Sara C Porter
Biographic Data
| ID | 10400930 |
|---|---|
| NAME | Sara C Porter |
| GIVEN NAMES | Sara C |
| FAMILY NAME | Porter |
| SIGNATURE | PORTER S C |
| AFFILIATIONS | University of North Carolina at Greensboro |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making Sense of Genetic Complexity
Technological advances in the study of the human genome have led to increased understanding of the complexity of genetic variation and the role of genes and the environment in shaping human phenotypes. Accurate interpretation of modern genetic data will require increased support for science teachers to update their curriculum to teach more complex genetics. In this paper, we analyze the co-design process of one middle school science teacher worki…
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
This isn't school, you know
As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design‐based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle school youth with the design of a STEM ecosystem. Most of the literature on STEM ecosystems focuses …
This isn't school, you know
As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design‐based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle school youth with the design of a STEM ecosystem. Most of the literature on STEM ecosystems focuses …
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
This isn't school, you know
As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design‐based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle school youth with the design of a STEM ecosystem. Most of the literature on STEM ecosystems focuses …
Making Sense of Genetic Complexity
Technological advances in the study of the human genome have led to increased understanding of the complexity of genetic variation and the role of genes and the environment in shaping human phenotypes. Accurate interpretation of modern genetic data will require increased support for science teachers to update their curriculum to teach more complex genetics. In this paper, we analyze the co-design process of one middle school science teacher worki…
Science education (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sensemaking (2 works) · Art Education and Development (1 works) · Boundary (topology) (1 works) · Common sense (1 works) · Concept learning (1 works) · Educational Environments and Student Outcomes (1 works)