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Sonya Martin

PROJECT AFFILIATION:

PROFESSIONAL ROLES

  • Higher Ed: Science 

BIO

Sonya Martin is an Assistant Professor in Science Education at the Drexel University School of Education. Martin taught science at both the elementary and secondary level in the Philadelphia public school district for five years, during which time she earned two graduate degrees in Elementary Education and Chemistry and Education from the University of Pennsylvania. She completed her doctoral research through Curtin University while serving as a teacher-researcher utilizing cogenerative dialogues and video analysis to examine sociocultural interactions in her own tenth grade chemistry classroom. Her recent research project is concerned with using cogenerative dialogues as a tool for helping school administrators better facilitate distributed leadership among school faculty in an effort to support science education reform. In addition, she explores the use of cogenerative dialogues and video analysis as tools for introducing pre- and in-service teachers to an effective means for catalyzing changes that benefit the learning environment for both teachers and their students. 

EXPERTISE

Urban science teacher education, video analysis of macro, meso, and micro levels of sociocultural interactions between classroom participants, and social equity in urban schools. 

RECENT PUBLICATIONS

Journals (Refereed/Peer-Reviewed - accepted)

Martin, S. (2010). "Act locally, publish globally": International/multi-disciplinary research efforts needed to understand the impact of globalization on science education. Cultural Studies of Science Education, 5(2), 263-273.

Martin, S., & Siry, C. (2009). Raising critical issues in the analysis of gender and science in children's literature. Cultural Studies of Science Education, 4(4), 951-960.

Martin, S., & Scantlebury, K. (2009). More than a conversation: Using cogenerative dialogues in the professional development of high school chemistry teachers. Educational Assessment, Evaluation and Accountability, 21(2), pp. 119-1136.

Jacobs, C., Martin, S., & Otieno, T. (2008). A science lesson plan analysis instrument for formative and summative program evaluation. Science Education, 92(6), pp. 1096-1126.

Martin, S., Bayne, G., & Lehner, E. (2007). Forum: Unraveling the power of creolized ontologies to strengthen science learning. Cultural Studies of Science Education, 2(2), pp. 461 - 473.

Martin, S., Milne, C., & Scantlebury, K. (2006). Eye rollers, risk-takers, and turn sharks: Target students in a professional science education program. Journal of Research in Science Teaching, 43 (8), pp. 819 - 851.

Martin, S. (2006). Where practice and theory intersect in the chemistry classroom: Using cogenerative dialogue to identify the critical point in science education. Cultural Studies of Science Education, 1(4), pp. 693-720.

Geelan, D., Gilmer, P., & Martin, S. (2006). Forum: dialogue about dialogue - cogeneration, research and science education. Cultural Studies of Science Education, 1(4), pp. 721-744.

Books (peer-reviewed)

Scantlebury, K., Kahle, J.B., & Martin, S. [Eds.]. (2010). Re-visioning science education from feminist perspectives: Challenges, choices and careers. The Netherlands: Sense Publishers.

Martin, S., Scantlebury, K., Carambo, C., Siry, C., & Pitts, W. [Eds.] (contract accepted, in preparation) Improving science teachers' content knowledge and inquiry practice through professional development programs. The Netherlands: Springer Publishing.

Chapters (Peer Reviewed - accepted)

Martin, S. (in press). Critical pedagogy of place: a framework for understanding the relationships between people in shared (contested) places. In D. Tippins, M. Mueller, M. van Eijck, and J. Adams (Eds) Cultural Studies and Environmentalism: The confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems. The Netherlands: Springer.

Martin, S. & Siry, C. (in press). An analysis of the utilization of video-based media in science teacher education. In B. Fraser, K. Tobin, & C. Campbell [eds.] International handbook of science teaching and learning. Springer Press.

Scantlebury, K. & Martin, S. (2010). How does she know? Re-envisioning conceptual change from feminist perspectives. In K. Tobin and M.-W. Roth (Eds) Re/structuring science education: Reuniting sociological and psychological perspectives (173-186). The Netherlands: Springer.

Siry, C. & Martin, S. (2010). Coteaching in science education courses: Transforming science teacher preparation through shared responsibility. Invited chapter for: C. Murphy & K. Scantlebury [eds.] Coteaching in international contexts: Research and practice (pp. 57-78). The Netherlands: Springer.

Kirch, S. & Martin, S. (2010). Taking women students seriously: Employing inclusive approaches to science teacher education in primary science. In K. Scantlebury, J.B. Kahle, & S. Martin [Eds.], Re-visioning science education from feminist perspectives: Challenges, choices and careers (pp.125-134). The Netherlands: Sense Publishers.

Scantlebury, K., & Martin, S. (2010). Women in Science Education: Introduction & Historical Overview. In K. Scantlebury, J.B. Kahle, & S. Martin [Eds.], Re-visioning science education from feminist perspectives: Challenges, choices and careers (pp. 3-10). The Netherlands: Sense Publishers.

Scantlebury, K., & Martin, S. (2010). Laughter, solidarity, support, and love. In K. Scantlebury, J.B. Kahle, & S. Martin [Eds.], Re-visioning science education from feminist perspectives: Challenges, choices and careers (pp. 215-220). The Netherlands: Sense Publishers.

Martin, S. (2009). Learning to teach science. In K. Tobin & W.-M. Roth [Eds.], World of Science Education: North America (pp. 567-586). The Netherlands: Sense Publishers.

Martin, S., & Flohr, L. (2007). From teacher to researcher and beyond: Our evolving relationship with science education research. In S. Ritchie [Ed.], Research collaboration: Relationships and praxis (pp. 71-81). The Netherlands: Sense Publishers.

Malow-Iroff, M., Benhar, M., & Martin, S. (2007). Educational reform and the child with disabilities. In H. Johnson & A. Salz [Eds.], Authentic educational reform: Pushing against the compassionate conservative agenda. New York: Lawrence Erlbaum Publishers.

Martin, S. (2006). Teachers as researchers. In K. Tobin [Ed.] Teaching and learning science: A handbook (pp. 227- 233). New York: Praeger Publishing.

Martin, S. (2005). Not so strange in a strange land: An autobiographical approach to becoming a science teacher in an urban high school. In K. Tobin, R. Elmesky, & G. Seiler [Eds.], Improving urban science education: New roles for teachers, students, and researchers (pp. 225 - 243). New York: Rowman & Littlefield Publishers, Inc.