Portfolio: Appendix A Curriculm Vita

Education

Ph.D. Instructional Systems Technology with emphasis in Science Education, Bloomington, IN, degree expected to be awarded in November 2002.

M.S. Physics, Indiana University, Bloomington, IN, 1997

B.S. Physics, University of Kentucky, Lexington, KY, 1994, with high distinction.

Professional Experience

Adjunct Assistant Professor of Science Education and Technology, Boston College, Fall 2001 – present. Taught both secondary science methods and integration of technology courses. These courses included both undergraduates and graduate students. The design of the courses focused on developing real world applications of technology in K-12 settings as well as developing instructional units that were grounded in current learning and consistent with the current national technology and science standards.

Curriculum Consultant, ActiveInk Network, Austin, TX, Spring 2000 – Summer 2001. Developed K-12 environmental science curriculum emphasizing student engagement in scientific inquiry and problem solving while investigating various environmental issues. The developed projects were student-centered, delivered via the World Wide Web (WWW), and scaffolded teachers in facilitating their students’ engagement in scientific inquiry. Available: http://www.activeink.net.

Curriculum Developer, STREAMS, Spring 2001 – present. Part of a design team that developed an on-line environment that supported middle school students in sharing of their water quality research. Developed relationships with teachers and supporting their use of the on-line environment. Visited teachers’ classrooms and assisted teachers while they were their students were conducting scientific investigations. This project was a collaboration between the Center for Research on Learning and Technology at Indiana University, the Children’s Museum of Indianapolis, and Hoosier River Watch. Available: http://streams.indiana.edu.

Curriculum Developer and Instructor, Virtual Solar System Project, Instructional Systems Technology and Astronomy Departments, Indiana University Fall 1999 – present. Developed a middle school curriculum unit on the Earth-Moon-Sun system in where students worked in teams to model the dynamic concepts of the Moon’s phases and eclipses. Developed the on-line content, resources, quizzes, and assessment techniques for teachers to use in grading student projects. Available: http://vss.crlt.indiana.edu/.

Curriculum Developer, Oregon Adventure, Children’s Museum of Indianapolis, Fall 1998. Assisted in the development of an interactive web site that allowed for communication between elementary school students and science educators from the Indianapolis Children’s Museum as members of the Children’s museum traveled across the country to Oregon. Developed the website structure that supported students learning about the environment and other natural features of the American northwest. Available: http://inkido.indiana.edu/oregon/

Evaluator, Center of Reading and Language Studies, Indiana University, Fall 1994 – Fall 1995. Assisted the Indiana State Department of Education in revamping the state high school curriculum to consist of a core forty credit hours of class work in order to graduate from high school. Specifically, this work focused on the development, revision, and evaluation of the high school physics competency exams that high school students need to pass for graduation.

University Teaching Experience

Instructor, Transforming Classrooms with Technology, Boston College, Fall 2002.

Taught two sections of this course for undergraduates and graduate students. This course is the second in a series of courses intended to explore the possibilities afforded by emerging technologies for classroom teachers and teacher educators. The course was theoretically grounded in the Constructionist Learning Model developed by Seymour Papert at MIT’s Media Lab and the Project-Based Learning Model developed by a team of researchers at the University of Michigan School of Education. The assignments were projected-based, with an emphasis placed on producing tangible artifacts that would serve a practical need. Another goal was to establish a community of learners that embodies the Teacher Education Themes of the Boston College Teacher Education Program and is tuned to the potential of new technological applications while at the same time aware of the potential inequities and consequences presented by a dependence on these tools and materials.

Instructor, Secondary and Middle School Science Methods, Boston College, Fall 2002. This course provides an active, instructional environment for science learning that enables each student to construct knowledge (skill, affective, and cognitive) that, in turn allows them to be prepared to construct instructional environments meeting the needs of tomorrow’s secondary and middle school students. Activities include reflection on current research; reform movements of AAAS, NRC, and NSTA; inclusionary practices; interactions with experienced teachers, firsthand experience with instructional technology; and review and development of curriculum and related instructional materials.

