Director of Public Programs
Boston, MA 02130
PhD Human Development and Family Studies (1997), Pennsylvania State University
MS Human Development and Family Studies (1994), Pennsylvania State University
BA Psychology (1988), University of Delaware
Much of my career has focused intensely on how to best engage learners through teaching, and evaluating efforts to understand what truly resonates for students. This seemingly simple phenomenon has held my interest for over 25 years. During that time, I have developed an understanding of this dynamic educational process by investigating many curricular innovations in science. Through this exploration I have learned how to help learners share their thinking to facilitate insight, recognize and challenge misconceptions, and engage learners without creating frustration or boredom. These are the kinds of strategies that I will focus on infusing into the educational programming at the Arboretum in explicit and consistent ways.
The allure of the natural world and biology continue to entice me to learn more about the incredible ways that other species experience life. There are wonderful stories of intrigue, creative adaptations, reproductive twists and turns, and chemical warfare for survival that continue to enthrall me. These are the kinds of stories I want the education department at the Arboretum to share with visitors—to engage and inspire them to consider the rich diversity of life and life strategies occurring all around us.
- Mutch-Jones, K., Puttick, G., & Minner, D. (2012). Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms. Journal of Research in Science Teaching, 49(8), 1012-1034. [abstract]
- Barnett, M., Houle, M., Mark, S., Minner, D., Hirsch, L., Strauss, E., Cotter-Hayes, L., & Hufnagel, B. (2014). Participatory professional development: Geospatially enhanced urban ecological field studies. In MaKinster, J., Trautmann, N., & Barnett, M. (Eds). Teaching Science and Investigating Environmental Issues with Geospatial Technology: Designing Effective Professional Development for Teachers (pp.13-43). [Springer]
- Minner, D., Levy, A., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis. Journal of Research in Science Teaching, 47(4), 474-496. [abstract]
- Minner, D. & DeLisi, J. (2012). Inquiring into science instruction observation protocol (ISIOP): (1) codebook, (2) data collection instrument, (3) user’s manual, (4) teacher pre-observation questionnaire, and (4) video library for training purposes. Newton, MA: Education Development Center: [ISIOP]
- Minner, D. & Hiles, L. (2005). Rural school-community partnerships: The case of science education. Issues in Teacher Education, 14(1) 81-94. [ERIC]
- Minner, D., Bobronnikov, E., Donoghue, N., Fried, S., & Morris, S. (2012). Mathematics and science partnerships program highlights. Policy brief to the U.S. Department of Education, OESE/Mathematics and Science Partnerships. Washington, DC.
- Minner, D., Martinez, A., & Freeman, B. (2012). Compendium of research instruments for STEM education. Part 1: Teacher practices, PCK, and content knowledge. Cambridge, MA: Abt Associates. [pdf]
- Minner, D., Erickson, E., Wu, S., & Martinez, A. (2012). Compendium of research instruments for STEM education. Part 2: Measuring students’ content knowledge, reasoning skills, and psychological attributes. Cambridge, MA: Abt Associates. [pdf]
Recent Professional Presentations
- Minner, D. (April 2013). Deconstructing the Inquiry Construct via the Inquiring into Science Instruction Observation Protocol (ISIOP). In G. Nugent (chair). Understanding inquiry classroom practice through measurement of teacher inquiry skills. Symposium conducted at the meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
- Roth, K., Gardner, A., & Stuhlsatz, M. facilitators; Minner, D., Smith, S., & Minstrell, J., co-facilitators. (April 2013). Exploration of a new “words-to-images” tool for analyzing videos of science teaching. Pre-conference workshop at the annual meeting of the National Association for Research in Science Teaching annual conference, Rio Grande, Puerto Rico.
- Minner, D. (2011, October). From scientific inquiry to practices of science in science standards: Framework for K-12 science education research implications. Presentation at the Research and Evaluation on Education in Science and Engineering (REESE) Principal Investigator annual conference, Washington, D.C.