University of Washington
While teaching high school chemistry, Ms. Long became interested in ways to improve teacher supports that help them grow in and develop their practice. Now as a doctoral student, she is part of a research team funded by the National Science Foundation that studies clinical placement and how a suite of resourses may impact teacher candidates’ opportunities to learn. Her research investigates how science teachers make sense of NGSS-aligned curriculum and ways that they and their students think about connections across lessons. Through these different roles, she has presented at national conferences, including NSTA, NARST, and the Noyce Summit.
Do Aspiring Teachers Get Opportunities to Learn About Ambitious and Equitable Instruction During their Clinical Experience? The Benefits of Being in a “Congruent” Classroom | July 16, 2021