Examination of summer PDs and in-school Cycles of Collaborative Design, specifically around classroom observations of designed lessons, have resulted in multiple findings to date. These results focus on effective PD principles (Granger et al., 2019; Southerland, 2020), an understanding of how the positioning of teachers as content learners or teacher learners influences their levels of engagement (Enderle et al., 2020; Hagan et al., 2019a, 2019b), how a teacher’s pedagogical views influence his actions and result in particular ways of framing of student sensemaking (Schellinger et al., 2020; Southerland et al., 2020), the key components that maintain rigorous student sensemaking in a science lesson (Tekkumru-Kisa et al., 2020a, 2020b) and, in particular, how two girls’ go about this sensemaking (McPhee et al., 2020), the requirements of prolonged scientific sensemaking (Krishnan et al., 2020a, 2020b), the instructional patterns that teachers employ to supports students’ sensemaking (Slota et al., 2020) and continued engagement in uncertain tasks (Vande Zande, 2020), and the teacher supports needed for curricular materials to be effective (Tekkumru-Kisa & Akcil Okan, 2020a, 2020b). These findings have been presented or were accepted for presentation at local, national, and international conferences, symposia, and meetings.
A list of this research is presented below.
Akcil-Okan, O. & Tekkumru-Kisa, M. (2021, April 7-10). Enacting rigorous lessons: Leveraging students’ ideas for enhancing demand on student thinking. National Association for Research in Science Teaching Annual Meeting 2021, Virtual Conference.
Akcil-Okan, O. & Tekkumru-Kisa, M. (2021, April). Enacting rigorous lessons: Leveraging students’ ideas for enhancing demand on student thinking. 2021 Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Akcil-Okan, O. & Tekkumru-Kisa, M. (2022, April 21-26). Fostering students’ epistemic agency for rigorous science instruction. American Educational Research Association Annual Meeting 2022, San Diego, CA.
Akcil-Okan, O. & Tekkumru-Kisa, M. (2022, March 27-20). Teachers' instructional vision and practices around promoting productive talk in science classrooms. National Association for Research in Science Teaching Annual Meeting 2022, Vancouver, BC.
Akçil-Okan, Ö., Tekkumru-Kisa, M., & Southerland, S. A. (2023, April 18-21). Designing and enacting lessons to promote students’ epistemic agency in middle school biology classrooms [Paper Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Akçil-Okan, Ö., Tekkumru-Kisa, M., & Southerland, S. A. (2023, April 13-16). Rigorous science instruction: Understanding differences seen in teachers’ instructional quality through their instructional vision [Paper Presentation]. American Educational Research Association Annual Meeting, Chicago, IL.
Coker, R., Akcil-Okan, O., Rhemer, D., Morandi, S., Schellinger, J., Tekkumru-Kisa, T., & Southerland, S. A. (2022, March 25). Exploring collaborative design to support teachers’ learning to facilitate rigorous science learning. 2022 Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Coker, R., Akçil-Okan, Ö., Rhemer, D., Morandi, S., Schellinger, J., Tekkumru-Kisa, M., Southerland, S. A. (2023, April 18-21). Exploring teachers’ design and enactment of rigorous lessons through a collaborative design experience [Paper Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Coker, R., Akcil-Okan, O., Rhemer, D. M., Morandi, S., Schellinger, J., Tekkumru-Kisa, M., & Southerland, S.A. (2022, April 21-26). Exploring teachers’ learning to support rigorous science learning through collaborative design. American Educational Research Association Annual Meeting 2022, San Diego, CA.
Enderle, P., Hagan, C., Morandi, S., Coker, R., Kásper, V., Rhemer, D. M., Schellinger, J., & Southerland, S.A. (2022, March 27-20). Tools for observing productive talk: A comparison of two protocols (RTOP/IQA-SOR). National Association for Research in Science Teaching Annual Meeting 2022, Vancouver, BC.
Enderle, P., Roberts, K., Schellinger, J., Morandi, S., Krishnan, H., Kaya, S. & Southerland, S. (2023, April 13-16). Examining interactions between collaborative professional development, science, teachers’ knowledge, and students’ reasoning [Paper Presentation]. American Educational Research Association Annual Meeting, Chicago, IL.
Enderle, P., Coker, R., Morandi, S., Schellinger, J., Tekkumru-Kisa, M. & Southerland, S. A. (2023, April 18-21). Exploring the domain of practice: Documenting outcomes of PDs by examining teachers’ instructional practices [Paper-Set Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Enderle, P., Schellinger, J., Hagan, C., Akcil-Okan, O., Skrob, S., Granger, E., & Bevis, T. (2021, April 7-10). Which hat should I wear? Examining teacher positioning and engagement in professional development. National Association for Research in Science Teaching Annual Meeting 2021, Virtual Conference.
