Emily Adah Miller

Biographic Data

ID4611138
NAMEEmily Adah Miller
GIVEN NAMESEmily Adah
FAMILY NAMEMiller
SIGNATUREMILLER E A
AFFILIATIONSUniversity of Georgia
ORCID0000-0003-3473-5729
VERIFIEDYes
TOTAL WORKS20
TOTAL CITATIONS7
AUTHOR COUNT20
EDITOR COUNT0
FIRST PUBLICATION YEAR1982
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Manufacturing authenticity as part of written PBL curriculum

    Open AccessEmily Adah Miller, Tingting LiARTICLEJournal of the Learning Sciences2026

    BACKGROUND Project-based learning (PBL) centers authenticity as a core principle, meaning that learning is personally meaningful to students, seen as necessary by others, and calls for disciplinary tools. However, science curriculum developed for scale is challenged to predict authentic events. Developers are unfamiliar with students, their context, and the ways tools will emerge.Methods Using Portraiture, this study traces how a third-grade Bili…

  • Pregnant women’s attitudes and intentions toward tuberculosis, malaria, group B streptococcus, and respiratory syncytial virus vaccines in pregnant

    Open AccessRupali J Limaye, Jessica L Schue et al.ARTICLEPLOS Global Public Health2026

    There are numerous infections that can adversely impact a developing fetus, neonates, and pregnant women, and there is limited research related to how specific infections experienced during pregnancy can affect these populations. Tuberculosis (TB), malaria, Group B streptococcus (GBS) and respiratory syncytial virus (RSV) can cause negative outcomes to maternal and neonatal health. For TB and GBS, there are vaccines in various stages of clinical …

  • Transactional or transformative? Offshore wind developer perspectives on community benefit mechanisms in the United States

    Open AccessLorren Ruscetta, Emma Korein et al.ARTICLEEnergy Research & Social Science2026References: 4

  • Culturally Relevant Pedagogy in Practice

    Open AccessEmily Adah Miller, Emily Reigh et al.ARTICLEJournal of Research in Science…2026References: 65

    Culturally relevant pedagogy (CRP) is an approach to teaching that challenges the inequitable structures that create an education debt for minoritized students. Many studies of CRP in science education focus on teachers' philosophies and dispositions; fewer studies have focused on enacted teaching practice, such as the use of curricular resources. CRP requires that teachers take an oppositional stance toward curricula and actively reconstruct the…

  • Exploring Science Teachers’ Reflections on Using Identity and Criticality to Design Social Justice-Oriented Environments

    Open AccessElizabeth Idowu Ayano, Elizabeth Ayano et al.ARTICLEEducation Sciences2025

    Recognizing that traditional science education materials often overlook students’ cultural and social contexts, this research examines the teacher-driven design of science teaching enactment—specifically, how teachers reflect on and adapt their science instruction to teach social justice through pursuits of identity and criticality using a framework rooted in cultural and historical responsive practices. The data for this study were collected fro…

  • Investigating How Teachers’ (Existing) Sociopolitical Consciousness Serves as a Resource for Adapting Science Materials to Bring in Pursuits of Criticality and Identity

    Open AccessElizabeth Idowu Ayano, Elizabeth Ayano et al.ARTICLEScience & Education2025

    This case study explores how three White teachers from a rural, diverse U.S. district engaged in sustained collaborative discussion to adapt their science instruction using Gholdy Muhammad’s (2020) Cultivating Genius framework. The teachers demonstrated their use of sociopolitical consciousness as a resource for adapting lessons and reflecting on those adaptations. We built from the assumption that teachers have a wealth of resources, including s…

  • The hurricane was gritando ’

    Hong H Tran, Emily Adah Miller et al.ARTICLEEnvironmental Education Research2025References: 12

  • It's Just a Hot Mess

    Open AccessEmily Reigh, Emily Adah Miller et al.ARTICLEScience Education2025Cited by: 2References: 107

    This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from…

  • Do High School Students Learn More or Shift Their Beliefs and Attitudes Toward Learning Physics with the Social Constructivism of Problem-Based Learning

    Open AccessAmangul Sagatbek, Temitayo Kehinde Oni et al.ARTICLEEducation Sciences2024

    Rooted in social constructivist learning theory, problem-based learning (PBL) is a tool that deepens students’ learning of complex subjects and improves students’ attitudes and beliefs towards learning. Physics is a subject that students themselves view as challenging. When taking physics, students develop negative beliefs about their own learning of the subject. There is a call for more innovation in the subject area of physics. This study addre…