Instructor, Elementary Methods for the Science Classroom, Indiana University, Fall 2001. This course supported pre-service elementary teachers who were working towards a dual certification in elementary and special needs in developing confidence in teaching science using pedagogical strategies consistent with national and state standards. A central feature of this course was the collaboration between pre-service teachers, in-service teachers, and other science methods from Indiana University-Kokomo and Boston College. This collaboration supported students in the development of reform-oriented lessons and units through the use on-line professional development website. Developed relationships with in-service teachers to be mentors to my students and worked closely with them to facilitate the design of reform-based curricular units. Available: http://inkido.indiana.edu/e328/syllabus.html

Instructor, Physics Instructor, Ivy Tech State College, Fall 1998. Taught introductory physics to returning and adult students who were studying to obtain degrees in electrical and mechanical engineering. Developed course content, lectures, activities, assessments, and lab experiments. Course content emphasized the understanding of real world phenomena and how physics concepts can be applied to solve engineering problems.

Instructor, Kaplan Corporation, Spring 1997 – Spring 1999. Taught the physical sciences (physics and chemistry) sections of Kaplan's Medical College Admissions Test (MCAT), Dental Admissions Test (DAT), and Ophthalmology Admissions Test (OAT) courses. Improved students’ skills by implementing an interactive dialogue between instructors and students as well as increasing students’ time management skills.

Associate Instructor, Q202: Physical Science for Elementary Teachers, Spring 1997. Taught pre-service elementary teachers basic physical science concepts and supported them in developing ideas and approaches for teaching science to their students. This course emphasized developing a sound conceptual understanding of the relationships between topics and how the pre-service teachers can help their students to make those same connections.

Instructor, A100: Introductory Astronomy, Spring 1998, Summer 1998, Spring 1999. Developed web-based curriculum resources, assessments to evaluate student understanding of astronomical concepts and taught the course each semester. This course was a curriculum/research project intended to design and evaluate a project-based course in which students constructed computer models of the solar system to learn astronomy concepts. Available: http://vss.crlt.indiana.edu/

Associate Instructor, W310: Computer Based Teaching Methods, Fall 1997, Spring 1998, Spring 1999. Co taught and assisted in the design and development of this course for three semesters. This hands-on class was designed to introduce education students to advanced uses of computers in education. Specifically, this class develops students’ skills related to: integrating educational technology into the school curriculum, engaging in professional development activities involving technology in K–12 schools, writing grants to acquire technology for the classroom, and appreciating principles of software design and evaluation. Available: http://inkido.indiana.edu/w310/

Associate Instructor, W200: Introduction to Computers, Spring 1998. Co-taught and assisted in the development of this course for pre-service teachers. This is the first course concerning how to integrate technology into classroom activities that pre-service teachers take at Indiana University. This course emphasized how to use technology to support students’ learning, evaluate software, and use different software packages such as Microsoft Word and PowerPoint.

Associate Instructor, Indiana University Physics Department, Fall 1994 – Fall 1996. Taught both discussions (recitation sections) and labs for a wide range of courses including: P101 (Physics in the Modern World), P201 (General Physics I), P202 (General Physics II), and P309 (Modern Physics Laboratory). Duties included grading, helping students develop problem-solving skills, and developing assessments to evaluate student learning.

K-12 Teaching Experience

K-12 Public School Teacher and Curriculum Specialist, Ellettsville and Stinesville Elementary, Fall 1995 – present. This work involved the teaching of 4^th and 5^th grade classes as well as working with teachers to develop innovative instructional projects. Specifically, in collaboration with teachers I designed, implemented, and evaluated project-based curriculum units at Ellettsville elementary and Stinesville elementary. Also wrote and received grants to develop additional curriculum materials and co-wrote papers with the teachers.

