Carole Mitchener, PhD
Carole P. Mitchener is an associate professor emerita of curriculum & instruction. Her scholarly interests include science education, teacher education and action research in urban contexts. Her publications have appeared in national and international journals (e.g. the Journal of Research in Science Teaching and Science Education), in monographs commissioned by the National Research Council on science teacher preparation, and in a professional handbook sponsored by the National Science Teachers Association on research in science teacher education. Her recent grant activity totals more than $2 million and includes three National Science Foundation grants on science teacher preparation, including a Noyce Urban Scholars program for beginning science teachers dedicated to working in the Chicago Public Schools.
1986 - PhD, University of Denver, Curriculum Leadership, Science Education
1981 - MEd, Virginia Polytechnic Institute & State University, Counseling
1979 - MEd, The Ohio State University, Science Education/Environmental Science
1977 - BS, Pennsylvania State University, Earth Science/Secondary Science Education
Research & Teaching Interests
My scholarly interests lie at the intersection of science education, teacher education, and urban education. My research has explored the induction of beginning science teachers into urban schools, in particular how to develop a successful teaching practice that meets the needs of students of diverse background and experience. Recently, my work expanded to include the professional development of experienced teachers in urban settings and the use of action research as a career-long learning tool for focusing on the distinctive needs of a diverse student population.
Mitchener, C.P. & Jackson, W.M. (2012). Learning from Action Research about Science Teacher Preparation. Journal of Science Teacher Education. 23(1), 45-64.
jackson, W.M., Mitchener, C.P., