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  • Kathryn C. Scantlebury, Professor

    University of Delaware
    232 Brown Lab
    Newark, DE 19716
    (302) 831-4546


    (b. 1958) B.S., 1979, Flinders University; M.S., 1987, Curtin University; Ph.D., 1990, Purdue University Science/Chemical Education, Secondary Science Education Coordinator

    Current Research

    My research interests focus on equity issues in science education, particularly the interaction between race and gender on students' science achievement, attitudes and participation. With colleagues, I have explored equity issues in the context of systemic reform in science and mathematics education at the middle school grades. That research highlighted the positive influence of standards-based teaching on students' achievement, especially for African American students, the importance of extended inquiry-based professional development for teachers, the role of administrators in supporting change and the alignment of the curricular goals, enacted curricula, and assessed curricula. In addition, we are involved in identifying the factors across and within gender/racial categories that contribute to closing the achievement gap in science. We are using an intensive case study approach within a multi-level, multi-design research structure. Also, I am investigating the teaching and learning of chemistry in urban schools. This work explores the impact of improving the chemistry knowledge of high school teachers on their students' learning of chemistry in urban settings.

    Another research area is the use of coteaching and cogenerative dialogues in preservice and inservice science teacher education. For preservice teachers, coteaching is used as the approach for student teaching experiences and inservice teachers are engaged in on-going, daily professional development. Successful coteaching exists in a dialectical relationship with co-respect, coresponsibility, co-planning and cogenerative dialogues. Coteaching provides a structure for teachers to reflect upon their teaching, coplan lessons and explore strategies and new ideas that will enhance students' learning.

    For further information on recent research, please see:

    Representative Publications

    • K. Scantlebury, J. B. Kahle and S. Martin (Editors) "Revisioning science education from feminist perspectives: Challenges, choices and careers," Sense Publishers
    • K. Scantlebury and W. Boone "Designing and utilizing tests and surveys for chemistry education research: Developing tests and surveys which yield quantitative data," in D. Bunce & R. Cole. (Eds.) Nuts and bolts of chemical education research, ACS Publishers, (2008).
    • K. Scantlebury "Pushed back to strength: Feminist research collaborations," in S. Ritchie (Ed.) "Research collaboration: Relationships and Praxis,Sense Publishers, (2007) 123 – 134.
    • K. Scantlebury "Outsiders within: Urban African American girls' identity & science," in W-M. Roth and K. Tobin (Ed.) Science, learning, and identity: sociocultural and culturalhistorical perspectives; Sense Publishers, (2007) 121 – 134.
    • K. Scantlebury and D. Baker "Gender issues in science education research: Remembering where the difference lies," in S. Abell & N. Lederman (Eds.) Handbook of research on science education Mahwah, NJ: Lawrence Erlbaum, (2007) 257 – 286.
    • K. Scantlebury and S.-K. LaVan "Revisioning cogenerative dialogues as feminist research|pedagogy," [32 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research7(2)
    • K. Scantlebury "A snake in the nest or in a snake's nest: What counts as peer review for a female science educator in a chemistry department?" Research in Science Education32
    • W. Boone and K. Scantlebury "The role of Rasch analysis in science education utilizing multiple choice tests," Science Education, (2006) 90
    • S. Martin, C. E. Milne and K. Scantlebury "Eyerollers, jokers, risk-takers and turn sharks: Target students in a professional science education program," Journal of Research in Science Teaching43(8)
    • C. E. Milne, K. Scantlebury and T. Otieno "Using socio-cultural theory to understand the relationship between teacher change and a science-based professional education program," Cultural Studies of Science Education
    • J. B. Kahle, J. Meece and K. Scantlebury "Urban African American middle school science students: Does standardsbased teaching make a difference?" Journal of Research in Science Teaching37(9)



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  • Chemistry and Biochemistry
  • 102 Brown Laboratory
  • University of Delaware
  • Newark, DE 19716, USA
  • Phone: 302-831-1247
  • Undergraduate Program Inquiries 302-831-2465