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FACULTY PROFILE: Professor Mensah

Professional Background

Assistant Professor of Science Education

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, Michigan State University (2003 - 2005)

Scholarly Interests

Urban & Multicultural Education
Teacher Education/Teacher Professional Development
Qualitative Research Methods
Critical Theory

Feminist Poststructuralist Theory

Selected Publications

Mensah, F.M. (2009). A portrait of black teachers in science classrooms. The Negro Educational Review, 60(1-4), 39-52.

Mensah, F.M. (2009). Confronting assumptions, biases, and stereotypes in preservice teachers’ conceptualizations of science teaching through the use of book club. Journal of Research in Science Teaching, 46(9), 1041-1066.

Brotman, J.S. & Moore, F.M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002.

Moore, F.M. (2008). Agency, identity, and social justice: Preservice teachers’ thoughts on becoming agents of change in urban elementary science classrooms. Research in Science Education, 38(5), 589-610.

Moore, F.M. (2008). Positional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684-710.

Moore, F.M. (2008). The role of the elementary science teacher and linguistic diversity. Journal of Elementary Science Education, 20(3), 49-61.

Moore, F.M. (2008). Preparing preservice teachers for urban elementary science classrooms: Challenging cultural biases toward diverse students. Journal of Science Teacher Education, 19(1), 85-109.

Moore, F.M. (2007). Teachers’ coping strategies for teaching science in a “low performing” school district. Journal of Science Teacher Education, 18(5), 773-794.

Moore, F.M. (2007). Language in science education as a gatekeeper to learning, teaching, and professional development. Journal of Science Teacher Education, 18(2), 319-343.

Moore, F. (2006). Multicultural preservice teachers’ views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98-131.

Gunckel, K. & Moore, F.M. (2005). (April, 2005). Including students and teachers in the co-design of the enacted curriculum. NARST Annual Conference. Dallas, TX. ERIC Digest, ED498676.

Moore, F. M. (2005). The dissertation and graduation: Not just a black and white process—Mountain climbing, middle passage, and learning as a postdoctoral fellow. ERIC Digest, ED489985.

Moore, F.M. (2005). Science and reading integration for primary grades, K-2. Boston, MA: Houghton Mifflin.

Moore, F.M. (2005). Science and mathematics integration for intermediate grades, 3-4. Boston, MA: Houghton Mifflin.

Moore, F. M. (2005). Science and reading integration for intermediate grades, 5-6. Boston, MA: Houghton Mifflin.

Moore, F. (2005). Vocabulario espanol para profesores de biologia, Editor. Professional Resources Project.

Moore, F.M. (2003). In the midst of it all: A feminist perspective on science and science teaching. In A.L. Green & L.V. Scott (Eds.), Journey to the Ph.D.: How to navigate the process as African Americans (pp. 104-121). Sterling, VA: Stylus.

Felicia Moore Mensah

Assistant Professor of Science Education

Phone: 212-678-8316
Email:

Office Hours: By appointment.

Office Location: 415B Zankel