Research

Even though I am new to the field of science research, I am not new to science education. I am making progress understanding the vocabulary used developing pedagogical content knowledge thanks to Lee Shulman.  Reading his premiere article helped me to define the focus that I want to take at this point in my academic career.  Thus far I have assisted teachers with instructional strategies, classroom management, and using technology.

Building capacity suggest that each teacher teach effectively and make a positive difference for their students. Instruction must be constructed to meet the needs of the students where the specialized content is effectively conveyed to illustrate concepts, as well as knowledge of learners. Lee Shulman (1987) stated that classroom teachers must distinguish content knowledge and pedagogical content knowledge from general pedagogical knowledge. Developing student-centered instruction to maintain a learning classroom environment free of student-disruptions has become increasingly challenging as accountability measures aim to improve the learning experience. 

Supporters of education agree that in order to increase student learning, the quality of the teacher placed into every classroom is of critical importance, but they do not fully understand how to go about placing a highly qualified teacher into every core classroom to meet the demands of common core (Desimone, 2011). Most would argue that effective teachers establish instructional outcomes and engage students in learning beyond the school curriculum. Transitioning to common core aligned curriculum stipulates that teachers incorporate hands-on, small group instruction to meet the demands of an increasingly technological community. However, classroom activities are enhanced by technology integration into the academic curriculum especially for leading and teaching student-centered instruction.

Below are several articles I have written and submitted for publication.