Enderle, P. J., Schellinger, J., Hagan, C., Akcil-Okan, O., Granger, E., & Bevis, T. (2020, March 5-18). What kind of active learning? Examining intersections of learner positioning and engagement in professional development. Paper accepted to the National Association for Research in Science Teaching Annual Meeting 2020, Portland, OR. (Conference Canceled)
Gomez, K., McPhee, A., & Shellinger, J. (2021, April). An examination of how one African American girl’s ideas were taken up in varying class discussions. Florida State University Undergraduate Research Symposium.
Granger, E., Schellinger, J., Bevis, T., Skrob, S., Vande Zande, D., & Southerland, S. A. (2019, May 21-23). Design principles for PD on productive student talk in the classroom: Lessons learned. Presentation at the UTeach Conference, Austin, TX.
Hagan, C., Akcil-Okan, O., Skrob, S., Krishnan, H., Schellinger, J., Enderle, P. J., & Southerland, S. A. (2019, April 5-9). Interactions between teacher engagement in professional development and their co-designed lessons. Paper presented at the 2019 American Educational Research Association Annual Meeting, Toronto, CAN.
Hagan, C., Akcil-Okan, O., Skrob, S., Krishnan, H., Schellinger, J., Enderle, P. J., & Southerland, S. A. (2019, February 16-20). Teacher engagement level in different roles during professional development. Paper presented at the 2019 Association of Teachers Educators Annual Meeting, Atlanta, GA.
Hagan, C., Morandi, S., Kásper, V., & Southerland, S.A. (2022, March 27-20). “I wanted to break the pencil”: The teacher’s role in reframing moments of epistemic vexation. National Association for Research in Science Teaching Annual Meeting 2022, Vancouver, BC.
Huang, R., Parker, S. & Morandi, S. (2023, April 6). Teaching Patterns and where to find them [Poster Session]. Florida State University Undergraduate Research Symposium, Tallahassee, FL.
Kraemer, D., Smith, K., & Akcil-Okan, O. (2022, April 7). Science teachers’ vision for promoting productive talk. Florida State University Undergraduate Research Symposium, Tallahassee, FL.
Krishnan, H., Jaber, L. Z., Schellinger, J., & Southerland, S. A. (2020, March 5-18). Examining dynamics that contribute to the initiation and sustenance of sensemaking in science. Paper accepted to the National Association for Research in Science Teaching Annual Meeting 2020, Portland, OR. (Conference Canceled)
Krishnan, H.C., Jaber, L.Z., Schellinger, J. and Southerland, S.A. (2021, April 7-10). Finding Alignment in framing: Dynamics of disciplinary engagement in science. National Association for Research in Science Teaching Annual Meeting 2021, Virtual Conference.
Krishnan, H., Jaber, L.Z., Schellinger, J., & Southerland, S. (2022, March 25). Make or break collaborative disciplinary engagement in science: Negotiating tensions in group work. Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Krishnan, H., Jaber, L.Z., Schellinger, J., & Southerland, S.A. (2022, April 21-26). Negotiating tensions in collaborations and its role in disciplinary engagement in science. American Educational Research Association Annual Meeting 2022, San Diego, CA.
Krishnan, H., Jaber, L. Z., Schellinger, J., & Southerland, S. A. (2020, April 17-21). Waves of stabilization and destabilization in sensemaking: What sustains disciplinary engagement in a small group? Paper accepted to the American Educational Research Association Annual Meeting 2020, San Francisco, CA. (Conference Canceled)
Krishnan, H., Jaber, L.Z., & Southerland, S.A. (2022, March 27-20). Make or break collaborative disciplinary engagement in science: Managing conceptual uncertainty in group work. National Association for Research in Science Teaching Annual Meeting 2022, Vancouver, BC.
McPhee, A., Gomez, K., Krishnan, H., Skrob, S., & Schellinger, J. (2020, April 6-9). An examination of the discursive moves of two girls’ sensemaking endeavors in science. Poster presented at the 2020 Undergraduate Research Symposium, Tallahassee, FL.
Morandi. S., Hagan, C., Granger, E. M., Schellinger, J., & Southerland, S. A. (2022, March 25). Exploration of epistemic orientation towards teaching science in a longitudinal professional development study. 2022 Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Morandi, S., Hagan, C., Granger, E.M., Schellinger, J., &. Southerland, S.A. (2022, March 27-20). Exploration of epistemic orientation towards teaching science in a longitudinal professional development study. National Association for Research in Science Teaching Annual Meeting 2022, Vancouver, BC.
Morandi, S., Hagan, C., Granger, E. M., Schellinger, J., & Southerland, S. (2023, March 31). Mapping epistemic orientations towards science with classroom instruction: A longitudinal professional development [Poster Session]. Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Morandi, S., Hagan, C., Granger, E. M., Schellinger, J., & Southerland, S. (2023, April 13-16). Mapping epistemic orientations towards science with classroom instruction: A longitudinal professional development [Paper Presentation]. American Educational Research Association Annual Meeting, Chicago, IL.
