Award V (Implications of Research for Educational Practice) Recipients
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- 1978 Teacher Behavior Does Make a Difference in Hands-On Science Classrooms, James A. Shymansky, University of Iowa, and John E. Penick, University of Iowa
- 1981 Wait-time and Learning in Science, Kenneth Tobin, Western Australia Institute of Technology and William Capie, University of Georgia
- 1983 The Disadvantaged Majority: Science Education for Women, Jane Butler Kahle, Purdue University
- 1984 Training Science Teachers to Use Better Teaching Strategies, Russell H. Yeany and Michael J. Padilla, University of Georgia
- 1985 Using Research to Improve Science Teaching Practice, Kenneth Tobin, Western Australian Institute of Technology
- 1986 Active Technology for Higher Cognitive Level Learning in Science, Kenneth Tobin, William Capie, and Antonio Bettencourt, University of Georgia
- 1987 Training Teachers to Teach Effectively in the Laboratory, Pinchas Tamir, The Hebrew University
- 1988 What Can Be Learned From Investigations of Exemplary Teaching Practice,
Kenneth Tobin, Florida State University - 1989 Visual/Spatial Thinking: An Essential Element of Elementary Science,
Alan J. McCormack, San Diego State University - 1990 Helping Students Learn How to Learn: A View from a Teacher-Researcher,
Joe Novak, Cornell University - 1991 An Expanded View of the Learning Cycle: New Ideas about an Effective Teaching Strategy, Charles R. Barman, Indiana University
- 1992 Teacher Development in Microcomputer Usage in K-12 Science, James D. Ellis, BSCS
- 1993 Understanding and Assessing Hands-On Science, Lawrence Flick, Washington State University
- 1994 Teaching Evolution: Designing Successful Instruction, Lawrence Scharmann, Kansas State University
- 1995 Using Visits to Interactive Science and Technology Centers, Museums, Aquaria and Zoos to Promote Learning in Science, Leonie Rennie and Terrence McClafferty
- 1996 General Biology: Creating a Positive Learning Environment for Elementary Education Majors, Larry Scharmann and Ann Stanheim-Smith, Kansas State University
- 1997 Empowering Science Teachers: A Model for Professional Development, Ann Howe, University of North Carolina at Raleigh and Harriet Stubbs, North Carolina State University
- 1999 A Dynamical Systems Based Model of Conceptual Change, Andrew Hurford, Haskell Indian Nations University
- 2000 Teachers and Technology: A Case Study From an Implementation Project, Myra Halpin and Ann Howe, North Carolina School of Science and Mathematics, and North Carolina State University
- 2001 Visual/Spatial Thinking: A Forgotten Fundamental for School Science Programs,
Alan J. McCormack and Cheryl L. Mason, San Diego State University - 2002 What Knowledge is of Most Worth for Lateral Entry Secondary Science Teachers?
William R. Veal, University of North Carolina at Chapel Hill - 2003 Teacher Student Con-Construction in Middle School Life Science, Maria Nunez-Oviedo, University of Massachusetts-Amherst, Mary Ann Rea-Ramirez, Hampshire College, John Clement and Mary Jane Else, both of, University of Massachusetts-Amherst
- 2004 ‘I Be Bangin’! Understanding How Urban African American Youth Can Sustain Agency Across Social Field, Rowhea Elmesky, Washington University in St. Louis
- 2005 Culturalized Science Instruction: Exploring Its Influence upon Black and White Students’ Achievement, Eileen Parsons, North Carolina State University
- 2006 No Award given
- 2007 Narrative of Community: Visualizing Culturally Relevant Science Pedagogy Through the Identities of Black Middle School Teachers, M. Jenice Goldston and Sharon E. Nichols, The University of Alabama
- 2008 Co-Winner: Paper 1 – More Than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers, Sonya N. Martin, Drexel University and Kathryn Scantlebury, University of Delaware
Co-Winner: Paper 2 – Expanding the Ways in Which Urban Students Participate in Science Education: Rituals, Transactions, and Fundamental Interactions, Christopher Emdin, Teachers College, Columbia University - 2009 Pathways to success in science: A phenomenological study examining the life experiences of African- American women in higher education, Claudette L. Giscombe
- 2010 Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom, Nicole K. Grimes, The Graduate Center, The City University of New York
- 2011 Synergistic Teaching of Science to English Language Learners: Comparative Analysis of the Strategies, Daniel J. Bergman, Wichita State University
- 2012 A Mixed Methods Study of Mid-Career Science Teachers: The Growth of Professional Empowerment, Amy Moreland and Mary Hobbs, both of University of Texas at Austin
- 2013 Teachers’ NOS Practices Two to Five Years after Having Completed an Intensive Science Education Program, Benjamin Herman, University of South Florida, Michael Clough, and Joanne Olson, both of Iowa State University
- 2014 Educational Turbulence: The Influence of Macro and Micro Policy on Science Education Reform, Carla Johnson, Purdue University
- 2015 Using our Heads and HARTSS (Humanities, ARTs, and Social Sciences): Developing Perspective-Taking Skills for Socioscientific Reasoning, Sami Kahn & Dana Zeidler, University of South Florida.
- 2016, No Award Given
- 2017, Prevalence and predictors of out-of-field in the first five years. Ryan Nixon, Brigham Young University; Richard J. Ross, University of Georgia; Julie A. Luft, University of Georgia
- 2018, No Award Given
- 2019, Supporting Elementary Teachers’ Enactment of Nature of Science Instruction: A Randomized Controlled Trial. Jennifer Maeng, University of Virginia; Randy Bell, Oregon State University; Tyler St. Clair, SUNY Potsdam; Amanda Gonczi, Michigan Technological University; Brooke Whitworth, University of Mississippi
- 2020, American Sign Language Resources for Communicating about the Nature of Science Patrick J. Enderle, Scott Cohen, Jessica Scott, Claudia Hagan, and Renee Schwartz, Georgia State University.
- 2021, A Reform without Time: NGSS and Time for Sense-Making in Elementary Classrooms Joanne Olson,Texas A & M University; Jacob Pleasants, Keene State College; and Kristina Tank, Iowa State University
- 2021 (graduate student), Challenges of Elementary Preservice Teachers as they Implement Socioscientific Issues in the Elementary Classroom Melanie Kinskey, Sam Houston State University
- 2022 Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT) Tina Vo, University of Nevada, Las Vegas; and Rebekah Hammack, Montana State University
- 2022 (graduate student), Supporting Secondary Science Preservice Teachers by Exploring Their Science Teaching Identities Regina McCurdy, now a new faculty member at Georgia Southern University.
- 2023 (Re)Learning to Teach Science with a Hearing Impairment: An Auto-ethnographic Study, Deborah Hanuscin and Spencer Green, Western Washington University.
- 2023 (graduate student): Case studies: Promoting STEM teacher candidates’ understanding and implementation of differentiated instruction, Mohammed Estaiteyeh