Faculty

Deborah J. Tippins, Professor
She received her Ph.D. from Texas A&M University. She teaches courses in both the elementary education and science education departments. Her research interests include science teaching and learning, teacher beliefs, case-based pedagogy, portfolio assessment, sociocultural dimensions of teaching and learning, and international education. She is the recipient of four awards for outstanding research on teaching, served as the Director of Research for the National Science Teachers Association, and most recently was a Fulbright scholar at West Visaysas State University in Iloilo, Philippines.. She has collaborated with many school districts to serve as co-primary investigator for seventeen funded grant projects focused on topics such as teaching and learning in the elementary schools, the use of technology in project-centered learning, the use of the outdoor environment to enhance science learning, environmental literacy and science/social studies curriculum integration. Representative publications are:

Tippins, D., Koballa, T., & Payne, B. (2001). Learning from cases: Unraveling the complexities of elementary science teaching. Needham Heights, MA: Allyn & Bacon Publishing, Inc.

Tippins, D., Kemp, A., & Ogura et al. (2000). Learning to teach science: The curriculum of student teaching in Hiroshima attached schools. Journal of Science Teacher Education, 11(3), 1-17.

Tippins, D., Nichols, S., & Weiseman, K. (1998). Contemplating criteria for science education reform: The case of Olympia school district. School Science and Mathematics, 98(7), 1-12.

Tippins, D., Tobin, K., & Nichols, S. (1995). A constructivist approach to change in elementary science teaching and learning. Research in Science Education, 25(2), 135-149.

Tobin, K., Tippins, D. J., & Gallard, A. (1994). Research on instructional strategies for science teaching. In D. Gable (Ed.), Handbook of research on science teaching and learning (pp. 45-93). New York: Macmillan.