Allan Feldman College of Education University of South Florida Tampa, FL 33620 (813) 974-2471, [email protected] http://www.coedu.usf.edu/allanfeldman/ AREAS OF EXPERTISE • Science Education • Teacher Education and Teacher Research • Program Evaluation EDUCATION 1993 Ph.D., Science Education, Curriculum and Teacher Education, School of Education, Stanford University. Dissertation title: Teachers learning from teachers: Knowledge and understanding in collaborative action research. 1973 M.A., Science Education, Teachers College, Columbia University. 1972 B.A., Mathematics, minors in Physics and Economics, New York University. PROFESSIONAL EXPERIENCE 2009- Professor, Science Education, College of Education, University of South Florida, Tampa, FL. 2017 (Spring) Visiting Professor, Technion-Israel Institute of Technology, Haifa, Israel 2016 (Fall) Visiting Scholar, UNESCO-IHE, Delft, Netherlands 2009- Emeritus Professor, Science Education and Teacher Education, School of Education, University of Massachusetts, Amherst 2007 (Fall) Visiting Professor, Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel Visiting Professor, Faculty of Education, University of Haifa, Haifa, Israel 2006 (January 1- Interim Chair, Department of Teacher Education May 31) and Curriculum Studies, University of Massachusetts Amherst 2005 - 2009 Coordinator, Teacher Education and School Improvement Doctoral Concentration, School of Education, University of Massachusetts, Amherst. Allan Feldman 2004 - 2009 Director, Pioneer Valley PreK-16 Science, Technology, Engineering and Mathematics Pipeline Network http://k12s.phast.umass.edu/pvnet/ 2002-2009 Professor, Science Education and Teacher Education, School of Education, University of Massachusetts, Amherst 2001 Visiting Scholar, School of Education, Stanford University 1998 - 2002 Associate Professor, Science Education and Teacher Education, School of Education, University of Massachusetts, Amherst 1996-2009 Associate Director, Science, Technology, Engineering and Mathematics Education Institute (STEM Ed Institute) http://umassk12.net/stem 1993 - 2009 Coordinator, Secondary Science Education, School of Education, University of Massachusetts, Amherst. 1993-1998 Assistant Professor, Science Education and Teacher Education, School of Education, University of Massachusetts, Amherst. 1991- 1993 Field Coordinator for the California Scope, Sequence, and Coordination Project Action Research Component. 1989-91 Coordinator of Supervision and Supervisor of student teachers and interns, Stanford Teacher Education Program. 1989-91 Teaching assistant, Stanford University School of Education. 1980-89 Science teacher and Head of the Science Department, Germantown Friends School, Philadelphia, PA. 1984-85 Physics Instructor, Philadelphia College of Art. 1973-80 Physics, general science and math teacher in public and private secondary schools in NY and NJ. PUBLICATIONS REFEREED JOURNAL ARTICLES: 1. Feldman, A. (2016). Editorial. Educational Action Research, 24(2), 155-158. doi: 10.1080/09650792.2015.1132590 2. Chapman, A. and Feldman, A. (2016). Cultivation of Science Identity Through Authentic Science in an Urban High School Classroom. Cultural Studies of Science Education, doi:10.1007/s11422-015-9723-3 p. 2 Allan Feldman 3. Herman, B., Feldman, A. and Vernaza-Hernandez, V. (2017). Florida and Puerto Rico Secondary Science Teachers' Knowledge and Teaching of Climate Change Science. International Journal of Science and Mathematics Education, 15(3), 451-471. doi:10.1007/s10763-015-9706-6 4. Nation, M., Feldman, A. and Wang, P. (2015). A rising tide. The Science Teacher, 82(6), 34-40 5. Feldman, A., Bennett, K., and Vernaza-Hernandez, V. (2015). Responsible Action Research for the Pursuit of Justice. Educational Action Research, 23(1), 85-103. 6. Lee, Hyunju and Feldman, A. (2015). Photographs and Classroom Response Systems in Middle School Astronomy Classes. Journal of Science Education and Technology, 24(4), 496-508. 7. Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study. Studying Teacher Education, 10(3), 290-312. doi: 10.1080/17425964.2014.958072 8. Feldman, A. (2014). Editorial. Educational Action Research, 22(3), 285-287. doi:10.1080.09650792.2014.940173 9. Feldman, A. and Townsend, A. (2013). Editorial. Educational Action Research, 21(4), 445-447. doi: 10.1080/09650792.2013.847547 10. Kahn, S., Feldman, A. and Cooke, M. (2013). Signs of Autonomy: Facilitating Independence and Inquiry in Deaf Science Classrooms. Journal of Science Education for Students with Disabilities, 17(1), 13-35. 