Teresa Higgins

PhD, University of Georgia, 1991
Area of Study: Science Education

MEd, Clarion University of Pennsylvania, 1987
Area of Study: Science Education

BS, Saint Francis College, 1981
Area of Study: Biology

Professor, University of Northern Colorado
School of Biological Sciences (2018 – Present)

Culturally and Linguistically Diverse Pedagogical Content Knowledge in Mathematics and Science

This is a three-year study of the changes dual endorsed (ESL and elementary) pre-service teachers and their teacher mentors made in their cultural and linguistic pedagogical content knowledge (CLD-PCK) instructional practices, beliefs and self-efficacy for teaching mathematics and science to English learners (ELs), mathematics and science content knowledge, academic language and cultural knowledge needed to teach mathematics and science to ELs, and perceptions of the school university partnership. Classroom observations, surveys, and mathematics and science content tests were used to document changes over three years for both pre-service and mentor teachers. There were significant changes in the development of the pre-service teachers for both mathematics and science lessons and for both primary and intermediate grades. Trajectories of development for both pre-service and mentor teachers’ development are compared. Recommendations include focusing on more integration in university coursework across departments and continued professional development for mentor teachers.

Research and Instruction in the UNC Elementary Preservice Science Teacher Education Program

Research study of preservice teachers’ perspectives on engineering and the identities prescribed by teachers in the classroom. Research participants are elementary teacher education candidates at UNC.

Areas of Interest

My research interests include K-12 teacher development, technology in education and science safety. In the fall 2004, I received a grant award to develop an on-line microbiology course for elementary and middle school teachers. This course is currently being designed and will be offered in the summer 2005. Additionally, I am working with Ann Ratcliffe of the MAST Intstitute to research safety practices in secondary science classrooms and studying the impact on student achievement.

• Wilder, A., Brinkerhoff, J. & Higgins, T.M. (2003) Geographic information technologies +project-based science: A contextualized professional development approach. Journal of Geography, 102 (6).
• Schaffer, L., Pinson, H. & Kokoski, T. (1998) Listening to Rain Sticks. Science and Children, 35, (5), 22-27.
• Kokoski, T.M. & Patton, M.M. (1997). Backpacking: Interactive science and mathematics for young children and their parents. Dimensions in Early Childhood Education, 25 (2), 11-16.