pittsburgh, PA.

 

3.      *^Benedis-Grab, G., & Mensah, F.M. (2014, April). Developing self-efficacy through the use of cloud-based collaboration in an elementary science methods course. NARST Annual Conference. Pittsburgh, PA.

 

4.      *^Taher, T., Mensah, F.M., Emdin, C. (2014, April). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. NARST Annual Conference. Pittsburgh, PA.

 

5.      *^M. J. Castaldi, J. Epstein, J. Brauner, F. Mensah, C. Emdin, & P. Redden. (2014, April). Enhancing the undergraduate research experience at a small liberal arts chemistry department. American Chemical Society Annual Conference. Dallas, TX.

 

6.      *Mensah, F.M., ^Jackson, I., ^Macaluso, S., ^Mahfood, D., ^Ronan, D., & ^Simpson, R.  (2014, January). Implementation of edTPATM as a community of practice. ASTE Annual International Conference, San Antonio, TX.

 

7.      *^Daftedar, R., & Mensah, F.M. (2014, January). The globalization of science education: A case study of teacher identity dissonance. ASTE Annual International Conference, San Antonio, TX.

 

8.      *^Robbins, G., & Mensah, F.M. (2014, January). "Mees, I no understand": Using inquiry in a science classroom of diverse cultures, languages, and English proficiencies. ASTE Annual International Conference, San Antonio, TX.

 

9.      *^Gomes, C., & Mensah, F.M. (2013, July). The impact of technology on students with disabilities achieving scientific literacy. Proceedings of the 5th Annual International Conference on Education and New Learning Technologies. Barcelona, Spain.

 

10.  *Meier, E.B., Horton, D.M., Mensah, F.M., & Sanchez, R. (2013, April). A model for engaging urban teachers in designing STEM projects in classroom environments. AERA Annual Conference, San Francisco, CA.

 

11.  *Mensah, F.M. (2013, January). Pre-post comments of teacher and science teacher identities from elementary preservice teachers of color. ASTE Annual International Conference, Charleston, SC.

 

12.  *^Benedis-Grab, G., & Mensah, F.M. (2013, January). Using cloud-based collaboration in an elementary science methods course. ASTE Annual International Conference, Charleston, SC.

 

13.  *^Corvo, A.F., & Mensah, F.M. (2013, January). Utilizing the National Research Council's (NRC) conceptual framework for the Next Generation Science Standards (NGSS): A self-study in my science, engineering, and mathematics classroom. ASTE Annual International Conference, Charleston, SC.

 

14.  *^Lyman, A., & Mensah, F. M. (2013, January). Standards-based construction of 9-12 science curricula: A case study approach. ASTE Annual International Conference, Charleston, SC.

 

15.  *^Ronan, D., & Mensah, F.M. (2013, January). Science-teaching identity and motivation:  Ethnography of an urban elementary school implementing a science specialist model in a high stakes testing environment. ASTE Annual International Conference, Charleston, SC.

 

16.  *Mensah, F. M., & ^Jackson, I. (May, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Critical Race Studies in Education Association Conference, New York, NY.

 

17.  *^Berg, A., & Mensah, F.M. (April, 2012). De-marginalizing science in the early elementary classroom: Supporting teachers to teach science in reform-oriented ways. AERA Annual Conference, Vancouver Canada.

 

18.  *Mensah, F. M., & ^Jackson, I. (March, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Poster presentation. NARST Annual International Conference, Indianapolis, IN.

 

19.  *^Gomes, C., & Mensah, F.M. (January, 2012). Science education and the use of assistive technology for students with learning differences. ASTE Annual International Conference, Clearwater, FL.

 

20.  *Marrero, M., Riccio, J., ^Dashoush, N., & Mensah, F.M. (January, 2012). STEM professional development in an online fellowship program: Impacts on teacher beliefs and practices. Themed-paper set. ASTE Annual International Conference, Clearwater, FL.

 

21.  *Mensah, F.M., & Lang, L. (January, 2012). Inservice teachers learning inquiry and teaching preservice teachers about inquiry. ASTE Annual International Conference, Clearwater, FL.

 

22.  Bertrand Jones, T., Mensah, F.M., & Rich-Rice, K. (June, 2011). Soaring to new heights: Sisters of the Academy Institute writing programs. TAA Annual Conference, Albuquerque, NM.

