Former doctoral students

Two of my former doctoral students are recipients of NARST early career awards and five have been recipients of best dissertation awards from national associations (AERA, NARST, AACTE, PDK International).

 01. Carol Briscoe (Florida State University, spring 1991). Cognitive frameworks and classroom practices: A case study of teacher learning and change. Associate Professor, University of West Florida (now emeritus).

02. Tony Lorsbach (Florida State University, fall 1991). An examination of prospective teachers' beliefs about teaching, learning, and the nature of science. Professor, Illinois State University. 

03. Thomas Dana (Florida State University, spring 1992). Achieving comprehensive curriculum reform: An analysis of the implementation of the comprehensive plan for improving mathematics, science and computer education in Florida. Professor, University of Florida.

04. Peter Taylor (Curtin University, spring 1993) An interpretive study of the role of teacher beliefs in the implementation of constructivist theory in a secondary school mathematics classroom. Barry Fraser, co-major professor. Associate Professor, Curtin University, Australia.

05. Craig Bowen (Florida State University, spring 1993). But I came here to learn: Students’ interpretations of their experiences in a College class for non-science majors. University Administrator. 

06. Dorian Barrow (Florida State University, spring 1993) Restructuring college level physics for prospective elementary school teachers: A sociocultural analysis of the roles the instructor plays. Lecturer, University of the West Indies at St. Augustine, Trinidad and Tobago.

07. Sheryl McGlamery (Florida State University, fall 1993). Science and gender: Factors that impact the science learning and achievement of women. Professor, University of Nebraska, Omaha, NE.

08. Gilberto Alfaro (Florida State University, summer 1993) Chemistry teaching practices and the social construction of professionalism in Costa Rica. Professor emeritus, Universidad Nacionale, Heredia, Costa Rica.

09. Sabitra Brush (Florida State University, fall 1993) A case study of learning chemistry in a college physical science course developed for prospective elementary teachers. Associate Professor, Armstrong Atlantic State University, Savannah, GA.

10. Jean Olson (Florida State University, fall 1993). Semantic construction of relationships in the curriculum of Algebra II and chemistry. Retired Principal, Merriam Cherry Street Elementary School, Florida.

11. Hedy Moscovici (Florida State University, spring 1994) An interpretive investigation of teaching and learning in a college course for prospective elementary teachers. Professor, California State University-Dominguez Hills, Carson, CA (deceased).

12. Sharon Nichols (Florida State University, fall 1994). Perspectives on teacher learning and science at an elementary professional practice school. Associate Professor, University of Alabama, Tuscaloosa, AL.

13. Scott Robinson, (Florida State University, fall 1995). A narrative inquiry into the understanding and learning of high school physics. Associate Specialist, Institute for Teacher Education, University of Hawaii at Manoa.

14. Lilia Reyes-Herrera (Florida State University, fall 1996). The science teacher in action: Relationships between context, beliefs, behaviors and goals in the classroom. Professor emerita, Universidad Pedagogica Nacional, Santafé de Bogotá, Colombia

15. Sue Mattson (Florida State University, fall 1997). When world views collide: A study of interdepartmental collaboration to develop a biology curriculum for prospective elementary teachers. Biology educator, Florida.

16. Chris Muire (Florida State University, fall 1997). Analyses of science education reform in Florida: Emerging from the eclipse or trapped in the darkness? Florida Department of Education.

17. Susan Butler (Florida State University, fall 1997). Problem-based learning in a secondary science classroom. Department Chair, Social Sciences, Gulf Coast Community College.

18. Ted Boydston (Florida State University, spring 1999). Interactions of policy-stakeholder groups implementing middle school science standards-based systemic reform. (retired from the University of South Florida)

19. Judith McGonigal (Curtin University, summer 2000). Reforming elementary science through the coparticipation of educators, parents, and students. Retired elementary teacher, New Jersey.

20. Gale Seiler (University of Pennsylvania, spring 2002). A critical look at teaching, learning, and learning to teach science in an inner city, neighborhood high school. Professor, Iowa State University.

21. Melissa Sterba (University of Pennsylvania, summer 2003). Respect, struggle and change: Examining the agency of African American female adolescents in city schools. VP for Student Affairs, & Services, New York University. New York, NY.

22. Dale McCreedy (University of Pennsylvania, summer 2003). Negotiating meaning and identity in science teaching and learning through participation in an informal science program for girls. Program Director, Franklin Institute Science Museum. Philadelphia, PA.

23. Beth Wassell (University of Pennsylvania, spring 2004) On becoming an urban teacher: Exploring agency through the journey of student to first year practitioner. Associate professor, Rowan University, Glassboro, NJ.

24. Penny Gilmer (Curtin University, fall 2004). Transforming tertiary level teaching of biochemistry through action research: Utilizing collaborative learning and technology. The Nancy Marcus Professor Emerita of Chemistry and Biochemistry, Florida State University. Tallahassee, FL.

25. Sarah-Kate LaVan (University of Pennsylvania, summer 2004). Cogenerating fluency in urban science classrooms. Michigan Department of Education.

26. Sonya Martin (Curtin University, spring 2005) The social and cultural dimensions of successful teaching and learning of science in an urban high school. Seoul National University, Republic of Korea.

27. Kimberly Lebak (University of Pennsylvania, spring 2005) Connecting outdoor field experiences to classroom learning: A qualitative study of the participation of students and teachers in learning science. Associate Professor, The Richard Stockton College of New Jersey, Pomona, NJ.