High School Instructor, International Studies Program, Indiana University, Fall 1995 – Fall 1997. Taught three beginning physics and chemistry courses for Malaysian high school students. These courses were designed to develop students’ problem solving skills with the goal of preparing the students to take college level science courses. Developed activities that challenged student understanding of physics and chemistry.

High School Instructor, International Studies Program, Indiana University, Fall 1998. Taught two beginning algebra courses for students from Angola who were preparing for college in the United States. Developed instructional activities, assessing student work, and developed a curriculum that incorporated students’ existing knowledge of algebra. These activities were designed not only to improve students’ mathematical problem solving skills but designed to help the students learn English.

Educational Research Experience

Principal Investigator, Investigating Inquiry Practice, Summer 2001 – present. Developed the interview protocol, observed every class, and had bi-weekly meetings with the teachers to discuss their teaching practice. This was a collaborative project with in-service teachers to develop reform-based instructional materials during the summer and then during the school year observe the challenges, problems, and successes that each teacher experienced in the implementation of the curriculum. The goal of this study was to better to understand how teachers attempt to operationalize the doing of scientific inquiry within the context of their classroom settings. This project is serving as the foundation of my dissertation work.

Project Researcher, Inquiry Learning Forum (ILF), Fall 2000 – present. Investigated how the ILF can support mathematics and science teachers in developing inquiry projects for their students and how their beliefs toward inquiry change as a result of participating in the ILF. To this end, developed working relationships with teachers and involved in the ILF to help determine how the ILF was meeting their needs. The ILF is an Internet portal that supports pre-service and in-service mathematics and science teachers in sharing and reflecting on their practice through the viewing of video vignettes of their and their colleagues’ teaching in their classrooms. Available: http://ilf.crlt.indiana.edu/.

Principal Investigator, Pre-Service Teachers Beliefs of Inquiry-Based Teaching, Fall 2001 – present. This research project investigated pre-service conceptions of inquiry, inquiry-based teaching, and their self-efficacy of teaching through inquiry. This study consisted of examining student pre-post surveys to investigate student content background and their perceptions of teaching science, pre-post interviews, and examination of their on-line postings. Developed the interview protocol and oversaw the analysis and interpretation of the data.

Project Researcher, ActiveInk Network and Center for Research on Learning and Technology, Austin TX, Spring 2001 – present. Observed how both students and teachers used the on-line curriculum in their classroom environments. Evaluated student learning concerning their understanding of scientific concepts and investigate the challenges that teachers experienced while trying to implement the on-line curriculum.

Project Researcher, Virtual Solar System Project, Spring 1998 – present. Assisted in the design and evaluation of this technology-rich, project-based course for teaching astronomy concepts to undergraduate students. Collaborated with faculty from both the Instructional Technology and Astronomy departments in the design, teaching, and evaluation of the course. Analyzed interview, field note, and videotape data to determine how building computer models supported student conceptual understanding of astronomy.

Principal Investigator, Computer Endorsement Cohort (CEC), Spring 2000 – present. Was a participant observer in the CEC seminar. In that role, observed every class, interviewed students in the class, analyzed seminar conversations, analyzed student portfolios and their classroom teaching practice for evidence of the transformative teaching practice. Also examined these data sources to evaluate the students’ skills and their confidence in not only teaching but also in integrating technology into their classroom teaching.

Principal Investigator, History of the American West, Instructional Systems Technology and History departments, Spring 2000. Assisted in the re-design of a traditional lecture based history course to a project-based environment in which students worked in groups of three to four to develop papers that represented the interpretation of history from different historical perspectives. Observed every class, interviewed the students in the class concerning their perceptions of history and the design of the course, analyzed student work, and developed a website for students to share their work over the WWW.

