Julie A Luft

As a middle and high school science teacher, I was perplexed by what my students learned when they engaged in science investigations. Some students could quickly grasp complex concepts, while others required additional supports during the lessons. Over time, understanding the learning of my students became increasingly important to me. Graduate school became an essential next step in gaining insights into my classroom experiences.

As a graduate student at the University of Iowa, my questions about student learning were answered and I was introduced to the professional learning of science teachers. My research involved enacting inquiry-oriented professional learning programs for teachers and studying their impact on instructional practice. These programs were novel and purposefully configured. A key feature involved teachers observing a classroom during an extended inquiry-based lesson, followed by a debriefing session with the teacher of the class. This experience was formative and influenced the work I engage in today.

My first position was at the University of Arizona, where I was one of two science educators in the College of Education. In addition to teaching science education courses, I developed professional development programs for science teachers and studied the impact of the different programs on their instruction. Through this work with science teachers throughout Southern Arizona, the graduate students and I observed that newly hired teachers required professional learning programs that involved well-prepared science mentors and emphasized the teaching of the science standards.

For the next 10 years, at The University of Texas and Arizona State University, I focused on studying the learning of newly hired science teachers with and without access to specialized professional learning programs. Working with a strong group of graduate students, we tracked more than 100 newly hired teachers over a five-year period. Several years of this work were conducted in collaboration with Dr. Roehrig and her research team. The resulting studies illuminated the challenges newly hired teachers face in enacting science instruction.

When I arrived at the University of Georgia, my focus on newly hired science teachers continued. With a steady stream of graduate students, we conducted studies that examined the development of science teacher knowledge, the role of context in teacher learning, and how professional learning programs support newly hired science teachers. I also had opportunities to engage in discipline-based education research that was focused on understanding the impact of professional learning program on instructors and students. This work was the result of a vibrant discipline-based education research community that fostered cross-college collaborations.

My recent work involves examines the role of district leadership in supporting newly hired science teachers, as well as how new teachers cultivate resilience. The leadership studies involve Dr. Whitworth and her research team, the National Science Educational Leadership Association, and school districts across the country. We examined the impact of leadership programs for science coordinators on science teachers, many whom are new to the profession. The studies focused on new teacher resilience are with Drs. Navy and Idsardi. These studies are exploring the role of resources in building resilience among newly hired science teachers.

I am currently engaged in building and studying a state-wide program that identifies outstanding science teachers for participation in the National STEM Teaching Corps, develops and implements an induction program and mentoring certificate, and cultivates leadership and advocacy among science teachers. This project involves the expertise of science education leaders, classroom teachers, the Georgia Department of Education, the Georgia Science Teaching Association, the Georgia Science Supervisors Association, and the Georgia Youth Science & Technology Centers.

My research has been funded extensively by the National Science Foundation, and the former Eisenhower Mathematics and Science Program. It has been presented in more than 120 keynotes addresses and invited presentations to educational researchers and educational leaders. Emerging work is presented annually and has resulted in hundreds of conference presentations and posters.