01. Carol Briscoe (Florida State University, spring 1991). Cognitive frameworks and classroom practices: A case study of teacher learning and change. Associate Professor, University of West Florida.

02. Tony Lorsbach (Florida State University, fall 1991). An examination of prospective teachers' beliefs about teaching, learning, and the nature of science. Professor, Illinois State University.

03. Thomas Dana (Florida State University, spring 1992). Achieving comprehensive curriculum reform: An analysis of the implementation of the comprehensive plan for improving mathematics, science and computer education in Florida. Professor, University of Florida.

04. Peter Taylor (Curtin University, spring 1993) An interpretive study of the role of teacher beliefs in the implementation of constructivist theory in a secondary school mathematics classroom. Barry Fraser, co-major professor. Associate Professor, Curtin University, Australia.

05. Craig Bowen (Florida State University, spring 1993). But I came here to learn: Students’ interpretations of their experiences in a College class for non-science majors. Director of Medical Education Services, Johns Hopkins University School of Medicine.

06. Dorian Barrow (Florida State University, spring 1993) Restructuring college level physics for prospective elementary school teachers: A sociocultural analysis of the roles the instructor plays. Professor, University of the West Indies at the St. Augustine Campus in Trinidad and Tobago.

07. Sheryl McGlamery (Florida State University, fall 1993). Science and gender: Factors that impact the science learning and achievement of women. Associate Professor, University of Nebraska, Omaha, NE.

08. Gilberto Alfaro (Florida State University, summer 1993) Chemistry teaching practices and the social construction of professionalism in Costa Rica. Professor, Universidad Nacionale, Heredia, Costa Rica.

09. Sabitra Brush (Florida State University, fall 1993) A case study of learning chemistry in a college physical science course developed for prospective elementary teachers. Associate Professor, Armstrong Atlantic State University, Savannah, GA.

10. Jean Olson (Florida State University, fall 1993). Semantic construction of relationships in the curriculum of Algebra II and chemistry. Assistant Principal, Hiland Park Elementary, Florida.

11. Hedy Moscovici (Florida State University, spring 1994) An interpretive investigation of teaching and learning in a college course for prospective elementary teachers. Associate Professor, California State University-Dominguez Hills, Carson, CA.

12. Sharon Nichols (Florida State University, fall 1994). Perspectives on teacher learning and science at an elementary professional practice school. Associate Professor, University of Alabama, Tuskaloosa, AL.

13. Scott Robinson, (Florida State University, fall 1995). A narrative inquiry into the understanding and learning of high school physics. Associate Professor, State University of New York, Brockport, NY.

14. Lilia Reyes-Herrera (Florida State University, fall 1996). The science teacher in action: Relationships between context, beliefs, behaviors and goals in the classroom. Professor, Universidad Pedagogica Nacional, Santafé de Bogotá, Colombia

15. Sue Mattson (Florida State University, fall 1997). When world views collide: A study of interdepartmental collaboration to develop a biology curriculum for prospective elementary teachers. Educational Specialist, Harvard-Smithsonian Center for Astrophysics, Boston, MA.

16. Chris Muire (Florida State University, fall 1997). Analyses of science education reform in Florida: Emerging from the eclipse or trapped in the darkness? Assistant Professor, Berry College, Mount Berry, GA.

17. Susan Butler (Florida State University, fall 1997). Problem-based learning in a secondary science classroom. Program Specialist, SERVE, Tallahassee, FL.

18. Ted Boydston (Florida State University, spring 1999). Interactions of policy-stakeholder groups implementing middle school science standards-based systemic reform. Research Associate, Anchin Center, University of South Florida, Tampa Bay, FL.

19. Judith McGonigal (Curtin University, summer 2000). Reforming elementary science through the coparticipation of educators, parents, and students. Science teacher, Haddonfield Middle School, Haddonfield, NJ.

20. Gale Seiler (University of Pennsylvania, spring 2002). A critical look at teaching, learning, and learning to teach science in an inner city, neighborhood high school. Associate Professor, McGill University, Montreal, Canada.

21. Melissa Sterba (University of Pennsylvania, summer 2003). Respect, struggle and change: Examining the agency of African American female adolescents in city schools. VP for Student Affairs & Services, New York University. New York, NY.

22. Dale McCreedy (University of Pennsylvania, summer 2003). Negotiating meaning and identity in science teaching and learning through participation in an informal science program for girls. Program Director, Franklin Institute Science Museum. Philadelphia, PA.

