The Science Writing Heuristic Postdoctoral Fellowship trained four fellows  on topics in the areas of science and special education. Educational and applied experiences ensured that each fellow acquired the skills necessary to conduct rigorous education research. Fellows worked with faculty on an efficacy study of the science writing heuristic approach, which embeds science argument in typical inquiry lessons to improve student understanding of science. Fellows also participated in activities that included auditing courses, participating in workshops, coauthoring studies, presenting at conferences, and writing grant proposals.

Postdoctoral Fellows

Laugerman, Marcia (ORCID)
Schoerning, Emily
Taylor, Jonte (ORCID)
Villanueva, Mary Grace

As of 2020, Dr. Laugerman was a business intelligence specialist at the Iowa Department of Revenue, and Dr. Taylor was an associate professor of special education in the Department of Educational Psychology, Counseling, and Special Education in the College of Education at Penn State University.

Publications

Journal article, monograph, or newsletter

Hand, B., and Schoerning, E.B. (2012). The Discourse of Argumentation. Mevlana International Journal of Education, 2(3): 43–52.

Kaldenberg, E., Therrien, W., Watt, S., Gorsh, J., and Taylor, J.C. (2011). Three Keys to Success in Science for Students With Learning Disabilities. Science Scope, 35(3): 24–27.

Schoerning, E. (2014). The Effect of Plain-English Vocabulary on Student Achievement and Classroom Culture in College Science Instruction. International Journal of Science and Mathematics Education, 12(2): 307–327.

Schoerning, E. and Hand, B. (2013). Using Language Positively: How to Encourage Negotiation in the Classroom. Science and Children, 50(9): 42–45.

Schoerning, E., and Hand, B. (2013). Engaging in Argument: How to Encourage Negotiation in the Classroom. Science and Children, 50(9): 1–96.

Schoerning, E., Hand, B., Shelley, M., and Therrien, W. (2015). Language, Access, and Power in the Elementary Science Classroom. Science Education, 99(2): 238–259.

Taylor, J.C., Therrien, W., Kaldenberg, E., Watt, S., Chanlen, N., and Hand, B. (2012). Using an Inquiry-Based Teaching Approach to Improve Science Outcomes for Students With Disabilities: Snapshot and Longitudinal Data. Journal for Science Education for Students With Disabilities, 15(1): 27–39.

Therrien, W.J., Taylor, J.C., Hosp, J.L., Kaldenberg, E.R., and Gorsh, J. (2011). Science Instruction for Students With Learning Disabilities: A Meta-Analysis. Learning Disabilities Research and Practice, 26(4): 188–203.

Villanueva, M.G., and Hand, B. (2011). Science for All: Engaging Students With Special Needs in and About Science. Learning Disabilities Research and Practice, 26(4): 233–240.

Villanueva, M.G., and Hand, B. (2011). Data Does not Equal Evidence: Helping Students Understand the Difference. Science Scope, 35(1): 24–27.

Villanueva, M.G., Taylor, J., Hand, B., and Therrien, W. (2012). Science Education for Students With Special Needs. Studies in Science Education, 48(2): 187–215.

Watt, S.J., Therrien, W.J., Kaldenberg, E., and Taylor, J.C. (2013). Promoting Inclusive Practices in Inquiry-Based Science Classrooms. TEACHING Exceptional Children, 45(4): 40–48.

Proceeding

Schoerning, E. (2012). Science, Language, and Power: Describing and Shifting Relationships. In Proceedings of the Science Education at the Crossroads Conference (pp. 54–55). Providence, RI: Crossroads.

Schoerning, E., and Hand, B. (2012). Language Formality, Learning Environments and Student Achievement. In Proceedings of the 10th International Conference of the Learning Sciences (pp. 154–156). Sydney, Australia: International Sciences of the Learning Sciences.

Schoerning, E., and Hand, B. (2013). The Impact of Linguistic Formality on Classroom Discourse and Culture. In Proceedings of the 20th International Conference of the Association for Science Teacher Education. Charleston, SC: The Association for Science Teacher Education.

Taylor, J.C. (2011). Can We Improve Science Education for Students With Special Needs?. In Proceedings of the Science Education at the Crossroads Conference (pp. 84–85). San Antonio, TX: Crossroads.

Villanueva, M.G. (2011). Aligning Pedagogical Practices to Theories: Understanding Why This is Critical for Understanding Science. In Proceedings of the Science Education at the Crossroads Conference (pp. 90–91). San Antonio, TX: Crossroads.