Brooklyn College study

The Brooklyn College study is a collaborative effort that examines emotions and the teaching and learning of science education. The research squad is relatively large, involving Konstantinos Alexakos and me as principal investigators, visiting scholars from Brazil, Canada, and New Zealand, and numerous graduate students from Brooklyn College and the Graduate Center.

Research foci include:

Facial expression of emotion

Prosodic expression of emotion

Physiological expression of emotion

Emotional climate

Cogenerative dialogue

Coteaching

Teacher as researcher

Authentic inquiry

Multilevel inquiry

Multilogical inquiry

Mindfulness in education

Meditation as an intervention to ameliorate emotion

Heuristics as tools for enhancing teaching and learning

Toolkits for wellness and ameliorating emotions

Dissertations undertaken in relation to the Brooklyn College study include the following:

Olga Calderon — Calderon, O. (2014). Transformative science education through action research and self-study practices. (Doctoral dissertation). The Graduate Center of The City University of New York, New York.

Malgorzata Powietrzynska — Powietrzynska, M. (2014). Promoting wellness through mindfulness-based activities. (Doctoral dissertation). The Graduate Center of The City University of New York, New York.

Andre Poole — Poole, A. (2015, projected). Emotions, mindfulness, wellness, and harmony in teaching|learning. (Doctoral dissertation). The Graduate Center of The City University of New York, New York.

Hiro Komatsubara — Komatsubara, H. (2015, projected). Title. (Doctoral dissertation). The Graduate Center of The City University of New York, New York.

Leah Pride — Pride, L. (2015, projected). Title. (Doctoral dissertation). The Graduate Center of The City University of New York, New York.

Rafael Rosado — Rosado, R. (2015, projected). Coteaching in an urban college classroom. (Doctoral dissertation). The Graduate Center of The City University of New York, New York.

Master’s theses completed in conjunction with the Brooklyn College study include:

Parvathy Nair

Derya Gunaydin — How we learn from one another: Students coteaching students.

Sandra Ospina

Agnieszka Pierwola

Aimee Tabrizi

Visiting scholars:

Annie Malo, Université de Montréal, Canada

Joanna Higgins, Victoria University of Wellington, New Zealand

Glauco dos Santos Ferreira da Silva, Centro Federal de Educação Tecnológica do Rio de Janeiro, campus Petrópolis, Brazil

Soyoung Choi, Seoul National University, Korea

Publications

Alexakos, K. & Tobin, K. (Eds).  (2014, forthcoming). Methodologies for multilevel research in teacher education. Dordrecht: Springer.

Alexakos, K., & Pierwola, A. (2013). Learning at the “boundaries”: radical listening, creationism, and learning from the “other”. Cultural Studies of Science Education, 8(1), 39-49. doi: 10.1007/s11422-012-9470-7.    

Powietrzynska, M., Tobin, K. & Alexakos, K. (2014). Facing the grand challenges through heuristics and mindfulness.  Cultural Studies of Science Education. 10.1007/s11422-014-9588-x

Powietrzynska, M. & Tobin, K. (2014). Mindfulness and science education. In R. Gunstone (Ed.). Encyclopedia of science education (p. xxx). Dordrecht: Springer.

Tobin, K. (2014). Teacher research. In R. Gunstone (Ed.). Encyclopedia of science education (p. xxx). Dordrecht: Springer.

White Papers

Tobin, K. & Alexakos K. (2013). Coteaching  Heuristic (I-Other).  New York: The City University of New York.

Tobin, K. & Alexakos K. (2013). Coteaching  Heuristic (Audience).  New York: The City University of New York.

Tobin, K. & Alexakos K. (2013). Dialogic Inquiry Heuristic. New York: The City University of New York.

Tobin, K. & Alexakos K. (2013). Cogen  Heuristic. New York: The City University of New York.

Other researchers involved in the project

Natasha Dachos: Initiated breathing meditation and provided insights into mindfulness in science education.

Dorota Koczewska: undertook oximeter studies. breathing meditation, and examined special education as a social category that was connected to expression of emotion.

Victor Rodriguez: handled the coordination of video recording, oximeter data collection, clicker data for emotional climate, and ongoing field notes. Importantly he synchronized the time stamps for all data resources.

Rey Llena: Studied emotional climate and especially the use of clickers to obtain in the moment assessments of students’ perceptions of the emotional climate.

Karim Gangji: Undertook collaborative work on developing and field testing various heuristics developed and used in the BC study. Karim did these studies at Queens College in a physics class for prospective elementary teachers.

Ferzileta Gjika: Undertook analyses of breathing meditation in the BC study.

© Kenneth Tobin 2015