Principal Investigator, Addressing Children’s Conceptual Understanding of Astronomy, Fall 1999. Evaluated the effectiveness of how a conceptually hierarchical curriculum could support students in learning about astronomical concepts. In this project students worked in groups of two to four and kept a learning journal to facilitate them in reflecting on their own learning.

Project Researcher, Virtual Gorilla Modeling Project, Summer 1999. Observed a weeklong camp for middle school students, conducted interviews, and collected in situ data to determine how students’ conceptual understanding of gorilla behavior changed as a result of participating in the camp. This project was a collaboration between the University of Georgia, Georgia Tech, and the Atlanta Zoo in which students observe gorillas and model their behavior using a 3-D software-modeling tool.

Project Researcher, Community of Teachers, Fall 1998 – Spring 2001. The research focus was to observe the community and document the trajectory of students as they progress through CoT. Investigated how students’ identity changed in relationship to the community over time. Observed every class, interviewed students and instructors, and analyzed and managed data collection. Community of Teachers (CoT) is an alternative teacher education program at Indiana University and is the only performance based pre-service teacher education program in the state of Indiana.

Scientific Research Experience

Research Associate, Physics Department, Indiana University, Fall 1996 – Spring 1997. Developed computer programs to model experimental detectors, to detect quasars, and analyze other astronomical data. This research also involved studying existing graphic and imaging software to determine how to use them to locate quasars (distant bright galaxies).

Project Researcher, High Energy Astrophysics Telescope (HEAT) Project, Fall 1994 – Fall 1996. Developed computational models of experimental detection equipment that allowed comparisons between experimental findings and theoretical predictions concerning the characteristics of high energy particles striking the Earth’s upper atmosphere (cosmic rays).

Project Researcher, Josephson Junctions, Fall 1992 – Spring 1993. Developed computational models of how magnetic fields can induce regions of superconductivity in different types of materials. This research showed how patterns of superconducting regions can be formed and changed depending on the strength of the magnetic field applied to materials.

Project Researcher, Variable Stars, Summer 1992. Conducted observations at Michigan State University of the variable star AR Her. Studied the fluctuation patterns of AR Her, with an emphasis on understanding the Blazkho effect. The results of this project improved our understanding of why certain types of variable stars oscillate with irregular frequencies.

Selected Awards and Grants

AERA/Spencer Foundation Pre-Dissertation Fellowship, Spencer Foundation, June 2000 – June 2001. This fellowship supplemented my stipend and allows for my participation in the professional enhancement activities of the fellowship program. Additional travel funds ($4000) included support for attending the AERA Annual Meeting, the fall and summer AERA research institutes as well as a meeting with a national mentor. My national mentor was Dr. Joseph Krajcik at the University of Michigan.

Association of Educational Communications & Technology (AECT) Conference Intern, November 2001. This award was given to only five graduate students to support their attendance to the annual AECT conference. This award enabled me to participate in a leadership development workshop, exclusive seminars with leaders from the association and the field of educational technology as well as the AECT Program task force meeting while at the conference.

Larson Professional Development Award, Instructional Systems Technology, Indiana University, $400, September 2001 – April 2002. This award is given to graduate students who are presenting their work at a conference and have a professional development plan in place to support their growth as a scholar and educational researcher. This award helped to support my attendance at the National Association of Research in Science Teaching and the American Education Research Association conferences.

Action Research Grant, Indiana Department of Education, $1,000, April 2001 – June 2002. This grant was written in collaboration with two elementary school teachers to examine how to better integrate technology and how to teach using inquiry-based approaches in their elementary science classrooms. Assisted the participating teachers in developing innovative curricular activities and assisted them in conducting their action research projects.

Early Career Researcher Fellowship, International Conference of the Learning Sciences (ICLS), $800, June 2000. Awarded one of ten fellowships given to senior doctoral students, postdoctoral fellows, research scientists, and new faculty. This fellowship supported my attendance at the ICLS conference in Ann Arbor, MI and allowed me to participate in the qualitative research methodologies and design experiment workshops taught at the conference.

