Robert M. Danielowich
United States of America
Robert M. Danielowich completed Ph.D., Science Education, Columbia University (Teachers College) (2005) M.S., General Biology, New York University (1999) A.B., Biology, Harvard College (1993).Member of (at Adelphi): • Joint College of Arts and Sciences (CAS)/RSA School of Education Scholar Teacher Education Program (STEP) Steering Committee (Co-Chair) • RSA School of Education Technology Committee • RSA School of Education ad hoc PhD Program Committee Cowriter of National Council for the Accreditation of Teacher Education (NCATE) 2011 report for adolescence science education programs Director, Program in Adolescence (7-12) Education  Member of: • American Educational Research Association (AERA), Division K • Association for Science Teacher Educators (ASTE) • Association of Teacher Educators (ATE) • National Association for Research in Science Teaching (NARST) • National Science Teachers Association (NSTA).
Teacher reflection, teacher and teacher educator learning, classroom video for reflection, collaborative professional development Socioscientific (SSI), critical-issues, problem-based, and math-integrated forms of science teaching and learning Critical/social justice pedagogies in teacher education, multicultural and multiethnic science education.
Danielowich, R. M., & McCarthy, M. J. (2013), Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. Action in Teacher Education, 35(3), 147-174.
Danielowich, R. M. (2014), Personalizing science: Strategies for engaging diverse students with socio-scientific issues. The Science Teacher, 81(1), 47-52.
Danielowich, R. M. (2014), Shifting the reflective focus: Encouraging student teacher learning in video-framed and peer-sharing contexts. Teachers and Teaching: Theory and Practice, 20(3), 264-288.