Morandi, S., Schellinger, J., Roberts, K., Enderle, P., Granger, E. M., & Southerland, S. A.. (2023, April 13-16). Exploring the personal/external domains: Investigating changes in epistemic orientations during sustained collaborative professional learning [Paper-Set Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Morandi, S. & Southerland, S. (2023, April 18-21). Are we moving towards equity in science talk? Evaluating timing and positioning of talk moves [Poster Session]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Morandi, S., Hagan, C., Kasper, V. & Southerland, S. A. (2023, June 10-15). “The answer to your thinking…”: One teacher’s role in helping students in navigating their epistemic vexation [Paper Presentation]. International Society for Learning Sciences Annual Meeting, 2023, Montreal, Canada.
Rhemer, D. M., Tekkumru-Kisa, M., & Southerland, S. A. (2023, April 18-21). Insight into how professionals develop: Examining teacher’ reflection and sensemaking during professional development [Paper Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Roberts, K., Schellinger, J., Enderle, P., Morandi, S., Krishnan, H., & Southerland, S. (2023, April 13-16). Exploring the domain of consequence: Examining changes in students’ scientific reasoning and affect [Paper-Set Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Schellinger, J., Enderle, P. J., Roberts, K., Skrob-Martin, S., Rhemer, D., & Southerland, S. A. (2021). Describing the development of the Assessment of Biological Reasoning (ABR). Education Sciences, 11(11), 669.
Schellinger, J., Jaber, L. Z., & Southerland, S. (2023, March 31). “I’m going to feel like a failure” – How group dynamics influence one Black girl’s agency [Paper Presentation]. Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Schellinger, J., Enderle, P., & Southerland, S. A. (2023, April 18-21). Supporting teachers to support student talk: Multidimensional examination of collaborative and participatory professional learning contexts [Paper-Set Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Schellinger, J., Kaya, R. A., Coker, R., & Southerland, S. A. (2023, April 18-21). Exploring the personal domain: Noticing task as a new method and descriptive analyses of change [Paper-Set Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Schellinger, J., Jaber, L. Z., & Southerland, S. A. (2023, April 18-21). Attention to student emotions and teacher vulnerability as tools to maintain student disciplinary engagement [Round Table Discussion]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Schellinger, J., Jaber, L. Z., & Southerland, S. (2023, April 13-16). “I’m going to feel like a failure” – How group dynamics influence one Black girl’s agency [Paper Presentation]. American Educational Research Association Annual Meeting, Chicago, IL.
Schellinger, J., Jaber, L.Z. & Southerland, S.A. (2023, June 10-15). Examining rights to participate and struggles to belong in science classrooms through a Black girls' engagement in argumentation [Paper Presentation]. Annual meeting of the International Society of the Learning Sciences, Montreal, Canada.
Schellinger, J., Jaber, L., & Southerland, S. (2022, March 25). “Why aren’t you listening to me?!”: Community and individual roles in students’ epistemic agency in science. 2022 Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Schellinger, J., Gomez, K., Jaber, L.Z., & Southerland, S.A. (2022, March 27-20). “Why aren’t you listening to me?!: Community and Individual roles in students’ epistemic agency in science. National Association for Research in Science Teaching Annual Meeting 2022, Vancouver, BC.
Schellinger, J., Morandi, S., Southerland, S.A., Jaber, L.Z., Tekkumru-Kisa, M., and Krishnan, H. (2021, April 7-10). Small teacher moves with big impacts in shaping students’ sensemaking and intellectual authority in science. National Association for Research in Science Teaching Annual Meeting 2021, Virtual Conference.
Schellinger, J., Southerland, S.A., & Krishnan, H. (2020, April 17-21). The stickiness of traditional pedagogical views in shaping students’ sensemaking and intellectual authority in science. Paper accepted to the American Educational Research Association Annual Meeting 2020, San Francisco, CA. (Conference Canceled)
Slota, E., Bayramov, I., Krishnan, H., Skrob, S., & Schellinger, J. (2020, April 6-9). An examination of ways secondary science teachers support sensemaking. Poster presented at the 2020 Undergraduate Research Symposium, Tallahassee, FL.
Southerland, S. A. (2022, February 18). Learning by collaborative design professional development. Presentation at Florida State University’s School of Teacher Education Colloquium Series 2021-2022.
Southerland, S. A. (2020, February 20). The importance of teacher learning as the cornerstone to students’ doing and talking about science and mathematics. Presentation at Leon School Board Meeting.
