Bryan A. Brown, Ph.D.
Bryan A. Brown is an associate professor of science education at Stanford University. He joined Stanford in the 2004 after working on a post-doctoral fellowship at Michigan State University. His work in the center for research on teaching at Stanford focuses on improving urban science education. He focuses on exploring how language and identity impact urban students’ learning. Dr. Brown is a former high school science teacher who earned a Bachelor’s degree in Biological Sciences from Hampton University, a Master’s degree in Educational Psychology from the University of California, and a Ph.D. in Educational Psychology from the University of California, Santa Barbara. His 2009 research project on “Disaggregating Science Instruction” was awarded the Journal of Research in Science Teaching’s award as the top research manuscript of 2009. He was the 2007 winner of the National Association for Research in Science Education’s (N.A.R.S.T.) award for outstanding early career scholarship. His was named as a prestigious National Academy of Education and Spencer Foundation Fellow for 2005. In 2011, he received tenure at Stanford University in recognition of his research work. Dr. Brown’s research in urban schools examines how urban science education has underserved minority students by its failure to adequately design instruction that is sensitive to the language and cultural needs of urban populations. His early research projects lead to the development of an instructional approach, known as Disaggregate Teaching, is thatdesigned to improve learning for underserved populations. Dr. Brown’s current research explores the similarities, or Conceptual Continuities, that exist between students’ conceptual understandings in informal learning environments and those valued by science. In additional, Dr. Brown is the founder and executive director of Etu Schule, a non-profit organization that supports the educational development of minorities throughout the state of California.
My research focuses on the relationship between langauge, identity, and classroom learning. In general, the langaue practices that guide classroom learning involve a genre of talk that all students must master. When people explore how science talk impacts people from different culture in various ways, the integration of the social politics of language and the difficulty of learning complex discourses becomes pertinent. For more information...
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To help gain a deeper understanding of how language, race, and culture impact students in science we captured a few video excerpts that document these ideas. These videos focus on a number of smaller issues including: (a) Linguistic Profiling, (b) How Language and Science Literacy are Intertwined, and (c) Short excerpts of video explaning our research projects.
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My focus as a teacher involves allowing students to explain, evaluate and explore. Powerful instruction allows all participating students an opportunity to learn the content, while growing confidnet in their ability to find their place in educational research and practice. The overview of teaching provides access to syllabi, instrucitonal methods, and classroom materials.
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The Science in the City Research team is comprised of a group of former science teachers who examine how to improve science teaching and learning in urban contexts. The research team explores a range of topics extending from the teaching of biology, the affect of complex language, the use of technology in science language to the knowlege teacher need to have in order to prepare diverse learners.
Catherine Lemmi Catherine Lemmi is a PhD student in Science Curriculum and Instruction at the Stanford GSE. Her work investigates science teaching for students who are designated as English Language Learners. Her current project explores how teachers make sense of what their students know. Before beginning her doctoral work, Catherine was a substitute in Memphis, taught ESL in Japan for two years, and spent five years teaching Biology, Integrated Science and IB Environmental Systems and Societies at Sequoia High School in Redwood City.
Lynne Zummo is a Ph.D. candidate in Curriculum Studies and Teacher Education, with a focus in Science Education. She earned a BA in Geology from Middlebury College and a MS in Earth Sciences from Dartmouth College. She has a M.S. in Science Education from Stanford. Prior to Stanford, she taught high school Earth Sciences for four years at an independent school in Washington, DC. In addition to teaching, she also designed curriculum for 6th grade Earth Sciences, 9th grade Earth Sciences, and 12th grade Climate Change courses. Working in collaboration with Bryan Brown, Lynne's research interests include flipped classrooms in K-12 science education, teacher-scientist partnerships, and science teacher education.
Nathan Kong is a freshman undergraduate majoring in Material Sciences & Engineering and a researcher at Stanford’s Graduate School of Education. Additionally, he is the founder and CEO of DIVR Edu, an EdTech startup that aims to revolutionize the face of education by providing the next generation of children with new educational technology through their mobile app DIVR (https://appsto.re/us/micDeb.i). He is very passionate about making the next generation of educational technology accessible and affordable to all educational institutions while making the learning process more fun and engaging for students. Nathan contributes his background in VR educational content creation by building VR worlds for the SIC research team.
Kathryn Ribay is a Ph.D. student in Curriculum Studies and Teacher Education with a focus on Science Education. Before coming to Stanford, Kathryn spent nine years teaching chemistry, physics, integrated science, and environmental biology at public high schools in New Jersey. Kathryn earned a BA in chemistry from Harvard University and an Ed.M. in school/instructional leadership from Harvard Graduate School of Education as well as an MS in chemistry from Rutgers-Camden University. Her current research interests include science teacher education and incorporating culturally relevant teaching into the science classroom.
Xavier J. Monroe (firstname.lastname@example.org) is a PhD student in Educational Policy, and both an IES and NSF Graduate Research Fellow, at Stanford University. He holds a Bachelor of Science in Civil Engineering and a Bachelor of Arts in History, with Minors in African Studies and Math Education, from the University of Florida. He obtained his Master of Arts in Educational Leadership & Policy from the University of Michigan. Xavier has served as an U.S. House of Representatives Page, elementary school instructor, and a governing board member for various organizations. His research interests considers the translation of policy into practice to improve student opportunities and school transformation; the value of family and community partnerships with schools; and issues of equity and access, particularly within Science, Technology, Engineering, and Mathematics (STEM) education, for underrepresented minorities.
Greses A. Pérez is a Ph.D. student in Curriculum Studies and Teacher Education with a focus on Science Education. Before coming to Stanford, Greses was a bilingual math and science educator at public elementary schools in Texas, where she served in the Gifted and Talented Advisory District Committee and the Elementary Curriculum Design team. As a science mentor at the Perot Museum, Greses locally supported the development of teachers by facilitating workshops and creating science classroom kits. She taught in bilingual, Montessori and university classrooms in Texas and in Dominican Republic, her birth country. She earned a B.S. in Civil Engineering from Santo Domingo Technological Institute (INTEC) and a M.Eng. in Environmental Engineering from the University of Puerto Rico at Mayagüez (UPRM) as well as a M.Ed. degree in School Leadership from Southern Methodist University (SMU). Her current research interests are located at the intersection of science and engineering education, multilingualism and emerging technologies. She is interested in the teaching and learning of engineering in the science classroom and the opportunities to create a language-rich environment for multilingual learners in this context. Prior to starting her career in education, Greses was a project manager for engineering projects and hydrologic and hydraulic studies.