Randy K. Yerrick

Selected Publications

Randy Yerrick, R., Ross, D., and Molebash, P. (2005)., Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing, Journal of Science Teacher Education, 6, 4, 351 - 375 PDF version found here

Rodriguez, A.J., Zozakiewicz, C, & Yerrick, R. (2005). Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools . School Science and Mathematics Journal. PDF version found here

Yerrick, R. K., Doster, E., Nugent, J. S., Parke, H. M., & Crawley, F. E. (2003). Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. Journal of Research in Science Teaching, 40, 443–463. PDF version found here

Yerrick, R. K., & Hoving, T. J. (2003). One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field-based science methods in culturally diverse contexts. Science Education, 87, 390–418.

Yerrick, R. (2002). Utilizing digital video to expand prospective science teachers' views of science. Exchanges: The Online Journal of Teaching and Learning in the CSU. Retrieved from http://www.exchangesjournal.org/classroom/1092_Yerrick_pg1.html

Gilbert, A., & Yerrick, R. (2001). Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom. Journal of Research in Science Teaching, 38, 574–598. PDF version found here

Yerrick, R. K., & Ross, D. L. (2001). I read, I learn, iMovie: Strategies for developing literacy in the context of inquiry-based science instruction. Reading Online, 5(1). HTML version found here

Pedersen, J. E., & Yerrick, R. K. (2000). Technology in science teacher education: A survey of current uses and desired knowledge among science educators. Journal of Science Teacher Education, 11, 131–153. HTML version found here

Yerrick, R. K. (2000). Lower track science students' argumentation and open inquiry instruction. Journal of Research in Science Teaching, 37, 807–838. PDF version found here

Yerrick, R., & Hoving T. (1999). Obstacles confronting technology initiatives as seen through the experience of science teachers: A comparative study of science teachers’ beliefs, planning, and practice. Journal of Science Education and Technology, 8, 291–307. PDF version found here

Yerrick, R. (1999). Re-negotiating the discourse of lower track high school students. Research in Science Education, 29, 269–293.

Yerrick, R. (1998). Reconstructing classroom facts: Transforming lower track science classrooms. Journal of Science Teacher Education, 9, 241–270. HTML version found here

Books and Book Chapters

Yerrick, R. and W.-M. Roth (2005). Establishing Scientific Discourse Communities:   Multiple voices of teaching and research.   Lawrence Erlbaum Publishers.

Yerrick R. (2005).  "Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices among Tomorrow's Science Teachers." Pp. 203-224 in by A. J. Rodriguez & R. S. Kitchen's (Eds.) Preparing Mathematics and Science Teachers for Diverse Classrooms:  Promising Strategies for Transformative Pedagogy . Lawrence Erlbaum Associates. Hillsdale, NJ.

Yerrick, R (In press). Just a shadow of Antwann: Exploring issues of race, power, and concern in rural lower track science contexts.   In K. Tobin (Ed.) The encyclopedia of science education. New York, NY: Greenwood Press.

Yerrick, R. (2004). Scientific knowledge as socially constructed: Engaging all students   in science at the post-secondary level.   In A. John's and M. Sipp's (Eds.) Addressing Diversity in Higher Education .   University of Michigan Press, Ann Arbor.

Yerrick, R. (2004).   Utilizing digital video editing to expand teachers' views of science. In C. Wiegand's (Eds.)   Contributions to Academic Technology in the California State Universities.   Academic Senate Press, Sacramento.

Research Projects and Interests

Learning From Children's Voices & Improving Science Education

This project aims to support elementary teachers enrolling in methods courses to attempt a variety of teaching strategies, practice thoughtful reflection upon best practices, and revise traditional beliefs about the nature of teaching and learning. Methods students use digital video as a reflection tool as they explore children's thinking in order to plan and reflect upon their instruction. During the course of the project we seek answers to the questions:

1) what shifts can be expected of teacher candidates during their preparation to comply with evolving teacher standards, and

2) which attributes of our field-based teacher education model are most strongly linked to desired clinical intern dispositions.

Improving the Participation and Achievement of Students in Diverse Schools by Enhancing Teacher Professional Development in Science and Learning Technologies
Alberto J. Rodriguez (PI); Policy Studies, Language & Cross Cultural Education
Cathy Zozakiewicz & Randy Yerrick (Co-PIs); Teacher Education

In order to make science and technology available to all students, teachers must have access to approporiate learning technologies, requisite theoretical knowledge, and pedagogical skills necessary to use learning technologies for meaningful and culturally relevant learning. This is a 3-year long professional development and research study is based in a diverse school context in which cohorts of elementary students are selected and placed to teach science in 4th, 5th and 6th grade classrooms. During this time they are learning teaching strategies associated with the Sociotransformative Constructivist model for science eduction and collaborating with their assigned teachers as we measure learning of their students.

Apple Distinguished Educator

The ADE program recognizes educators who most innovatively integrate technology into the curriculum. Apple's program is designed to enhance the professional development of innovative educators, sustain vibrant discourse among a community of educators, recognize and publicize the most innovative educators, and learn from them how best to integrate technology into the curriculum.

Click on images to view online exhibits

Technology Tools

Technology Tools is supported in part by funding from the National Science Foundation Teacher Enhancement Program (Award #ESI 9355706). TechTools professional development workshops assist local school systems to secure funding to support K–12 professional development programs in applications of technology to teaching and learning.

Last modified on June 17, 2004.