CURRICULUM VITAE
Erin E. Peters
Education
Doctoral Student
Science Education Leadership major
Research Methods minor
M.Ed. 2004
Social Foundations of Education
Educational Psychology
B.S. 1990
Teaching of Physics
Professional
Experience
2006-present Albert Einstein Distinguished Educator Fellow
National Aeronautics and Space Administration
Exploration
Systems
2006-present Adjunct Instructor
Northern
2006-present Adjunct Instructor
Summer 2006 Instructor
Inquiry in the Physical Sciences
Summer 2006 Intern
National Science Foundation
Elementary, Secondary, and Informal Education
Centers for Learning and Teaching
2004 – present Graduate Research Assistant
Education Research Methods and Design-Based Research
1998-2006 Science
Lead Teacher and Girls’ Engineering Teacher
Special Education Resource Team
Odyssey Team Leader
2002-2006 Curriculum
Developer
Science Department
Arlington Public Schools
1996-1998
Science/Mathematics
Teacher
1990-1996
Science Teacher
Chicago Public Schools
1988-1990
Educational
Video Writer/Producer
1986-1988
HVAC Engineer
Devine Engineering
Refereed Journal Articles
Peters, E. E. (manuscript
submitted). Scientific Thinking in Eighth Grade Students: Attitude and
Metacognition about the Nature of
Science. Journal of Research in Science Teaching.
Peters, E. E. (2006). Why is
teaching the nature of science important? Journal of
Science Education in Virginia
Brazer, S. D. & Peters, E. E. (in press). Deciding to change: One district’s quest to
improve overall student performance. International Journal of Education Policy and
Leadership.
Peters, E. E. & Sterling, D.
R. (manuscript submitted). The periodic table as a tool to teach the
nature of science. The Science Teacher.
Peters, E. E. (2007). Frugal
Equipment Substitutions: A Quick Guide. Science Scope, 30
(6),
64-65.
Peters,
E. E. & Johnson, T. (2006). Thriving in the Co-Taught
Classroom. Science Scope, 30 (4),
56-58.
Peters, E. E. (2006). Building student mental constructs in particle theory. Science Scope, 30 (2),
53-55.
Peters, E. E.
(2006). Connecting inquiry and the nature of science. The Science Education
Review,
5 (2), 37-44.
Peters, E. E.
(2006). Write it, Do it. Science Scope 29
(7), 11-13.
Peters, E. E.
(2005). Reforming cookbook labs into critical thinking labs.
Science
Scope 29 (3), 16-21.
Peters, E. E.
(2004). Maximizing student time on task. Science
Scope 28 (1), 38-39.
Textbook Publications
Teacher Tips on the Nature of Science, Glencoe Publishing Red Book Series, 2005.
National Research Presentations
Peters, E. E., Bannan-Ritland, B.,
Baek, J. (accepted for April 2007) The Effect of Embedded
Metacognitive Prompts based on the
Nature of Science (4-Phase EMPNOS) on
Metacognition, Paper presentation at the National Association for Research in Science
Teaching Conference,
Peters, E. E., Bannan-Ritland, B.,
Baek, J.,
April) Design-based Research as Professional Development: Case
Study of a
National
Association for Research in Science Teaching,
Peters, E. E. (2006, April) The Role of Classroom Management in Socially
Constructed Knowledge in Inquiry Science. Poster presentation at the American
Educational Research Association Conference,
Bannan-Ritland, B., Baek, J., Peters, E. E.,
April) Teachers as collaborators in design-based research: Designing a
technology
system integrating inquiry-based science and reading comprehension
strategies. Presentation at the Annual Meeting of the American Educational
Research Association,
Baek, J. Y., Bannan-Ritland, B., Peters.
