Articles
Articles
Danielowich, R. M. (2014), Shifting the reflective focus: Encouraging student teacher learning in video-framed and peer-sharing contexts. Teachers and Teaching: Theory and Practice, 20(3), 264-288.
Danielowich, R. M. (2014), Personalizing science: Strategies for engaging diverse students with socio-scientific issues. The Science Teacher, 81(1), 47-52.
Danielowich, R. M., & McCarthy, M. J. (2013), Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. Action in Teacher Education, 35(3), 147-174.
Danielowich, R. M. (2012), Looking through different lenses: How preservice teachers use practice-oriented reflections to negotiate more reform-minded identities. Journal of Science Teacher Education, 23(4), 323-346.
Danielowich, R. M. (2012), Other teachers’ teaching: The influences of peer group collaboration on teacher reflection and learning. The Teacher Educator, 27(2), 101-122.
Danielowich, R. (2007), Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629-663.
Conference Presentations
Conference Presentations
Danielowich, R. (2018). Interacting Reflective Responses to Self and Peer Classroom Video Help Make Sense of Teacher Learning. In Annual meeting of the American Educational Research Association (AERA). New York, NY.
Danielowich, R. (2018). Features of Student Teacher Reflections about Self and Peer Classroom Video that Cultivate Reform-Minded Thinking. In Annual meeting of the National Association for Research in Science Teaching (NARST). Atlanta, GA.
Danielowich, R., Caracciolo, D., Christofferson, M., Matto, M., Mirra, C., Thornburg, D., & West, P. (2016). Start at the end: Deconstructing a certification examination in writing to visualize paths to success. In Annual meeting of the Association of Teacher Educators. Chicago, IL.
Danielowich, R. [presenting author], & McCarthy, M. J. (2015). Supervisors explore how they engage student teachers in reflection about their classroom videos in a community of practice. In Annual meeting of the American Educational Research Association (AERA). Chicago, IL.
Danielowich, R. (2014). Personalizing science: Strategies for engaging diverse students with socio-scientific issues. In Annual meeting of the National Science Teachers Association (NSTA). Boston, MA.
Danielowich, R. (2013). Shifting the reflective focus: Encouraging student teacher learning in video-framed and peer-sharing contexts. In Annual meeting of the American Educational Research Association (AERA). San Francisco, CA.
Danielowich, R., & McCarthy, M. J. (2013). Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. In Annual meeting of the American Association of Colleges for Teacher Education (AACTE). Orlando, FL.
Danielowich, R. (2012). Looking through different lenses: How preservice science teachers use practice-oriented reflections to negotiate more reform-minded identities. In Annual meeting of the National Association for Research in Science Teaching (NARST). Indianapolis, IN.
Danielowich, R. (2011). Looking through five different lenses: Preservice teachers’ practice-oriented reflections and goals for teaching science. In Annual conference of the Association for Science Teacher Education (ASTE). Minneapolis, MN.
Danielowich, R. (2010). Shifting the reflective focus: Encouraging student teacher learning in video-based and peer-driven contexts. In Annual meeting of the American Educational Research Association (AERA). Denver, CO.
Danielowich, R. (2010). Examining shifts in preservice teachers’ practice-oriented goals as indicators of learning to teach toward science reform initiatives. In Annual meeting of the National Association for Research in Science Teaching (NARST). Philadelphia, PA.
Danielowich, R. (2009). Other teachers' teaching: The influences of peer group collaboration on teacher reflection and learning. In Annual meeting of the Association of Teacher Educators (ATE). Dallas, TX.
Danielowich, R. (2008). Other teachers’ teaching: The influences of peer group collaboration on teacher reflection and learning. In Annual meeting of the American Educational Research Association (AERA). New York, NY.
Danielowich, R. (2008). Engaging in socioscientific issues (SSI) instruction: A unique resource for science teacher reflection and learning. In Annual meeting of the National Association for Research in Science Teaching (NARST). Baltimore, MD.
Danielowich, R. (2008). Learning through reflection about socioscientific issues. In Annual conference of the Association for Science Teacher Education (ASTE). St. Louis, MO.
Danielowich, R. (2006). Encouraging teachers to reflect differently about their goals and practices: A multiple case study of four secondary science teachers. In Annual meeting of the American Educational Research Association (AERA). San Francisco, CA.
Danielowich, R. (2006). Encouraging teachers to reflect collaboratively about critical issues in science. In Annual meeting of the National Association for Research in Science Teaching (NARST). San Francisco, CA.
Danielowich, R. (2006). Engaging teachers in reflection about critical goals and practices: The multiple roles of the science teacher educator. In Annual conference of the Association for Science Teacher Education (ASTE). Portland, OR.
Danielowich, R. (2005). Critical reflection in secondary science teachers: The role of collaborative action research. In Annual meeting of the American Educational Research Association (AERA). Montreal, Quebec.
Danielowich, R. (2005). Reflective thought and practice in new science teachers: Bridging the preservice/inservice gap. In Annual meeting of the National Association for Research in Science Teaching (NARST). Dallas, TX.