28. Stacy Olitsky (University of Pennsylvania, summer 2005). What are the differences in teaching practices and student learning when science teachers teach subjects that are “within-field/out-of-field”? Assistant Professor, Department of Teacher Education, St. Joseph’s University, Philadelphia.

29. Linda Loman Flohr (Curtin University, fall 2005) The impact of cogenerative dialogue on learning and teaching practices in and out of field in an 8th grade physical science classroom. Physics Teacher, Glenwood Springs High School, CO. 

30. Tricia Kress (CUNY, spring 2006). Integrating technology into the urban high school English curriculum: Understanding the re/construction of teacher/computer-user identity via the structure/agency dialectic. Associate Professor, University of Massachusetts, Boston.

31. Rupam Saran (CUNY, spring 2006). Asian Indian students: Achievement, schooling, and positive stereotyping. Associate Professor, Medgar Evers College, Westchester, NY.

32. Jennifer Adams (CUNY, fall 2006). Using a museum to educate urban teachers to teach science. Associate Professor, Brooklyn College, NY.

33.  Ed Lehner (CUNY, spring 2007). Cogenerative dialogues and coteaching as fields for transforming urban teaching and learning. Social Media and Audience Developer, Wordpress.com.

34. Chris Emdin (CUNY, spring 2007). Cogenerative dialogues in the science classroom as a seedbed for the emergence of a cosmopolitan school. Associate Professor, Teachers College, New York, NY.

35.  Gillian Bayne (CUNY, fall 2007). Identity, culture and shared experiences: The power of cogenerative dialogues in urban science classrooms. Associate Professor, Lehman College, NY.

36. Wesley Pitts (CUNY, fall 2007). Being, becoming, and belonging: Improving science fluency during laboratory activities in urban education. Associate Professor, Lehman College, NY.

37. Ashraf Shady (CUNY, summer 2008). Immigration and cultural as factors mediating the teaching and learning of urban science. Assistant Professor, Queens College, CUNY, NY.

38. Chris Hale. (CUNY, summer 2008). A critical ethnographic study ofupper class parents’ experiences parenting children with learning differences. Assistant Professor, College of Staten Island, CUNY, NY.

39. Eydie Wilson. (CUNY, fall 2008). Alternatively certified teacher and technology:  Agency | Structure dialectic – integration of technologically mediated instructions to improve literacy by creating comic books in a special education learning community. New York City Department of Education, Special Education District, NY.

40. Chris Siry. (CUNY, spring 2009). Creating an authentic approach to elementary science teacher education. Associate Professor, Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l'Education, University of Luxembourg.

41. Jaime Martinez (CUNY, spring 2009). A performatory approach to teaching, learning and technology. Assistant Professor of Instructional Technology, New York Institute of Technology, NY.

42. Preeti Gupta. (CUNY, summer 2009). Theorizing teaching in museums: Examining professional teaching identity development among youth floor staff. Director of Youth Learning and Research at American Museum of Natural History, NYC.

43. Femi Otulaja (CUNY, fall 2009). Fostering science teacher education and induction through coteaching and cogenerative dialoguing. Witswatersrand University, South Africa.

44. Kate O’Hara. (CUNY, fall 2009). Critical connections: Technology use that empowers. Assistant professor, New York Institute of Technology, NY.

45. Samuel Jackson (CUNY, spring 2010). Constructing mathematical knowledge in urban schools: Using cogenerative dialogue, coteaching, and students' lived experience to transform the teaching and learning experiences of minority students. Assistant Professor, St John's University, Oakdale Campus, NY.

46. Felicia Wharton (CUNY, spring 2010). Cogenerative dialogues in the adult basic education mathematics classroom. Brooklyn Educational Opportunity Center, NY.

47. Eileen Baker (CUNY, spring 2010). Improving the teaching and learning of science in junior high school: Achieving parity through cogenerative dialogues. Adjunct.

48. Eric Fuchs (CUNY, fall 2010). Math education and graduation rates from CUNY community colleges. Assistant Professor, Metropolitan College of New York, NY.

49. Carolyne Ali Khan (CUNY, spring 2011). In these bones, the economy of the world: A multi-logical, multi-representational cultural study of urban youth strength. Assistant Professor, University of North Florida.

50. Nicole Grimes (CUNY, spring 2012). Redefining the urban school experience: Science education as cultural enactment. York Preparatory School, NY. 

51. Gene Fellner (CUNY, spring 2012). Don't quantify my students!  A multilectical approach to pedagogy and the teaching of language arts. Assistant Professor, College of Staten Island, CUNY, NY.

52. Cristobal Carambo (Curtin University, fall 2012). Inquiry and the development of scientific fluency in the urban high school. Science teacher, School District of Philadelphia, PA.

53. Roland Lucas (CUNY, spring 2013). Restructuring high school math learning spaces with interactive technology and transformative pedagogy.

54. Olga Calderon (CUNY, fall 2013). Transformative science education through action research and self-study practices. LaGuardia Community College, CUNY, NY.

55. Malgorzata Powietrzynska (CUNY, spring, 2014). Intervening to enhance mindfulness in urban education contexts. Brooklyn Educational Opportunity Center, NY.

56. Pamela Proscia (CUNY, summer, 2014). The transmission of cultural values through musical learning for children of Mexican communities in the New York metropolitan region. Graduate Center of CUNY, NY.

 

© Kenneth Tobin 2015