Douglas Larkin

Douglas Larkin
Montclair State University · Department of Secondary and Special Education

Ph.D.

About

34
Publications
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230
Citations
Introduction
Douglas Larkin currently works at the Department of Secondary and Special Education at Montclair State University in Montclair, New Jersey, USA. Douglas does research in Science Teacher Education. His most recent publication is 'Planning for the Elicitation of Students’ Ideas: A Lesson Study Approach With Preservice Science Teachers'.

Publications

Publications (34)
Article
This essay opens with a question about what science teaching would look like in a world where categorical seams of human diversity were not probabilistic determinants of science learning. After revisiting Hewson and Hewson's description of an “appropriate conception of science teaching,” I detail the ways in which the field of science education has...
Article
This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of s...
Article
This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom...
Article
In the United States, there is an urgent need to ensure that youth held in correctional facilities are provided with high-quality teachers while in the juvenile justice system. Drawing upon the scholarship of educational practices in correctional settings and teacher education, this review presents what is known and what still needs to be learned i...
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This commentary is a response to Furtak and Penuel (2019), and raises four key points. The first is to reframe Furtak and Penuel's argument as an appeal for a public understanding of science education, and by extension, science education reform. The second is to note that such a public understanding of science education must include attention to mo...
Article
In an effort to better prepare science teachers to engage in high-leverage practices, this study investigates the choices and rationales of preservice science teachers in planning elicitation strategies and describes how their understandings about the elicitation of students’ ideas changed over time. Four cohorts of preservice science teachers enga...
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Full-text available
This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants' conceptual ecologies...
Article
Abstract: This article examines the process of shifting to a “Physics First” sequence in science course offerings in three school districts in the United States. This curricular sequence reverses the more common U.S. high school sequence of biology/chemistry/physics, and has gained substantial support in the physics education community over the pas...
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We present the case of Michael, a prospective high school biology teacher, to explore the implications of teacher resistance and avoidance to the topic of evolution. This case is drawn from a year-long qualitative research study that examined Michael's process of learning to teach high school biology and describes how his avoidance of evolution in...
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Pre-publication draft To be published in M. Taylor & E. J. Klein (Editors), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education. Rotterdam, The Netherlands: Sense Publisher. Doug was a few months into his first year as an associate professor when one of his Montclair State colleagues, Monica, invit...
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In order to determine the ways in which teacher preparation programs will need to change in order to meet the needs of preparing STEM teachers in the near future, it is necessary to ascertain what STEM teacher preparation programs are actually doing in the present. This article presents a comparative analysis of six different science teacher educat...
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Learning to teach is hard. Student teachers are still learning the content, and most are struggling with both teaching equitably to all students and keeping pace with district curriculum guidelines. It is challenging for student teachers to integrate their own ideas about good teaching with those of their teacher education programs. How cooperating...
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There remains a lack of agreement in the field of science education as to whether student “misconceptions” ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students' ideas. This empirical study examines how 14 preservice secondary science teachers in f...
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In regard to preparing prospective teachers for diverse classrooms, the agenda for teacher education research has been primarily concerned with identifying desired outcomes and promising strategies. Scholarship in multicultural education has been crucial for identifying the knowledge, skills, and attitudes needed by teachers to respond to student d...
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This study explores the nature of the changes in thinking that occur in prospective teachers during teacher education programs, particularly as these changes pertain to the pedagogical implications of student diversity within the teaching of high school science. The specific research question examined here is: How do preservice secondary science te...
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This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal science...
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Full-text available
There can be no doubt that large-scale humanitarian assistance is a necessary element of today’s global geopolitical environment. Wars, civil strife, environmental catastrophes, and other events compel significant numbers of people into situations in which they face a dire need for food, shelter, security, and a path toward a return to lives interr...

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