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My research and teaching interests are centered on the
preparation and retention of secondary science teachers; I am
particularly interested in induction support and mentoring of
beginning science teachers. My research agenda has been focused
on the constraints experienced by these beginning teachers as
they implement inquiry-based instruction in their classrooms and
how these constraints can be mitigated through participation in
a science-focused induction program. Key areas of interest have
been the teaching beliefs and views of the nature of science
held by the beginning teachers, and the role of curriculum in
supporting beginning teachers.
Currently, I am a co-principal investigator on a five-year
National Science Foundation grant (2004-2009), "Exploring the
Development of Beginning Secondary Science Teachers in Various
Induction Programs." This project is a longitudinal study
following the development of beginning secondary science
teachers during their first three years in the classroom with a
focus on how different types of mentoring and induction programs
influence their development. [See
In Support of Science, Gateway to Research and Inventions,
Spring 2005]
An outcome of this work has been the development of an
online induction
program for secondary science teachers. This work has been
funded by the Minnesota Department of Education and has been
presented as the Association of Science Teacher Educators and
the distance Learning and Teaching Conference. A fellowship from
the Digital Media Center is allowing the development of an
online video tool that allows beginning teachers to share and
discuss their classroom practices in an online environment.
My other primary research interest is in technology
integration to promote reform-based science instruction. This
work is currently supported by two grants - "Technology Enhanced
Communities (TEC)" (Minnesota Office of Higher Education) and
"Reach for the Sky: Integrating Technology into STEM outcomes
for American Indian Youth (RFTS)" (National Science Foundation:
ITEST). TEC is an
online learning community developed in collaboration with
graduate students David Groos and Joel Donna for middle school
science teachers in Minneapolis Public Schools working to
integrate technology into their classrooms. RFTS is an
innovative education program striving to make STEM more
culturally relevant to Anishinabe youth. I will be working with
Anishinabe youth on the White Earth Reservation in northern
Minnesota, along with co-PIs Tamara Moore (mathematics
education) and Stephan Carlson (CFANS). RFTS students learn
modern science, math and engineering through traditional
American Indian stories and hands-on activities. The goal of the
program is to increase STEM knowledge, attitudes and career
skills with American Indian students. [Discover more at
Head of the class, Research 2007.]
Selected publications
Roehrig, G.H., & Garrow, S.T. (2007). The
impact of teacher classroom practices on student achievement
during the implementation of a reform-based chemistry
curriculum. International Journal of Science Education,
29, 1789-1811.
Lee, E., Brown, M.N., Luft, J.A., & Roehrig,
G.H. (2007). Assessing Beginning Secondary Science Teachers’ PCK: Pilot Year Results. School Science and Mathematics,
107 (2), 52-60.
Roehrig, G.H., Kruse, R. A., & Kern, A. L.
(2007). Teacher and school characteristics and their
influence on curriculum implementation. Journal of Research
in Science Teaching, 44, 883-907.
Luft, J.A., Bang, E.J., & Roehrig, G.H.
(2007). Supporting beginning science teachers. The Science
Teacher, 74 (5), 24-29.
Roehrig, G. H. and Luft, J. A. (2006).
Does One Size Fit All?: The Induction Experience of Beginning
Science Teachers from Different Teacher Preparation Programs.
Journal of Research in Science Teaching, 43 (9), 963-985.
Roehrig, G. H. and Kruse, R. A. (2005). The
Role of Teachers’ Beliefs and Knowledge in the Adoption of a
Reform-Based Curriculum. School Science and Mathematics, 105,
412-422.
Kruse, R. A., & Roehrig, G. H. (2005). A
Comparison Study: Assessing Teachers’ Conceptions with the
Chemistry Concepts Inventory. Journal of Chemical
Education, 82, 1246-1250.
Luft, J. A., & Roehrig, G. H. (2005)
Enthusiasm is not enough: Beginning secondary science teachers
in primarily Hispanic settings. School Science and
Mathematics, 105, 116-26.
Roehrig, G. H., & Luft, J. A. (2004) Inquiry
teaching in high school chemistry classrooms: The role of
knowledge and beliefs. Journal of Chemical Education, 81,
1510-1516.
Roehrig, G. H., & Luft, J. A. (2004).
Constraints Experienced by Beginning Secondary Science Teachers
in Implementing Scientific Inquiry Lessons. International
Journal of Science Education, 23, 3-24.
Patterson, N. C., Roehrig, G. H., & Luft, J.
A. (2003). Running the Treadmill: Explorations of Beginning High
School Science Teacher Turnover in Arizona. The High School
Journal, 84, 14-22.
Luft, J. A., Roehrig, G. H., & Patterson, N.
C. (2003). Contrasting landscapes: A comparison of the impact of
different induction programs on beginning secondary science
teachers' practices and beliefs. Journal of Research in Science
Teaching, 40, 77-97.
Patterson, N. C., Roehrig, G. H., Austin, B.
A., & Luft, J. A. (2003). ASIST: An Induction Program for
Science Teachers. In J. Rhoton and P. Bowers (Eds.), Induction
programs for science teachers: What the research says (pp.
113-121). Raleigh, NC: National Science Education Leadership
Association.
Luft, J. A., Roehrig, G. H., & Patterson, N.
C. (2002). Barriers and pathways: A reflection on the
implementation of an induction program for secondary science
teachers. School Science and Mathematics, 102, 222-228.
Featured research and outreach
Updated January 2008
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