 

23.  *Mensah, F.M., & O'Neill, T. (April, 2011). Who has control over the science curriculum? NARST Annual International Conference, Orlando, FL.

 

24.  *^Rosa, K., & Mensah, F.M. (April, 2011). Science teachers' views on cultural diversity: Contributions from anthropology. NARST Annual International Conference, Orlando, FL.

 

25.  *^Gunning, A., & Mensah, F.M. (January, 2011). Microteaching: The value of mastery experience in a science methods course. ASTE Annual International Conference, Minneapolis, MN.

 

26.  *Mensah, F.M., & O'Neill, T. (January, 2011). In partnership for diversity goals: Developing elementary teachers of science.  ASTE Annual International Conference, Minneapolis, MN.

 

27.  *Mensah, F.M. (March, 2010). Using observation prompts in the elementary field placement as a means to inform practice. NARST Annual International Conference, Philadelphia, PA.

 

28.  *Mensah, F.M. (January, 2010). "Making progress and figuring things out": Engaging elementary preservice teachers in inquiry learning. ASTE Annual International Conference, Denver, CO.

 

29.  *Moore Mensah, F. (May, 2009). Student presentations on science education. Paper presented at the Annual Sharing Our Success in Urban Science and Math Teaching Conference, New York University, New York, NY.

 

30.  *^Brotman, J.S., & Moore Mensah, F.M. (April, 2009). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Paper presented at the NARST Annual International Conference, Orange County, CA.

 

31.  *^Mallya, A., & Moore Mensah, F.M. (April, 2009).  A case of critical science agency: Urban youth use C3 science to navigate their food and activity environments. Paper presented at the NARST Annual International Conference, Orange County, CA.

 

32.  *^Marrero, M., & Moore Mensah, F.M. (April, 2009). Socioscientific decision making and the ocean: A case study of 7th grade life science students. Paper presented at the NARST Annual International Conference, Orange County, CA.

 

33.  *Moore Mensah, F., Catlin, J., O'Neill, T., & Johnson, V. (January, 2009). Initiating school-university science partnerships for the preparation of elementary teachers in an urban middle school. Interactive Paper-Poster presented at the ASTE Annual International Conference. Hartford, CT.

 

34.  *^Gunning, A., & Moore Mensah, F. (January, 2009). One preservice elementary teacher's development of self-efficacy and confidence to teach science: A case study. Paper presented at the ASTE Annual International Conference. Hartford, CT.

 

35.  *^Cooke, N. & Moore Mensah, F. (January, 2009). The emergent teacher voice: Identity development of preservice elementary teachers. Paper presented at the ASTE Annual International Conference. Hartford, CT.

 

36.  *^Benedis-Grab, G., & Moore Mensah, F. (January, 2009). A collaborative model for elementary science. Paper presented at the ASTE Annual Conference. Hartford, CT.

 

37.  *Moore, F.M. (March, 2008). Using multicultural curricular frameworks in elementary science lesson plans. Paper presented at the NARST Annual International Conference. Baltimore, MD. 

 

38.  *Moore, F.M. (2008, March). A pedagogy of multiple theoretical perspectives: Building a foundation to stand on: Using course readings in an elementary science methods course. Paper presented at the NARST Annual International Conference. Baltimore, MD. 

 

39.  *Moore, F.M. (March, 2008). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science curriculum. Paper presented at the AERA Annual International Conference. New York, NY.

 

40.  *Moore, F.M. (January, 2008). Science in the city photo albums: Connecting science content standards using digital photography. Paper presented at the ASTE Annual International Conference. St. Louis, MO.

 

41.  Moore, F.M. (July, 2007). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science lessons. Paper presented at the CCMS Summer Knowledge Sharing Institute. Washington, DC.

 

42.  *^Catlin, J.N., & Moore, F.M. (April, 2007). RESPECT: What urban middle school science students really want. Paper presented at the NARST Annual International Conference. New Orleans, LA.

 

43.  *Moore, F.M., George, M.A. (April, 2007). Science teacher education about diversity: Using multiple theoretical perspectives. Paper presented at the NARST Annual International Conference. New Orleans, LA.

 

44.  *^Catlin, J.N., & Moore, F.M.  (January, 2007). I want to, because I can!  Urban middle school students' quest for knowledge in an after school science program. Paper presented at the ASTE Annual International Conference. Clearwater, FL.