11. Feldman, A., Divoll, K. and Rogan-Klyve, A. (2013). Becoming Researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218-243. 12. Feldman, A., Chapman, A., Vernaza-Hernández, V., Ozalp, D., and Alshehri, F. (2012). Inquiry-Based Science Education as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). Science Education International, 23(4), 328-337. 13. Beatty, I. D. & Feldman, A. (2012). Viewing teacher transformation through the lens of CHAT. Education as Change, 16(2), 283-300. 14. Lee, H., Feldman, A., & Beatty, I.D. (2012). Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System. Journal of science education and technology, 21(5), 523-539. p. 3 Allan Feldman 15. Feldman, A. and Pirog, K. (2011). Authentic science research in elementary after-school science clubs. Journal of Science Education and Technology, 20(5), 494-507. 16. Capobianco, B.M. and Feldman, A. (2010). Repositioning Teacher Action Research in Science Teacher Education. Journal of Science Teacher Education, 21(8), 909-915. 17. Feldman, A. and Weiss, T. (2010). Understanding Identity Change through Collaborative Action Research: A CHAT Analysis. Educational Action Research, 18(1), 29-55. 18. Feldman, A., Cooke, M.L. and Ellsworth, M.S. (2010). The classroom sandbox: A physical model for scientific inquiry. The Science Teacher, December, 58-62. 19. Feldman, A., Divoll, K. and Rogan-Klyve, A. (2009). Research Education of New Scientists: Implications for Science Teacher Education. Journal of Research on Science Teaching, 46(4), 442–459. 20. Feldman, A. and Capobianco, B. (2008). Teacher Learning of Technology Enhanced Formative Assessment. Journal of Science Education and Technology, 17(1), 82–99. 21. Feldman, A. and Sternheim, M. (Fall, 2007). Policy, practice, and research on alternative certification of science teachers. Perspectives, 10-13. 22. Feldman, A. (2007). Teachers, responsibility and action research. Educational action research, 15(2), 239-252. 23. Feldman, A. (2007). Validity and Quality in Action Research. Educational action research, 15(1), 21-32. 24. Capobianco, B. and Feldman, A. (2006). Promoting quality for teacher action research: lessons learned from science teachers' action research. Educational action research. 14(4). 25. Weiss, T., Feldman, A., Pedevillano, D. E. and Capobianco, B. (2003). The implications of culture and identity: a professor's engagement with a reform collaborative. International Journal of Science and Mathematics Education, 1(3), 333-356. 26. Feldman, A. (2003). Validity and quality in Self-Study. Educational researcher, 32(3), 26-28. 27. Davis, K., Feldman, A., Irwin, C., Pedevillano, E., Capobianco, B. and Weiss, T. (2003). Wearing the Letter Jacket: Legitimate Participation in a Collaborative Science, Mathematics, Engineering, and Technology Education Reform Project. School science and mathematics, 103, 3, 121-134. 28. Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, social context and being. Journal of research in science teaching, 39(10), 1032-1055 p. 4 Allan Feldman 29. Feldman, A. (2002). Existential action research. Educational action research, 10(2), 233- 252. 30. Feldman, A. (2000). Decision making in the practical domain: A model of practical conceptual change. Science education, 84(5), 606-623. 31. Feldman, A. (1999). The role of conversation in collaborative action research. Educational action research, 7(1), 125-144. 32. Feldman, A. and Kropf, A. (1999). Teachers as curriculum decision-makers: The selection of topics for high school physics. Journal of curriculum and supervision, 14(3), 241-259. 33. Rearick, M. and Feldman, A. (1999). Orientations, purposes, and reflection: a framework for understanding action research. Teaching and teacher education, 15(4), 333-350. 34. Feldman, A. (1998). Implementing and assessing the power of conversation in the teaching of action research. Teacher education quarterly, 25(2), 27-42. 35. Feldman, A., Alibrandi, M., Capifali, E., Floyd, D., Gabriel, J., Henriques, B., Hitchens, F., Lucey, J. and Mera, M. (1998). Looking at ourselves look at ourselves: an action research self-study of doctoral students' roles in teacher education programs. Teacher education quarterly, 25(3), 5-28. 