23. Beth Wassell (University of Pennsylvania, spring 2004) On becoming an urban teacher: Exploring agency through the journey of student to first year practitioner. Assistant professor, Rowan University, Glassboro, NJ.

24. Penny Gilmer (Curtin University, fall 2004). Transforming tertiary level teaching of biochemistry through action research: Utilizing collaborative learning and technology. Professor, Florida State University. Tallahassee, FL.

25. Sarah-Kate LaVan (University of Pennsylvania, summer 2004). Cogenerating fluency in urban science classrooms. Assistant Professor, Temple University. Philadelphia, PA.

26. Sonya Martin (Curtin University, spring 2005) The social and cultural dimensions of successful teaching and learning of science in an urban high school. Assistant Professor, Queens College, CUNY, Flushing, NY.

27. Kimberley Lebak (University of Pennsylvania, spring 2005) Connecting outdoor field experiences to classroom learning: A qualitative study of the participation of students and teachers in learning science. Assistant Professor, The Richard Stockton College of New Jersey, Pomona, NJ.

28. Stacy Olitsky (University of Pennsylvania, summer 2005). What are the differences in teaching practices and student learning when science teachers teach subjects that are “within-field/out-of-field”? Post-doctoral fellow, University of Pennsylvania & La Salle University, Philadelphia, PA.

29. Linda Loman (Curtin University, fall 2005) The impact of cogenerative dialogue on learning and teaching practices in and out of field in an 8th grade physical science classroom. Science Teacher, Glenwood Springs High School, CO.

30. Tricia Kress (CUNY, spring 2006). Integrating technology into the urban high school English curriculum: Understanding the re/construction of teacher/computer-user identity via the structure/agency dialectic. Instructor, College of Staten Island.

31. Rupam Saran (CUNY, spring 2006). Asian Indian students: Achievement, schooling, and positive stereotyping. Assistant Professor, Manhattanville College, Westchester, NY.

32. Jennifer Adams (CUNY, fall 2006). Using a museum to educate urban teachers to teach science. Project Director, American Museum of Natural History, New York, NY.

33.  Edward Lehner (CUNY, spring 2007). Cogenerative dialogues and coteaching as fields for transforming urban teaching and learning. Assistant Professor, College of Staten Island, CUNY.

34. Chris Emdin (CUNY, spring 2007). Cogenerative dialogues in the science classroom as a seedbed for the emergence of a cosmopolitan school. Assistant Professor, Teachers College, New York, NY.

35.  Gillian Bayne (CUNY, fall 2007). Identity, culture and shared experiences: The power of cogenerative dialogues in urban science classrooms. Assistant Professor, Lehman College, NY.

36. Wesley Pitts (CUNY, fall 2007). Urban science: Teaching and learning science across closely related fields, Assistant Professor, Lehman College, NY.

37. Cristobal Carambo (Curtin University, projected November 2007). Inquiry and the development of scientific fluency in the urban high school. Research Associate, University of Pennsylvania, PA.

38. Ashraf Shady (CUNY, projected spring 2008). Immigration and cultural as factors mediating the teaching and learning of urban science. New York, NY.

39. Eileen Baker (CUNY, projected fall 2007). Improving the teaching and learning of science in junior high school: Achieving parity through cogenerative dialogues. Graduate Center of CUNY, NY.

40. Femi Otulaja (CUNY, projected spring 2008). Fostering science teacher education and induction through coteaching and cogenerative dialoguing, Graduate Center of CUNY, NY.

41. Clare Tracy Stickney (Curtin University, projected summer 2008) Leadership as an affordance for science education in an urban high school. Assistant Principal, University City High School, Philadelphia. PA.

42. Chris Hale. (CUNY, projected spring 2009). Graduate Center of CUNY, NY.

43. Chris Siry. (CUNY, projected spring 2009). Graduate Center of CUNY, NY.

44. Eydie Wilson. (CUNY, projected spring 2009). Graduate Center of CUNY, NY.

45. Nicole Grimes. (CUNY). Graduate Center of CUNY, NY.

Specialist theses

• Corby Kennison (Graduated fall 1990). Enhancing teachers' professional learning relationships between school culture and elementary beliefs, images and ways of knowing.

• Aldrin Sweeney (Graduated summer 1995). Collaborators in a competitive world: The Florida Higher Education Consortium.