 

45.  *Moore, F.M. (January, 2007). Presentation of dialogue: Preservice elementary teachers' views of their science teacher identity. Paper presented at the ASTE Annual International Conference. Clearwater, FL.

 

46.  *Moore, F.M. (October, 2006). Drawings of the ideal elementary science teacher. Paper presented at the SASTE Annual International Conference. Mercer University, Macon, GA.

 

47.  *Moore, F. (September, 2006). Mapping the diversity and social justice landscape. Paper presented at the Science Education at the Crossroads Conference. Ogden, UT. On-line proceedings, http://www.sciedxroads.org

 

48.  *Moore, F.M., & ^Mallya, A. (July, 2006). Diversity and social justice in curriculum materials: Student agency and teacher learning. Presentation presented at the CCMS Knowledge Sharing Institute, Ann Arbor, MI.

 

49.  *Moore, F.  (April, 2006).  Identity, agency, and preservice teachers' construction of both in becoming agents of change. Paper presented at the NARST Annual Conference. San Francisco, CA.

 

50.  *Moore, F.  (April, 2006).  Using book clubs to introduce elementary preservice teachers to issues of diversity in science teaching and learning. Paper presented at the NARST Annual International Conference. San Francisco, CA.

 

51.  *Moore, F. (September, 2005). Is this just too diverse to handle? Paper presented at the Science Education at the Crossroads Conference. Storrs, CT. On-line proceedings, http://www.sciedxroads.org

 

52.  Moore, F.M.  (July, 2005).  Beliefs & attitudes of elementary pre-service teacher education students toward diversity in science teaching & learning. PowerPoint presentation presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.

 

53.  Moore, F.M.  (July, 2005).  A curriculum design project for preservice elementary teachers: Using the Project 2061 criteria for curriculum development. Paper presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.

 

54.  *Moore, F.M. (April, 2005). The advantages of a postdoctoral study: Negotiating your position.  Paper presented at the AERA Annual International Conference. Montreal, Canada.

 

55.  *Moore, F., Sowell, S., Letts, W., & Brandt, C. (April, 2005). Poststructuralist possibilities: Using feminist poststructuralist theories for making sense in science education research. Paper presented at the NARST Annual International Conference. Dallas, TX.

 

56.  *Moore, F.M. (April, 2004). Stories, experiences and lessons: Relations of power in science teaching, leaning, and professional development. Paper presented at the NARST Annual International Conference. Vancouver, British Columbia.

57.  Moore, F.M. (February, 2004). Projects & activities. Post-doctoral fellow poster presentation at the National Science Foundation Centers for Learning and Teaching Principal Investigators Conference. Washington, DC.

 

58.  *^Paterna, R.L., & Moore, F.M. (October, 2004). Preservice teachers' familiarity and use of technology in science teaching.  SAETS Annual International Conference, Gainesville, FL.

 

59.  *Moore, F. (January, 2004). "Teaching is more . than I first imagined": A preservice teacher's experiences in the field. Paper presented at the AETS Annual International Conference. Nashville, TN.   

 

60.  *Settlage, J., Southerland, S.A., Moore, F., Schadman, A.  (January, 2003). The rise (and fall) of teacher efficacy: The role of the methods course and classroom context. Paper presented at the AETS Annual International Conference, St. Louis, MO.

 

61.  *Moore, F.M. (October, 2002). Ways of knowing in the context of home, school, and teaching: Implications for science teaching. Paper presented at the SAETS Annual International Conference, Kennesaw, GA.

 

62.  *Moore, F. (January, 2002). On the other side of the tracks.  Paper presented at the AETS Annual International Conference, Charlotte, NC.

 

63.  *Hancock, E., Moore, F., & Sowell, S. (October, 2001). Practicing teacher's reflections about completing a portfolio for a distance learning graduate program.  Paper presented at the SAETS Annual International Conference, Tampa, FL.

 

64.  *Moore, F.M. (April, 2001). Re-designing curriculum that covers students' personal interests, attitudes, and multiple inabilities.  Proceedings of the 41st International World Education Fellowship Conference. Sun City, South Africa.

 

65.  Moore, F.M. (March, 2001).  Science laboratories that meet students' multiple abilities.  Linkages 2001 Symposium, Florida State University, Tallahassee, FL.  

 

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