Rivet, Ann (ar2251) | Teachers College, Columbia University

Educational Background

Ph.D in Science Education, University of Michigan

M.S. in Science Education (Earth Science), University of Michigan

Sc.B. in Physics, Brown University

Scholarly Interests

The design and research of student learning in inquiry and project-based science learning environments; learning progressions in science; curriculum, assessment, and instructional design for the Next Generation Science Standards; urban middle school science reform; Earth Science teaching and learning.

Selected Publications

Rivet, A. & Whitaker, A.R. (2021). Re-Envisioning Instruction with CCCs: Weather and Climate. In Nordine, J. & Lee, O (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Washington, D.C: NSTA Press.

Duncan, R. & Rivet, A. (2018). Learning Progressions. In Fischer, F., Hmelo-Silver, C., Goldman, S., and Reimann, P. (Eds.), International Handbook of the Learning Sciences. New York: Routledge.

Rivet, A. (2017). Teaching methods for Earth Science. In A. Sickel & S. Witzig (Eds.), Designing and Teaching Secondary Methods Courses: An International Perspective. Rotterdam, The Netherlands: Sense Publishers.

Duncan, R., Krajcik, J. & Rivet, A. (Eds.) (2016). Disciplinary Core Ideas: Reshaping Teaching and Learning. Washington, D.C.: NSTA Press. (editorship alphabetical)

Rivet, A., & Ingber, J. (2016). Practices and the Next Generation Science Standards: Analyzing and Interpreting Data. In Schwarz, C., Passmore, C. & Reiser, B. (Eds.), Moving Beyond “Knowing” Science to Make Sense of the World: Bringing Next Generation Science and Engineering Practices into our K-12 Classrooms. Washington, D.C.: NSTA Press.

Duncan, R.G. & Rivet, A. (2013, January 25). Science learning progressions. Science, 339.

Rivet, A. & Kastens, K. (2012). Developing a construct-based assessment to examine students’ analogical reasoning around physical models in earth science. Journal of Research in Science Teaching, 49(6), 713-743.

Rivet, A. & Krajcik, J. (2008). Contextualizing instruction: Leveraging students’ prior knowledge and experiences to foster understanding of middle school science. Journal of Research in Science Teaching, 45(1), 79-100.

Calabrese Barton, A., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68-103.

Kastens, K. & Rivet, A. (2008). Multiple modes of inquiry in the earth sciences. The Science Teacher, 75(1), 26-31.

Rivet, A. (2006). Using transformative research to explore congruencies between science reform and urban schools. In Barab, S., Hay, K, & Hickey, D. (Eds.), Making a Difference: The Proceedings of the Seventh International Conference of the Learning Sciences (Vol. 2, pp. 578-584). Bloomington, IN: Mahwah, NJ: Lawrence Erlbaum Associates.

Rivet, A. & Krajcik, J. (2004). Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum. Journal of Research in Science Teaching, 41(7), 669-692.

Active Professional Organizations

National Association for Research in Science Teaching (NARST)

American Educational Research Association (AERA)

International Society for the Learning Sciences (ISLS)

National Science Teachers Association (NSTA)

Biographical Information

Ann E. Rivet is the Assistant Dean for Research at Teachers College Columbia University, and an associate professor of science education in the Mathematics, Science and Technology Department. Between 2016-2019 she served as a program officer at the National Science Foundation in the Division for Research on Learning in Formal and Informal Settings. Dr. Rivet’s research explores the intersections of scientific reasoning, instructional design, and assessment of science learning, primarily at the middle and secondary school levels. Much of her early work focused on the design and research of project-based science learning environments, and on the role these curricular efforts play as part of large urban systemic reform initiatives. Specifically, her research focused on how contextualizing problems and situations in curriculum not only motivated but also provided cognitive supports for urban middle school students to develop robust understandings of science concepts. Her current work examines the ways that crosscutting scientific concepts are related to and influence students’ understandings of core disciplinary ideas, and how model-based instructional strategies can support students’understand large-scale Earth systems. Dr. Rivet is actively involved with current efforts to support the adoption and implementation of the Next Generation Science Standards (NGSS) at both the policy and practitioner levels, including the development of free open source high quality curriculum materials for middle and high school science. Her work has been published in leading journals including Science, the Journal of Research in Science Teaching and the American Education Research Journal, and she has presented her work in multiple national and international settings. She holds a bachelors degree in physics from Brown University, and a doctoral degree in science education from the University of Michigan.

Teachers College
Columbia University
Box 210, 412A Main Hall
525 W. 120th St.
New York, NY 10027
Phone: (212) 678-3384
Fax: (212) 678-8145
email: rivet@tc.columbia.edu

Grants

“Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System”, $982,080. National Science Foundation. Collaborative Proposal with Lamont-Doherty Earth Observatory, Columbia University. Principal Investigator. 9/1/09-8/31/13

“Harlem Schools Partnership for Science and Math Education”, $5,000,000. GE Foundation. Science Team member. 7/1/08-6/30/13.

“Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities”, $100,000. Carnegie Foundation. Co-Principal Investigator. 9/1/05-8/31/07.

“GSE/RES Girls’ Science Practices in Urban High Poverty Communities”, $499,334. National Science Foundation. Co-Principal Investigator. 9/1/04-8/31/07.

“Collaborative Research: Developing the Next Generation of Middle School Science Materials – Investigating and Questioning our World through Science and Technology”, $137,198 subaward through Northwestern University/National Science Foundation. Principal Investigator. 9/1/04-8/31/06.

“Project-Based Inquiry Science 6th Grade Pilot”. $40,000. NYC Department of Education, Georgia Institute of Technology/National Science Foundation, and It’s About Time Publishers. Principal Investigator. 5/1/06-11/30/06.

“I USE Science”, $200,000 for Teachers College’s Urban Science Education Center. The Hearst Foundation. Co-director. 7/1/05- 6/30/06.

Honors and Awards

Center for Curriculum Materials in Science (CCMS) Early Career Research Associate, 2004-05

Teachers College Outstanding Teaching Award, 2004

AERA Outstanding Disseration Award for Division B - Honorable Mention, 2004

Rackham One-Term Dissertation Fellowship, University of Michigan, 2003

Office Location

412A Main Hall

Principal Publications

Rivet, A. & *Whitaker, A.R. (2021). Re-Envisioning Instruction with CCCs: Weather and Climate. In Nordine, J. & Lee, O (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Washington, D.C: NSTA Press.