Kemp Instructional Systems Technology Fellowship, Indiana University, $1,200, March 2000 – March 2001. This fellowship is given by the Instructional Systems Technology Department to support graduate students working on innovative projects using technology. The research and development project that was awarded this fellowship involves collaboration between the Indianapolis Children’s Museum, local middle schools, and the Center for Research on Learning and Technology at Indiana University. The project is designed support students’ understanding of the nature of science and scientific inquiry by engaging students in authentic scientific activities and sharing of their results and interpretations with each other by leveraging the emerging technologies of the World Wide Web (WWW).

High Performance Network Applications Program (HPNAP), Indiana University, $20,000, 1998 – 1999. Co-wrote this grant with my advisor (Dr. Sasha Barab) to develop a computational modeling curriculum that supported middle and elementary school students in building computer models of the solar system. This grant involved the development of WWW resources that supported teachers in developing project-based activities that integrated computer modeling into their exiting curriculum.

Indiana University Fellowship, Indiana University, 1997 – 1998. Fellowship given to outstanding graduate students at Indiana University.

Graduate Teaching Fellowship, Indiana University, 1994 – 1995. Fellowship given to first year graduate students to support the development of their research and teaching skills.

Merit Scholarship, University of Kentucky, 1990 – 1994. Scholarship given to students who achieved and maintained a high status of academic achievement.

Outstanding Senior Physics Major, University of Kentucky, 1994. Given to the outstanding physics major for scientific research and academic achievement. This award required participation in a research project leading to publication while maintaining high academic success.

Phi-Beta-Kappa, University of Kentucky, 1993. Award given to students who have achieved high academic success while pursuing a liberal arts education.

Outstanding Junior Physics Major, University of Kentucky, 1993. Given to the outstanding physics major for scientific research and academic achievement. This award required participation in a research project leading to publication while maintaining high academic success.

Professional Service

Reviewer, Journal of Research in Science Teaching (JRST), 2001 – present. Reviewed manuscripts and evaluated their quality for publication in the journal.

Reviewer, National Association of Research in Science Teaching (NARST), 2000 – 2003. Reviewed proposals for the NARST annual meeting concerning technology, curriculum, and conceptual change.

Reviewer, American Educational Research Association (AERA), 2000 – 2003. Reviewed proposals for the AERA annual meeting concerning science education, instructional technology, and learning and cognition.

Reviewer, Electronic Journal of Science Education (EJSE), 1999 – present. Reviewed manuscripts and evaluated their quality for publication in the journal.

Reviewer, International Conference of the Learning Sciences (ICLS), 2000. Reviewed proposals for the 2000 ICLS conference concerning designing learning environments and learning and cognition.

Reviewer, Educational Technology Research & Development (ETR&D), 2000 – 2002. Reviewed manuscripts and evaluated their quality for publication in the journal.

Conference Presentations

Moore J., Barab, S. A., Rogers K., & Barnett, M. (2002). Introduction to the inquiry learning forum: A hands-on exploration. Workshop conducted at the annual meeting of the Hoosier Association of Science Teachers, Indianapolis IN.

Rogers, K. Barab S. A., Moore, J., Hanuscin, D., Barnett, M. , Leuhmann, A., & Harwood, W. (2002). Inquiry learning forum gathering: Members and all inquiring minds welcome!. Presentation at the annual meeting of the Hoosier Association of Science Teachers, Indianapolis IN.

Barnett, M., Rogers, K., Hanuscin, D. (2002). Meeting the Indiana academic standards through inquiry science education. Presentation at the annual meeting of the Hoosier Association of Science Teachers, Indianapolis IN.

Peer Reviewed Publications

Squire, K., MaKinster, J., Barnett, M., Leuhman, A., & Barab, S. A. (in press). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Manuscript to appear in Science Education.