36. Feldman, A., Kropf, A., and Alibrandi, M. (1998). Grading with points: the determination of report card grades by high school science teachers. School science and mathematics, 98(3), 140-148. 37. Feldman, A. (1997). Varieties of wisdom in the practice of teachers. Teaching and teacher education, 13(7), 757-773. 38. Feldman, A. (1996). Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of research in science teaching, 33(5), 513-540. 39. Feldman, A. (1994). Erzberger's dilemma: Validity in action research and science teachers' need to know. Science education, 78(1), 83-101. 40. Feldman, A. (1993). Promoting equitable collaboration between university researchers and school teachers. International journal of qualitative studies in education, 6(4), 341- 357. 41. Feldman, A. and Atkin, J. (1993). Research in science education in the USA. Journal of curriculum studies, 25(3), 281-289. 42. Feldman, A. (1991). Measuring the speed of light in different media. The physics teacher. p. 5 Allan Feldman 43. Feldman, A. (1984). Using space shuttle launch data in the physics classroom. The physics teacher, 30-31. 44. Feldman, A. (1981). A model of the Savery steam engine. The physics teacher, 414-415. BOOK CHAPTERS: 1. Feldman, A., Nation, M., Smith, G. G., & Besalti, M. (in press). Teaching climate change science to high school students: Local place-based approach, web-based novel with computer games, and hands-on activities In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning. Hershey, PA: IGI Global. 2. Feldman, A. (2017). An Emergent History of Educational Action Research in the English-Speaking World. In Rowell, L., Bruce, C.D., Shosh, J.M. and Riel, M.M. (Eds.). Palgrave International Handbook of Action Research (125-146). New York: Springer. 3. Feldman, A. (2016). Self Study in Pre-Service Science Teacher Education. In Allowing Our Professional Knowledge of Pre-Service Science Teacher Education to be Enhanced by Self-Study Research: Turning a Critical Eye on Our Practice (pp. 23-42). Buck, G. and Akerson, V. (Eds). New York: Springer. 4. Chapman, A. and Feldman, A. (2016). Effects of an Authentic Science School-Based Service-Learning Experience on High School Students’ Learning of Science Practices. In J.L. Newman, D.W. Sunal, and C.S. Sunal (Eds.). Science and Service Learning (pp. 73- 98). Charlotte, NC: Information Age Publishing. 5. Stratton, S., Hagevik, R., Feldman, A. and Bloom, M. (2015). Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability. In S. Stratton, R. Hagevik, A. Feldman and M. Bloom (Eds.). Educating Science Teachers for Sustainability (pp. 445-457). New York: Springer. 6. Feldman, A. and Nation, M. (2015). Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability. In S. Stratton, R. Hagevik, A. Feldman and M. Bloom (Eds.). Educating Science Teachers for Sustainability (pp. 3-13). New York: Springer. 7. Stratton, S., Hagevik, R., Feldman, A. and Bloom, M. (2015). About This Book. In S. Stratton, R. Hagevik, A. Feldman and M. Bloom (Eds.). Educating Science Teachers for Sustainability (pp. xiii-xvi). New York: Springer. 8. Lee, Hyunju and Feldman, A. (2015). Photographs as Static Visual Representation to Connect Prior Knowledge and to Stimulate Discussions in Science Classroom. In K. Finson and J. Pederson (Eds.), Application of Visual Data in K-16 Science Classrooms. Information Age Publishing. p. 6 Allan Feldman 9. Sternheim, M. and Feldman, A. (2014). STEMRAYS: After-School STEM Research Clubs. In R. E. Yager and H. Brunkhorst (Eds.). Exemplary STEM Programs: Design for Success (pp. 61-76). Arlington, VA: NSTA Press. 10. Feldman, A. (2014). Philosophy of science. In D. Coghlan and M. Brydon-Miller (Eds.), Sage Encyclopedia of Action Research (pp. 617-620). London: Sage Publishing. 11. Feldman, A., & Herman, B. (2014). Teacher Contextual Knowledge. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 1-2): Springer Netherlands 12. Feldman, A. (2009). Making the self problematic: Data analysis and interpretation in self- study research. In C Lassonde, S Galman, and C. Kosnick (Eds.), Self-Study Research Methodologies for Teacher Educators. Sense Publishing. 13. Feldman, A. (2009). Existentialism and action research. In B. Somekh & S. Noffke (Eds.), The SAGE Handbook of educational action research. Thousand Oaks, CA: Sage Press. 