Matthew Kloser
Datos Biográficos
| ID | 5877146 |
|---|---|
| NOMBRE | Matthew Kloser |
| NOMBRES | Matthew |
| APELLIDO | Kloser |
| FIRMA | KLOSER M |
| AFILIACIONES | University of Notre Dame |
| ORCID | 0000-0002-4902-9854 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education
Contemporary justice-focused science teacher education—education that empowers students with the knowledge and skills to challenge and address social inequities (Lee and Grapin 2025)—faces two immense challenges. First, opportunities for new teachers to consider how pedagogy and social justice are inherently linked have been constrained both by existing school culture and, increasingly, through state and federal legislation put in place to limit …
Rigor and Representation
Science Education research and its impact on theory and practice are critical levers for creating a more just and engaging science education experience for all learners. As we begin our five-year editorial tenure, the Journal of Research in Science Teaching (JRST), like so many academic journals, faces both challenge and possibility. We are honored to serve as Co-Editors-in-Chief of NARST's flagship journal, to uphold this publication's long trad…
Middle school students’ motivational dispositions and interest in STEM careers
This study explored the relationship between middle school students’ mathematics- and science-related motivational dispositions and their attitudes toward STEM-related careers. To better understand these constructs, we regressed motivational variables from the Situated Expectancy-Value Framework (Eccles, J. S., & Wigfield, A. 2020. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultur…
Exploring high school biology students’ discussions of multi-genre texts
While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a biological discovery. This multi-case exploratory comparison analysed videos of students in introductory an…
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice
Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to make instructional decisions that foster sensemaking. Thus, understanding whether, when, and how teach…
Connecting the dots
Rehearsals of teaching practice function as a bridge from methods to the classroom.•Organizational tools help increase the visual representations during discussions.•Elements of framing and closing discussions are taken up less to the classroom.•Talk moves are taken up extensively in rehearsals and the classroom.•Explicit representations of practice are most often taken up by novice teachers
Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology
Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional ‘cookbook’ laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent an…
Identifying a core set of science teaching practices
The Framework for K‐12 Science Education details ambitious goals for students' learning of science content and practices. However, this document provides science teachers little guidance about instructional practices that are central to helping students achieve these goals. Research indicates that a teacher's instructional practice can impact student interest and achievement more than advanced degrees or teaching experience and thus, identifying …
Middle and high school students’ conceptions of climate change mitigation and adaptation strategies
Both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems. Education has the potential to impact students’ system knowledge – their understanding of the variables that affect the climate system – and action knowledge – their understanding of behaviors that can impact the system. Research on climate change educat…
Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology
Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional ‘cookbook’ laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent an…
Middle and high school students’ conceptions of climate change mitigation and adaptation strategies
Both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems. Education has the potential to impact students’ system knowledge – their understanding of the variables that affect the climate system – and action knowledge – their understanding of behaviors that can impact the system. Research on climate change educat…
Connecting the dots
Rehearsals of teaching practice function as a bridge from methods to the classroom.•Organizational tools help increase the visual representations during discussions.•Elements of framing and closing discussions are taken up less to the classroom.•Talk moves are taken up extensively in rehearsals and the classroom.•Explicit representations of practice are most often taken up by novice teachers
Identifying a core set of science teaching practices
The Framework for K‐12 Science Education details ambitious goals for students' learning of science content and practices. However, this document provides science teachers little guidance about instructional practices that are central to helping students achieve these goals. Research indicates that a teacher's instructional practice can impact student interest and achievement more than advanced degrees or teaching experience and thus, identifying …
Middle and high school students’ conceptions of climate change mitigation and adaptation strategies
Both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems. Education has the potential to impact students’ system knowledge – their understanding of the variables that affect the climate system – and action knowledge – their understanding of behaviors that can impact the system. Research on climate change educat…
Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology
Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional ‘cookbook’ laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent an…
Connecting the dots
Rehearsals of teaching practice function as a bridge from methods to the classroom.•Organizational tools help increase the visual representations during discussions.•Elements of framing and closing discussions are taken up less to the classroom.•Talk moves are taken up extensively in rehearsals and the classroom.•Explicit representations of practice are most often taken up by novice teachers
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice
Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to make instructional decisions that foster sensemaking. Thus, understanding whether, when, and how teach…
Exploring high school biology students’ discussions of multi-genre texts
While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a biological discovery. This multi-case exploratory comparison analysed videos of students in introductory an…
Middle school students’ motivational dispositions and interest in STEM careers
This study explored the relationship between middle school students’ mathematics- and science-related motivational dispositions and their attitudes toward STEM-related careers. To better understand these constructs, we regressed motivational variables from the Situated Expectancy-Value Framework (Eccles, J. S., & Wigfield, A. 2020. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultur…
A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education
Contemporary justice-focused science teacher education—education that empowers students with the knowledge and skills to challenge and address social inequities (Lee and Grapin 2025)—faces two immense challenges. First, opportunities for new teachers to consider how pedagogy and social justice are inherently linked have been constrained both by existing school culture and, increasingly, through state and federal legislation put in place to limit …
Rigor and Representation
Science Education research and its impact on theory and practice are critical levers for creating a more just and engaging science education experience for all learners. As we begin our five-year editorial tenure, the Journal of Research in Science Teaching (JRST), like so many academic journals, faces both challenge and possibility. We are honored to serve as Co-Editors-in-Chief of NARST's flagship journal, to uphold this publication's long trad…
Psychology (7 obras) · Mathematics education (6 obras) · Computer Science (4 obras) · Pedagogy (4 obras) · Science education (4 obras) · Science Education and Pedagogy (4 obras) · Sociology (3 obras) · Teacher Education and Leadership Studies (3 obras) · Career Development and Diversity (2 obras) · Climate Change Communication and Perception (2 obras)