Barab, S. A., Barnett, M., & Squire, K. (in press). Preparing pre-service teachers: Developing an empirical account of a community of practice. To appear in The Journal of the Learning Sciences.

Barab, S. A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (in press). Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. To appear in Mind, Culture, and Activity.

Barnett, M., & Morran, J. (2002). Addressing childrens’ understanding of the Moon’s phases and eclipses. International Journal of Science Education, 24(8), 859-879.

Keating, T., Barnett, M., & Barab, S. A., & Hay, K. E. (2002). Developing conceptual understanding of scientific concepts through building three-dimensional computational models. Journal of Science Education and Technology, 11(3), 261-275.

Barnett, M., Harwood, W., Keating, T., & Saam, J. (2002). Using emerging technologies to bridge the gap between university theory and classroom practice: Challenges and successes. School Science and Mathematics, 102(6), 1-15.

Barnett, M., Barab, S. A., & Hay, K. E. (2001). The virtual solar system project: Student modeling of the solar system. The Journal of College Science Teaching, 30(5), 300-305.

Barab, S. A., Hay, K. E., Barnett, M., & Squire, K. (2001). Constructing knowledge and virtual worlds: Knowledge diffusion in future camp 97. Cognition and Instruction, 19(1), 47-94.

Barnett, M., Keating, T., Barab, S., & Hay, K. (2000). Conceptual change through building three-dimensional models. In B. J. Fishman & O’Connor S. F. (Eds.). Proceedings of the International Conference of the Learning Sciences (pp. 134-142). Hillsdale, NJ: Erlbaum.

Barab, S. A., Hay, K. E., Barnett, M., & Keating, T. (2000). Virtual solar system project: Building understanding through model building. Journal of Research in Science Teaching, 37(7), 719-756.

Hay K., Crozier, J., Barnett, M., Allison, D., Bashaw, M., Hoos, B., & Perkins, L., (2000). Virtual Gorilla Modeling Project: Middle School Students Constructing Virtual Models for Learning. In. B. J. Fishman & O’Connor S. F. (Eds.), Proceedings of the International Conference of the Learning Sciences (pp. 212-214). Hillsdale, NJ: Erlbaum.

Barab, S., A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K., & Johnson, C. (2000). Virtual solar system project: Developing scientific understanding through model building. Journal of Science Education and Technology, 9, 7–26.

Smith, H. A., Barnett, M., Silbermann, N. A., & Gay, P. (1999). The blazhko effect of AR Her. The Astronomical Journal, 118(1), 572–579.

Straley, J. P., & Barnett, M. (1993). Phase diagram for a Josephson network in a magnetic field. Physical Review B, 48(5), 3309–3315.

Manuscripts Currently Under Review

Hansen, J., Barnett, M., MaKinster, J., & Keating, T. (2002). Does computational 3-D modeling technologies support student learning? Manuscript submitted for publication in the International Journal of Science Education.

Barnett, M., Yamagata-Lynch, L., Barab, S. A., & Keating, T. (2001). Developing an understanding of astronomical concepts through model designing. Manuscript submitted for publication in Science Education.

Barnett, M. (2001). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Manuscript submitted for publication in Review of Educational Research.

Barnett, M., Barab, S. A., Schatz, S., & Warren, S. (2001). Designing a community of inquiry in an undergraduate history course: A clash of cultures. Manuscript submitted for publication in Journal of Curriculum Studies.

Barab, S. A., Squire, K., & Barnett, M. (2000). From teachers' fixed curricular objectives toward students' emergent practices. Manuscript submitted for publication in Cognition and Instruction.

Selected Major Conference Presentations

Barnett, M. (submitted, 2003). Investigating inquiry-teaching in elementary classrooms: A teaching experiment. Paper to be presented at the American Educational Research Association., Chicago, IL.

Barnett, M., Harwood, W., & Hansen, J. (submitted, 2003). Coming to terms with inquiry-based teaching through collaborative discussion, participation, and reflection. Paper to be presented at the National Association for Research in Science Teaching, Philadelphia, PA.