14. Capobianco, B. and Feldman, A. (2008). Promoting quality for teacher action research: lessons learned from science teachers' action research. In R. A. Schmuck (Ed.) Practical action research: A collection of articles, 2nd edition. Corwin Press. 15. Feldman, A. (2006). Self-Study And Existentialism: A Case Of Teacher Educator Transformation. In A. Freese and C. Beck, Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Dordrecht: Springer Press. 16. Feldman, A., Paugh, P. & Mills, G. (2004). Self-Study through Action Research. In J. Loughran, M. Hamilton, V. LaBoskey, T. Russell (Eds.), International Handbook of Self- Study of Teaching and Teacher Education Practices. Dordrecht: Kluwer Academic Publishers. 17. Feldman, A. (2004). Knowing and Being in Science: Expanding the Possibilities. In W. Saul (Ed.), Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice, pp. 140-157. Washington, DC: International Reading Association. 18. Feldman, A. (2003). Mathematics instruction: cognitive, affective, and existential perspectives. In J. Royer (Ed.), Mathematical Cognition, pp. 147- 174. Charlotte, NC: Information Age Publishing. 19. Rideout, R. and Feldman, A. (2002). Research in music student teaching. In R. Colwell and C. Richardson (Eds.), The new handbook of research on music teaching and learning. NY: Oxford University Press. 20. Feldman, A., Rearick, M. and Weiss, T. (2001). Teacher development and action research: findings from six years of action research in schools. In J. Rainer and E. Guyton p. 7 Allan Feldman (Eds.), Research on the effects of teacher education on teacher performance: Teacher Education Yearbook IX. Dubuque, IA: Kendall/Hunt Publishing Company. 21. Feldman, A. and Minstrell, J. (2000). Action research as a research methodology for the study of the teaching and learning of science. In E. Kelly and R. Lesh (Eds.), Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates. 22. Feldman, A. (1995). The institutionalization of action research: The California "100 Schools" project. In S. Noffke and R. Stevenson (Eds.), Educational action research: becoming practically critical. NY: Teachers College Press. 23. Feldman, A. and Atkin, J. (1995). Embedding action research in professional practice. In S. Noffke and R. Stevenson (Eds.), Educational action research: becoming practically critical. NY: Teachers College Press. BOOK REVIEWS: 1. Feldman, A. (2001). [Review of the book Qualitative and action research: A practitioner handbook]. Teachers college record, 103(1), 90-93. 2. Feldman, A. (2001). [Review of the book Introduction to action research: Social research for social change]. Contemporary psychology, 46(1), 37-39. BOOKS: 1. Feldman, A., Altrichter, H., Posch, P. and Somekh, B. (under contract). Teachers investigate their work: An introduction to action research across the professions, 3rd Edition. Taylor & Francis. 2. Altrichter, H., Feldman, A., Posch, P. and Somekh, B. (2007) Teachers investigate their work: An introduction to action research across the professions, 2nd Edition. Routledge. EDITED BOOKS: 1. Stratton, S., Hagevik, R., Feldman, A. and Bloom, M. (Eds.) (2015). Educating Science Teachers for Sustainability. NY: Springer. 2. Feldman, A., Mason, C., and Goldberg, F. (1993). Action research: Reports from the field, 1992-93. San Diego: Center for Research in Mathematics and Science Education. 3. Feldman, A., Mason, C., and Goldberg, F. (1992). Action research: Reports from the field, 1991-92. San Diego: Center for Research in Mathematics and Science Education. p. 8 Allan Feldman PROCEEDINGS: 1. Vernaza-Hernandez, V. and Feldman, A. (2015). The value of international experiences in the development of engineering and science graduate students’ global competency. Proceedings of the Bi-Annual Meeting of the European Science Education Research Association, August 31 – September 4, Helsinki, Finland. 2. Feldman, A. and Bennett, K. (2015). Teacher leaders and the pursuit of justice in urban schools. Proceedings of The International Conference on Poverty, Globalization and Schooling: A Holistic Approach, February 26-28, Orlando, FL, pp. 199-208. 