E. E. & Han, X. (2005, April) Characterizing
Inquiry through Beliefs, Time and
Interactions. Poster
Session at the National
Association for Research in Science Teaching,
Han, X., Bannan-Ritland, B., Lin
S., Baek, J. & Peters, E. E. (April, 2005) Literacy activities in
two fourth grade inquiry science teachers’ classrooms. Presentation at the American
Educational Research Association,
Peters, E. E. (2004, February) Analysis of Student Work to Develop Teacher Knowledge
of Inquiry Science. Poster Session at the American Association for the Advancement of
Science,
National Practitioner Presentations
Peters, E. E. (accepted for 2007, April) Assessing Inquiry. Presentation at the National Science
Teachers’ Association Conference,
Peters, E. E. (2006, April) Reforming Cookbook Labs into Critical Thinking
Labs. Presentation at the National Science Teachers’ Association Conference,
Peters, E. E. & Styron, J. (2006, April) Using Understanding by Design as
an Inquiry Curriculum Framework. Presentation at the National Science
Teachers’ Association Conference,
Peters, E. E. (2004, December) Reforming Cookbook Labs into Critical Thinking Labs,
Presentation at
the National Science Teachers’ Association Conference,
Peters, E. E. (2004) Reforming Cookbook Labs into Critical Thinking Labs,
Presentation at
the National Science Teachers’ Association Conference,
Peters, E. E. (2003) Reforming Cookbook Labs into Critical Thinking Labs,
Presentation at
the National Science Teachers’ Association Conference,
Regional Practitioner
Presentations
Peters, E. E. (2006, December) Thinking like scientists: Using the nature of science as a
metacognitive tool. Presentation at the National Science Teachers Association Western
Regional Conference,
Peters, E. E. (2006, May) Thinking Scientifically: Using Metacognition and the Nature of
Science to Promote Inquiry. Presentation at the
Peters, E. E. (2005, November) Thinking like a scientist: Using the nature of
science as
a metacognitive tool. Presentation at the
Science Teachers,
Peters, E. E. (2005, November) Logistics of inquiry. Presentation at the
Peters, E. E. (2005, November) Setting up management systems in your
classroom. Presentation
at the
Peters, E. E. (2005, June) Analysis of student work to develop teacher
knowledge of science inquiry. Presentation at Arlington
Public Schools’ 5th Annual PDP and Teacher Research Convocation,
Peters, E. E. (2005, June) National board for professional teaching standards
certification. Panel Discussion at Arlington Public Schools’ 5th Annual PDP and
Teacher Research Convocation,
Peters, E. E. (2004, August) Setting up systems in your classroom: A
guide for new
teachers. Presentation at the Arlington County Public Schools New Teacher
Conference,
Peters, E. E. (2004, October) Using forensics to differentiate in the science classroom.
Practitioner’s
Institute for Gifted Services,
Peters, E. E. and Hendricks, T. (December 2003) Prompting scientific inquiry
through problem based learning. Presentation at the Virginia Science Teachers’ Association
Conference,
Peters, E. E. (December 2001, 2002 and 2003) Reforming cookbook labs into critical
thinking labs. Presentation
at the Virginia Science Teachers’ Association Conference,
University Courses
Taught
Human Development and
Learning: Secondary Education
Explores developmental issues associated with middle and high school students as well as theories that provide a basis for understanding the learning process. Addresses implications for the design of instruction and curriculum. Field experience in public schools required.
Inquiry in the
Physical Sciences
Inquiry in the Physical Science is a professional development course for science teachers and specials education teachers seeking endorsement in science. The course was designed to have teachers experience several different forms of inquiry while learning content about force, motion, energy, and electromagnetic interactions.
Developing Science
Inquiry Teacher Tools
Developing Science Inquiry Teacher Tools was developed to deepen teacher understanding of the learning theories behind inquiry while providing experiences with classroom activities. Participants designed inquiry units, displayed understanding of the learning theories and conducted online reflections regarding their experiences.
Grants
National Science Foundation CAREER Grant # 0238129 ($459,235)
Contributor to Annual Report
This five year program of research entitled "Comprehension Strategy in Inquiry-based Science" strives to investigate:
1. teachers' understanding and use of inquiry-based methods in science;
2. teachers' participation in the design and development of a technology-based system that integrates inquiry-based science and reading comprehension strategies and ;
3. children's conceptual understanding of science content and use of comprehension strategy support when using a technology-based system during inquiry-based science lessons in the fourth grade.
This research effort will permit the research team to interact with fourth grade teachers in observation, interview, design, development and evaluation activities related to inquiry-based science. The unique approach of this study constitutes an example of the emerging methodology of "design-based research" that strives to conduct research and practice. With involvement by teachers through funded participation as well as inform science teaching throughout the district and nation.