Barnett, M., Morran, J., & DeMoss, S. (submitted, 2003). Investigating Inquiry-science teaching in elementary through collaborative action research. Paper to be presented at the American Educational Research Association, Chicago, IL.

Harwood, W., Saam, J., Barnett, M., & Keating, T. (submitted, 2003). Using emerging technologies to bridge the gap between university theory and classroom practice: Challenges and successes. Paper presented at the Association for Educators of Teachers of Science, St. Louis, MO.

Barnett, M (2002, April). Investigating inquiry: Challenges, trials, and tribulations of teachers and students. In D. Meyer (chair), Social engagement and social studies of teacher practice. Symposium conducted at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.

Hansen, J., Barnett, M., MaKinster, J., & Keating, T. (2002, April). Does computational 3-D modeling technologies support student learning? Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.

Barnett, M. (2002, April). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Barnett, M., & Morran, J. (2001, March). Addressing children's understanding of astronomy through curriculum design. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.

Barnett, M., MaKinster, J., Barab, S., Squire, K., & Kelly, C. (2001, March). Addressing the challenges of designing an on-line environment to support student learning through the use of inscriptions and technology-rich resources. In E. Toth (chair), Using online modeling tools to support knowing-in-the-making. Symposium conducted at the annual conference of the National Association for Research in Science Teaching, St. Louis, MO.

Barnett, M., MaKinster, J. G., & Hansen, J. (2001, April). Exploring elementary students' learning of astronomy through model building. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Barnett, M., Barab, S., Warren, S., & Schatz, S. (2001, April). Designing a project-based history course to support student engagement in a community of historical inquiry. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Squire, K., Barnett, M., Thomas, M., & Barab, S. (2001, April). Fostering against-the-grain teaching in a community of teachers. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Barab S. A., Kelly C., Squire K., Barnett M., & MaKinster J. (2001, April). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. In S. Barab (chair), Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Symposium conducted at the annual meeting of the American Education Research Association, Seattle, WA.

Barnett, M., Yamagata-Lynch, L., Keating, T., Barab, S. A., & Squire, K. (2000, April). The virtual solar system project: Tracing the historical development of learner conceptual understandings. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

Barnett, M., Keating, T., Barab, S., & Hay, K. E. (2000, June). Building understanding through building models. Paper presented at the 4^th International Conference of the Learning Sciences, Ann Arbor, MI.

Hay K., Crozier, J., & Barnett, M. (2000, April). Virtual gorilla modeling project: Middle school students constructing virtual models for learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Barab, S., A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R., Karrigan, K., & Johnson, C. (2000, April). Virtual solar system project: Developing scientific understanding through model building. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Barab, S. A., Hay, K. E., & Barnett, M. (1999, April). A vision for learning astronomy. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.

Keating, T., Barnett, M., & Barab, S. A. (1999, April). The virtual solar system project: Conceptual change through building three-dimensional virtual models. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.

Barab, S. A., Barnett M., Yamagata-Lynch, L., Squire, K., & Keating, T. (1999, April). Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.

Barab, S. A., Squire, K., & Barnett, M. (1999, April). From teachers’ fixed curricular objectives toward students’ emergent practices. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.

Barab, S. A., Hay, K. E., & Barnett, M. (1999, April). Virtual solar system project: Building understanding through model building. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.

Bichelmeyer, B.A., Monson, J., Baek, E., Barnett, M., & Capps, P. (1999, February). Principals' perceptions of the role of teacher in the information-age classroom. Paper presented at the annual convention of the Association for Educational Communications and Technology, Houston, TX.

Barab, S. A., Hay, K. E., Barnett, M., & Squire, K. (1998, May). Constructing knowledge and virtual worlds: Knowledge diffusion in future camp 97. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Appendix A: Curriculum Vita