3. Verbyla, M., Naughton, C. C., Feldman, A., Vernaza-Hernandez, V., Brandt, M. E., Trotz, M., . . . Mihelcic, J. R. (2014, June 14). Using Social Media to Create a Global Community of Sustainability-Engaged Students. Proceedings of the ASEE International Forum, Indianapolis, IN. 4. Feldman, A., Ozalp, D., Alshehri, F., Chapman, A. and Vernaza-Hernandez, V. (2013). The Impact of an REU and RET Program on Participants' Scientific Research Skills. Proceedings of the Annual meeting of NARST, April 6-9, Rio Grande, Puerto Rico. 5. Tallman, K.A. and Feldman, A. (2013). Preservice Science Teachers Sharing of Knowledge and Understanding in a Journal Club. Proceedings of the Annual meeting of NARST, April 6-9, Rio Grande, Puerto Rico. 6. Feldman, A. and Özalp, D. (2012). Learning to do research in a Research Experience for Undergraduates (REU) program. Proceedings of the Annual meeting of NARST, March 25-28, Indianapolis, IN. 7. Beatty, I.D. and Feldman, A. (2009). Illuminating teacher change and professional development with CHAT. Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, April 18-21, 2009, Garden Grove, CA. 8. Beatty, I.D., Feldman, A., Lee, H., St. Cyr, K., Harris, R., Leonard, W.J., and Gerace, W.J. (2008). Teacher learning of technology-enhanced formative assessment. Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, 2008, Baltimore, MD. 9. Feldman, A., Divoll, K. and Rogan-Klyve. A. (2007). Learning to do science: Implications for science teacher education. Proceedings of the Annual Meeting of the Association for Science Teacher Education, January 6, 2007, Clearwater, FL. 10. Davidson, T., Feldman, A., Rogan-Klyve, A. and Divoll, K. (2006). Science teacher learning through legitimate participation in scientific research. Proceedings of the Annual Meeting of the Association for Science Teacher Education, January 12-15, 2006, Portland, OR. p. 9 Allan Feldman 11. Feldman, A. (2006). Continuous formative assessment for the development of new science teachers. Proceedings of the Annual Meeting of the Association for Science Teacher Education, January 12-15, 2006, Portland, OR. 12. Feldman, A. (2005). Transformations in teachers’ ways of being. Proceedings of the First International Congress of Qualitative Inquiry, May 5-7, 2005, Urbana-Champaign, IL. 13. Feldman, A. & Davidson, T. (2005). Talking about doing science: Scientists' and engineers' conceptions of the nature of science. Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, April 2005, Dallas, TX. 14. Capobianco, B., & Feldman, A. (2004, March 14-15, 2004). Summer/fall certification option: a working model for science and math teacher preparation. Paper presented at the Teacher Preparation Principal Investigator Conference, Arlington, VA. 15. Feldman, A. (2002) Bec(o/a)ming a teacher educator. The Fourth International Conference on Self-Study of Teacher Education Practices, East Sussex, UK. 16. Feldman, A. (2001). An existential approach to science teaching and learning. In W. F. McComas (ed.) Proceedings of the 6th International History, Philosophy and Science Teaching Group meeting. (Denver, USA). [File 1 on CD ROM]. Available from the International History, Philosophy and Science Teaching Group, IHPST.ORG. 17. Feldman, A. (2000). Searching for lost time: time, teacher education, and the millennium. Proceedings of the Third International Conference on the Self-Study of Teacher Education Practices, July 23-27, 2000, East Sussex, England. 18. Feldman, A. and Rearick, M. (1998). Ways of knowing and of being teacher educators. Proceedings of the Second International Conference On The Self-Study Of Teacher Education Practices, August 16-20, 1998, East Sussex, England. 19. Feldman, A. (1997). Coming to understand teaching as a way of being: Teachers as knowers, reasoners, and understanders. Proceedings of the Second International Conference on Teacher Education, July 1-4, 1996, Netanya, Israel. 20. Feldman, A. (1995). Science teacher's collaborative action research: Cost effective professional development for developing countries. In A. Hofstein, B. Eylon, and G. Giddings (Eds.). Science education: from theory to practice. Proceedings from the International Conference on Science Education in Developing Countries: From Theory to Practice. January 1993, Jerusalem, Israel. Rehovot, Israel: The Weizmann Institute of Science. 21. Feldman, A. (1995). Reconstructing the image of science teachers in the teaching and learning of the history and philosophy of science. In F. Finley, D. Allchin, D. Rhees, and S. Fifield (Eds.). Proceedings of the Third International History, Philosophy and Science Teaching Conference, October 29-November 1, 1995, Minneapolis, MN. p. 10