This one time technology grant purchased an LCD projector and mounting for the science lead teacher’s classroom. The remainder of the money funded substitute teachers so that they could create units that incorporated the technology in their curriculum and learn the various functions of the projector.
Research Work
The Effect of Embedded Metacognitive Prompts based on the Nature of Science (4-Phase EMPNOS) on Metacognition
· Quantitative study
· Accepted for presentation at NARST 2007
NASA Lunar Librarian
Program Evaluation
·
Program
Evaluation
·
Contracted
with NASA Exploration Systems Mission Directorate to plan, implement, and write
evaluation
Comprehension
Strategy in Inquiry-based Science
·
Qualitative
Study
·
Presented
at AERA 2006
Deciding to Change: One District’s Quest to Improve Overall Student Performance
·
Qualitative
Study
·
Accepted
for Publication in the International Journal of Education Policy and Leadership.
NASA-Girl Scouts of
· Program Evaluation
· Contracted with Jet Propulsion Lab to plan, implement and write evaluation
Design-based Research as Professional Development: Case Study of a Reading Teacher in a Science Inquiry Project
·
Qualitative Study
·
Presented at NARST
2006
Scientific Thinking in Eighth Grade Students:
Attitude and Metacognition about the Nature of
Science
·
Quantitative Study
·
Submitted to The Journal for Research in Science Teaching
The Role of Classroom Management in Socially Constructed
Knowledge in Inquiry Science
·
Qualitative Study
·
Presented at AERA 2006
Review Boards
Editorial Associate, Virginia Journal of Science Education.
Contributor, NASA Word Power Challenge, Readers’ Digest Magazine.
Video Podcast Reviewer, Ages 11-14, NASA National Competition, “Why is Space Exploration Important to my Life?”
NASA Representative, Development of K-12 National Engineering Standards, Project Lead the Way.
Proposal Reviewer, NASA Explorer Schools Microgravity K-12 Projects.
Extended Scope and Sequence Author, Grade 8 Science,
Item Analysis Consultant, American Association for the Advancement of Science, Force and Motion.
Annotation Writer,
Consultant, World Wildlife Fund, Correlation of National Science Education Standards to Curriculum Materials.
Item Writer for
Item Writer for Ohio State Assessments, Project Developed through American Institute for Research, Math and Science, Grade K-5 project and Grade 6-8 project
AOL at School Advisory Review
Educator Review Board, Glencoe Publishing, 2003- 2005.
Teacher-Developed Product Creator, Science Kit and Boreal Labs, Cooperative Learning Badges.
Science Consultant, Parents’ Choice Foundation.
Awards and
Certifications
Guest Speaker, Math, Science and Technology (MST) Lecture
Series, Southern
Schools,
Albert Einstein Distinguished Educator Fellow, National Aeronautics and Space Administration,
Exploration
Systems
Award for Excellence in Teacher Research, Association of
Teacher Educators
Mathematics Teaching, 2005.
Lead Teacher, Superintendent’s Seminar on Ethics and Honor, Summer 2005.
Outstanding Middle School Science Teaching Award,
Teachers, 2004.
Early Adolescent Science Certification, National Board for Professional Teaching
Standards, 2003.
Educator of the Year, American Association of University Women, 2003.
Graduate, Schools Around the World,
Postgraduate Professional Teacher License,
Physics, State of
Community Service
Member of Writing Committee, Virginia Mathematics and Science Coalition, Science Specialist Task Force Report
Proposal Reviewer, National Association
for Research in Science Teaching, Pre-service
Science Teacher Education
Proposal Reviewer, National Association for Research in Science Teaching, Science Learning: Contexts, Characteristics, and Interactions Strand.
Online
Cooperating Teacher, Virginia Polytechnic
Institute and
Professional
Organization Memberships
American Association for the
Advancement of Science
American Educational Research
Association
American Psychological Association
American Society for Engineering
Education
Association for Science Teacher
Education
National Association for Research
in Science Teaching
National Council of Teachers of
Mathematics
National Science Teachers'
Association
Phi Kappa Theta (Education Honor
Society)
Tau Beta Pi (Engineering Honor Society)
Virginia Science Teachers'
Association