Southerland, S. A., Metcalf, A., Schellinger, & Krishnan, H. (2023, March 31). Describing the Role of Collaboration on Science Teacher Uptake of Pedagogical Innovations [Paper Presentation]. Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Southerland, S. A., Metcalf, A., Schellinger, & Krishnan, H. (2023, April 13-16). Exploring the external domain: Describing the role of collaboration on teacher learning [Paper-Set Presentation]. National Association for Research in Science Teaching Annual Meeting 2023, Chicago, IL.
Southerland, S. A. & Schellinger, J. (2022, March 10). Potential of students engaging in practices during laboratory experiences. Presentation at Amity Institute of Education.
Southerland, S. A., Schellinger, J., & Morandi, S. (2022, October 19). Potential of students engaging in practices during laboratory experiences. Presentation at Amity Institute of Education.
Southerland, S. A., Schellinger, J., Jaber, L. Z., & Krishnan, H. (2020, March 5-18). Tracing links between teacher moves, student framing, and student learning in a middle school classroom. Paper accepted to the National Association for Research in Science Teaching Annual Meeting 2020, Portland, OR. (Conference Canceled)
Southerland, S. A., Schellinger, Jaber, L. Z., & Morandi, S. (2023, June 10-15). Complexities and contradictions in a teacher’s activation of epistemological resources and their consequences for student framing [Poster Session]. Annual meeting of the International Society of the Learning Sciences, Montreal, Canada.
Southerland, S. A., Schellinger, J., Jaber, L. Z., Morandi, S., Krishnan, H. & Tekkumru-Kisa, M. (2021, April 9-12). The ripple effect of epistemological framing: Linking Epistemology, teacher moves, and student learning. American Educational Research Association Annual Meeting 2021, Virtual Conference.
Tekkumru-Kisa, M. & Akcil-Okan, O. (2020, June 19-23). Designing and implementing cognitively demanding science tasks for fostering productive disciplinary engagement. Paper accepted to the International Conference of the Learning Sciences 2020, Nashville, TN. (Conference Canceled)
Tekkumru-Kisa, M. & Akcil-Okan, O. (2020, J April 3). Designing and implementing cognitively demanding science tasks for fostering productive disciplinary engagement. Paper accepted to the 2020 Marvalene Hughes Research in Education Conference, Tallahassee, FL. (Conference Canceled)
Tekkumru-Kisa, M., Akcil-Okan, O., & Kisa, Z. (2020, April 17-21). Exploring opportunities for students’ sense-making and rigor at the instructional core. Paper accepted to the American Educational Research Association Annual Meeting 2020, San Francisco, CA. (Conference Canceled)
Tekkumru-Kisa, M., Akcil-Okan, O., & Kisa, Z. (2020, March 5-18). Science teaching at the instructional core. Paper accepted to the National Association for Research in Science Teaching Annual Meeting 2020, Portland, OR. (Conference Canceled)
Tekkumru-Kisa, M., Jaber, L., Akcil-Okan, O. (2021, April 7-10). Vision in, of, and for ambitious science Teaching (in: Conceptualizing Teacher Noticing in Research on Teaching and Teacher Learning). American Educational Research Association Annual Meeting 2021, Virtual Conference.
Vande Zande, D. (2020, April 3). The role of teacher questioning for creating uncertainty in science classrooms. Poster accepted to the 2020 Marvalene Hughes Research in Education Conference, Tallahassee, FL. (Conference Canceled)
Vande Zande, D., Akcil-Okan, O. & Tekkumru-Kisa, M. (2021a, April 9-12). Promoting uncertainty in science classrooms through cognitive demanding tasks. American Educational Research Association Annual Meeting 2021, Virtual Conference.
Vande Zande, D., Akcil-Okan, O. & Tekkumru-Kisa, M. (2021b, April). Uncertainty and cognitive demand on students’ thinking in science classrooms. 2021 Marvalene Hughes Research in Education Conference, Tallahassee, FL.
Vande Zande, D., Akcil-Okan, O. & Tekkumru-Kisa, M. (2021c, April 7-10). Uncertainty and cognitive demand on students’ thinking in science classrooms. National Association for Research in Science Teaching Annual Meeting 2021, Virtual Conference.
Vande Zande, D. & Tekkumru-Kisa, M. (2021, April 7-10). A study of teacher sensemaking about productive student talk in science classrooms. National Association for Research in Science Teaching Annual Meeting 2021, Virtual Conference.
Vander Meer, L., & Schellinger, J. (2021, April). The examination of teacher talk moves in two high school chemistry classrooms. Florida State University Undergraduate Research Symposium.
Verona, F., Murdock, C., Blanco, A., Lans, C., Morandi, S., & Schellinger, J. (2022, April 7). See it through my eyes: The comparison of teacher and student perspectives on productive science talk and “doing science” in the classroom. Florida State University Undergraduate Research Symposium.
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