Pedagogical Content Knowledge in STEM

Stephen Miles Uzzo, PhD. is Chief Scientist for the New York Hall of Science where he does research and development of public programs and experiences on complex science and systems dynamics. He also does instructional development for pre-service and in-service teacher education. Dr. Uzzo is also Adjunct Professor of Education for the New York Institute of Technology Graduate School of Education and Interdisciplinary Studies, where he teaches STEM integration of science, technology, engineering and mathematics into science instruction, instructional technology and integration of art into interdisciplinary teaching. His background includes teaching and learning in data driven science, computer graphics systems engineering, environmental science, and art history. He holds a doctorate of Network Theory and Environmental Studies from the Union Institute School of Interdisciplinary Studies and a Bachelor of Education from Long Island University School of Music. Dr. Sherryl Browne Graves is the Acting Senior Associate Dean of Education at Hunter College and teaches courses in psychological foundations of education including courses in child development, educational psychology, educational research, cognition and educational technology and multicultural issues in learning and instruction. Professor Graves research interests focus on childrens understanding of racial and ethnic portrayals in mass media, the effects of diversity in the educational process and the use of technology in teaching and learning. She has served as a consultant and advisory board members to numerous media organizations including Sesame Workshop, WGBH and KCET Public Television Stations, Discovery Kids and the Public Broadcasting Service. Professor. Additionally she has served as a PI on an NSF MSP grant, co-PI on a New York Community Trust early literacy grant and senior advisor on a Foundation for Child Development PreK for All grant. Dr. Graves is trainedin psychology with a doctorate from Harvard University in Clinical Psychology and Public Practice and a Bachelors degree in Psychology from Swarthmore College. She will be overseeing the UTR program at Hunter. Erin Shay is the Director of the Office of Partnership Programs at Hunter College where she oversees the School of Educations alternative certification and partnership programs. Working in collaboration with a variety of local and national organizations the Office of Partnership Programs offers a wide range of teacher preparation programs, additional certificate programs for currently certified teachers to become certified in a second specialization area, and educational leadership programs to prepare teachers for roles in administration and supervision. She holds a Bachelors degree in Education and Social Policy from Northwestern University and a Masters degree in Education from Bank Street College of Education. Ms. Shay is a former NYC public school math and English teacher. Marisa Harford is the Director of Teacher Residencies at New Visions for Public Schools, a nonprofit organization that partners with New York City schools, communities, and institutions to strengthen schools through multiple channels, including developing and retaining effective teachers through innovative residency programs in partnership with Hunter College and the NYC Department of Education. Ms. Harford leads the Teacher Certification team, which prepares highly qualified novice teachers, builds capacity in mentoring and support of new teacher development, and crafts sustainable systems and tools for residencies. Her previous experience includes seven years of secondary-level teaching and instructional coaching at Bronx middle and high schools. She holds a B.A. in English from Yale University, an M.S. in Secondary English Education from Lehman College, and an Advanced Certificate in School and Building Leadership from Hunter College. . Dr. Robert Thompson is a Professor of

Section 1: PCK Research in Formal Teaching Practice.- Analysis of Practice and Teacher PCK: Inferences from Professional Development Research.- The intertwined roles of teacher content knowledge and knowledge of scientific practices in support of a science learning community.- Personal and Canonical PCK: A Synergistic Relationship?.- From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools.- Teacher Knowledge and Visual Access to Mathematics.- Section 2: PCK in Formal Pre-Service Teacher Learning.- Teacher Inquiry as a Vehicle for Developing Pedagogical Content Knowledge in Pre-service Teachers..- Biology Teacher Preparation and PCK: Perspectives from the discipline.- Pedagogical Content Knowledge in a Mathematics Adolescent Education Master of Arts Program: A Case Study.- Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities.- Section 3: PCK in Informal Learning.- Pre-Service Teachers Developing PCK in a Natural History Museum.- Engineering STEM Teacher Learning: Using Design-Make-Play to develop disciplinary teaching knowledge.- Collaborative PCK in Practice: Bringing Together Secondary, Tertiary and Informal Learning in a STEM Residency Program.- Developing Educative Materials to Support Middle School Science Teachers' PCK for Argumentation: Comparing Multimedia to Text-based Supports.- Teacher Education for Maker Education: Helping teachers develop appropriate PCK for engaging children in educative making.- Index.