Christine Lee Bae
Biographic Data
| ID | 4609411 |
|---|---|
| NAME | Christine Lee Bae |
| GIVEN NAMES | Christine Lee |
| FAMILY NAME | Bae |
| SIGNATURE | BAE C L |
| AFFILIATIONS | Virginia Commonwealth University |
| ORCID | 0000-0002-3492-7598 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly in elementary settings. This multiple case study draws on classroom video and post‐lesson debriefs of fi…
Testing the testing effect with advanced materials while accounting for individual differences
Retrieval practice benefits long-term memory performance in a variety of contexts, but its usefulness for retention of more advanced material is less clear. Additionally, evidence of the role of individual differences in retrieval strategy use is mixed. Such evidence is important to determine the usefulness of particular retrieval strategies as a function of cognitive processes, affective characteristics, and aspects of to-be-learned material. Wi…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Bridging Student Funds of Knowledge With Science Discourse
This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university p…
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Instructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some te…
An inclusive school for computer science
Open Lesson as a Means of Teachers’ Learning
Open lesson (OL), similar to the Japanese lesson study in many aspects, is a professional development model regularly used in schools in the Commonwealth of Independent States Countries. The purpose of this study was to examine teachers’ and students’ attitudes and beliefs about OL practices and activities, using both quantitative and qualitative methods. The sample consisted of 72 instructors and 239 university students in Kazakhstan. MANOVA res…
Afterschool engagement
Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analy…
Understanding afterschool engagement
Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (…
How facilitating K–12 professional development shapes science faculty's instructional change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provid…
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States
The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to…
Motivational factors that influence student science achievement
In this systematic literature review, we examined the theoretical frameworks, construct operationalisation, and quantitative results as they relate to student motivation and science achievement in TIMSS studies. Our synthesis of findings derived from an international dataset present notable value in that the patterns identified regarding the influence of motivation on science achievement are nationally representative. Additionally, we present org…
Opportunities to participate in science learning and student engagement
As student engagement in science learning continues to garner significant attention from educational researchers, practitioners, and policymakers, the importance of understanding person and context-related factors that impact student engagement is increasingly recognized. In this mixed methods study, middle school students’ (N = 1,848) engagement was examined in relation to opportunities to participate in science learning (OtP in science) from 29…
Beyond Funding
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding …
Implicit Theories, Working Memory, and Cognitive Load
Creative thinking shares many characteristics with traditional complex tasks. We investigated whether implicit theories of creativity would affect creative thinking in a way similar to the impact of implicit theories of intelligence on academic tasks. We altered participants' theories of creativity to be either more incremental or more entity-like. We also examined the impact of working memory (WM) and cognitive load on creative thinking. Cogniti…
Improving large‐scale implementations by applying research and data analysis
This paper presents the case of First 5 LA's 5‐year countywide implementation of the Parent–Child Interaction Therapy (PCIT) program. Enthusiasts of PCIT point to it as a high‐quality parenting program with the potential to positively influence child behavior, reduce recidivism into the child welfare system, and increase caregiver's confidence and self‐esteem. In September 2012, First 5 LA, an independent County agency in Los Angeles that advocat…
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Advancing Sustainability at the Sub‐National Level
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Beyond Funding
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding …
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Bridging Student Funds of Knowledge With Science Discourse
This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university p…
Implicit Theories, Working Memory, and Cognitive Load
Creative thinking shares many characteristics with traditional complex tasks. We investigated whether implicit theories of creativity would affect creative thinking in a way similar to the impact of implicit theories of intelligence on academic tasks. We altered participants' theories of creativity to be either more incremental or more entity-like. We also examined the impact of working memory (WM) and cognitive load on creative thinking. Cogniti…
Advancing Sustainability at the Sub‐National Level
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Improving large‐scale implementations by applying research and data analysis
This paper presents the case of First 5 LA's 5‐year countywide implementation of the Parent–Child Interaction Therapy (PCIT) program. Enthusiasts of PCIT point to it as a high‐quality parenting program with the potential to positively influence child behavior, reduce recidivism into the child welfare system, and increase caregiver's confidence and self‐esteem. In September 2012, First 5 LA, an independent County agency in Los Angeles that advocat…
Implicit Theories, Working Memory, and Cognitive Load
Creative thinking shares many characteristics with traditional complex tasks. We investigated whether implicit theories of creativity would affect creative thinking in a way similar to the impact of implicit theories of intelligence on academic tasks. We altered participants' theories of creativity to be either more incremental or more entity-like. We also examined the impact of working memory (WM) and cognitive load on creative thinking. Cogniti…
Motivational factors that influence student science achievement
In this systematic literature review, we examined the theoretical frameworks, construct operationalisation, and quantitative results as they relate to student motivation and science achievement in TIMSS studies. Our synthesis of findings derived from an international dataset present notable value in that the patterns identified regarding the influence of motivation on science achievement are nationally representative. Additionally, we present org…
Opportunities to participate in science learning and student engagement
As student engagement in science learning continues to garner significant attention from educational researchers, practitioners, and policymakers, the importance of understanding person and context-related factors that impact student engagement is increasingly recognized. In this mixed methods study, middle school students’ (N = 1,848) engagement was examined in relation to opportunities to participate in science learning (OtP in science) from 29…
Beyond Funding
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study unmasks the complex processes by which funding …
How facilitating K–12 professional development shapes science faculty's instructional change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provid…
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States
The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to…
Open Lesson as a Means of Teachers’ Learning
Open lesson (OL), similar to the Japanese lesson study in many aspects, is a professional development model regularly used in schools in the Commonwealth of Independent States Countries. The purpose of this study was to examine teachers’ and students’ attitudes and beliefs about OL practices and activities, using both quantitative and qualitative methods. The sample consisted of 72 instructors and 239 university students in Kazakhstan. MANOVA res…
Afterschool engagement
Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analy…
Understanding afterschool engagement
Though student engagement is hypothesized to be a factor in explaining student level differences in afterschool programs, the measurement of student engagement in this context is inconsistent, and findings from the small number of studies about how engagement impacts developmental and academic outcomes are mixed. In this study, we tested the factor structure of Wang and colleagues' school engagement scale with a sample of middle school students (…
An inclusive school for computer science
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Instructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some te…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Bridging Student Funds of Knowledge With Science Discourse
This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university p…
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly in elementary settings. This multiple case study draws on classroom video and post‐lesson debriefs of fi…
Testing the testing effect with advanced materials while accounting for individual differences
Retrieval practice benefits long-term memory performance in a variety of contexts, but its usefulness for retention of more advanced material is less clear. Additionally, evidence of the role of individual differences in retrieval strategy use is mixed. Such evidence is important to determine the usefulness of particular retrieval strategies as a function of cognitive processes, affective characteristics, and aspects of to-be-learned material. Wi…
Psychology (14 works) · Computer Science (9 works) · Mathematics education (9 works) · Pedagogy (9 works) · Sociology (8 works) · Social Psychology (7 works) · Political science (6 works) · Professional development (6 works) · Teacher Education and Leadership Studies (6 works) · Science education (5 works)