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Braaten, Melissa Lee Assistant Professor

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  • Melissa Braaten's research aims to understand more about how teachers learn to teach science across multiple contexts for professional learning including the pre-service preparation of teachers in coursework and field experiences, professional learning in designed settings such as professional development for teachers, and professional learning that takes place 'on the job' in the day-to-day work of teachers in schools. She uses a variety of approaches to study science teachers' learning including: design-based research iteratively improving designs for teacher learning environments through cycles of research and development; narrative inquiries conducted in close relationship with teachers as they work to analyze, interpret, and improve their practice; school ethnography conducted with a team of researchers to make meaning of the complex, often paradoxical, contexts of teaching and learning in schools. See ambitiousscienceteaching.org for examples of her work with science teachers.

keywords

  • science studies, education for social justice, ambitious and equitable teaching and learning, social and cultural contexts for teaching and learning in schools, qualitative research methods, ethnography, narrative inquiry, case studies, design-based research

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