  • The relationships between elementary students' knowledge‐in‐use performance and their science achievement

    Open AccessTingting Li, I C Chen et al.ARTICLEJournal of Research in Science…2024

    This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐leve…

  • Adapting scientific modeling practice for promoting elementary students’ productive disciplinary engagement

    Tingting Li, Emily Adah Miller et al.ARTICLEInternational Journal of Science…2024References: 6

    This study explores the adaptations made by elementary school teachers to promote student Productive Disciplinary Engagement (PDE) during modeling activities within an online learning context. PDE means students make collective intellectual progress by using disciplinary practices and ideas to formulate possible solutions or answers. Given the abrupt transition to remote education instigated by the COVID-19 pandemic, student engagement and hands-…

  • Professionalism or prejudice? Modelling roles, risking microaggressions

    Emily Miller, Emily Adah Miller et al.ARTICLEJournal of Medical Ethics2023

  • Can we and should we use artificial intelligence for formative assessment in science

    Open AccessTingting Li, Emily Reigh et al.ARTICLEJournal of Research in Science…2023

    In this commentary, we respond to the recent article Applying machine learning to automatically assess scientific models by Zhai et al. (2022).The authors present automated assessment as a solution to the problem of limited time for assessment in middle school science classrooms.Drawing from our collective expertise in science assessment, machine learning (ML), artificial intelligence (AI), and culturally relevant and linguistically responsive pe…

  • Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools

    Open AccessJoseph Krajcik, B Schneider et al.ARTICLEAmerican Educational Research…2023Cited by: 4References: 32

    This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…

  • Mapping Enabling Conditions for High-Quality PBL

    Open AccessAshley Seidel Potvin, Emily Adah Miller et al.ARTICLEEducation Sciences2022

    This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand s…

  • Including teachers in the social justice equation of project‐based learning

    Open AccessEmily Adah Miller, Hildah Kwamboka Makori et al.ARTICLEJournal of Research in Science…2022

    In the article, “The role of phenomena and problems in science and STEM education,” Lee and Grapin (2022) argue that the future of project-based learning presents social justice problems as driving questions. For example, a PBL driving question in teacher materials might be related to how social justice can be used to understand COVID-19 or climate change. We agree with Lee & Grapin but expand their framing. Through supporting teacher-driven adap…

  • Gatekeeping and Communities in Energy Transition

    Christine Gilbert, Hollie Smith et al.ARTICLEEnvironmental Communication2019

    The Block Island Wind Farm (BIWF) is the first offshore wind farm in the United States. Using gatekeeping theory as a framework, this research analyzes local and regional/national newspaper coverage of the BIWF paying particular attention to the use of sources. The data suggest that the differences between newspaper source usage from 1 January 2008 to 1 July 2017 is minimal. However, business sources appeared more than any other group, including …

  • Addressing the epistemic elephant in the room

    Open AccessEmily Adah Miller, Eve Manz et al.ARTICLEJournal of Research in Science…2018

    The Next Generation Science Standards (NGSS) [Achieve, Inc. [ ]] represent a broad consensus that teaching and learning expectations must change. Rather than memorizing and reciting information, students are now expected to engage in science practices to develop a deep understanding of core science ideas. While we want to share in the optimism about NGSS, the standards are not a silver bullet for transforming science classrooms. They are, instead…

  • The Components of Young Children's Emotion Knowledge

    Open AccessKaren Salmon, Ian M Evans et al.ARTICLESocial Development2012Cited by: 1References: 9

    This research adopted observational and experimental paradigms to investigate the relationships between components of emotion knowledge in three‐ to four‐year‐old children. In S tudy 1, 88 children were assessed on the Emotion Matching Task ( M organ, I zard, & K ing), and two tasks requiring the generation of emotion labels and causes. Most tasks were significantly associated with age and language ability, and similar tasks were significantly bu…

  • Discriminant Validity of the Rational Behavior Inventory with Respect to Social Desirability

    Open AccessBruce A Thyer, Emily Miller et al.ARTICLEPsychological Reports1982

    The clinical theory of rational-emotive therapy suggests that various forms of neurosis are characterized by specific patterns of irrational th~nking (2 ) . This position is supported by recent investigations which employed the Rational Behavior Inventory ( 4 ) as a measure of irrational belief system; strong associations were found between irrationality and various indices of psychopathology such as test, sute and trait anxiety, depression, a mo…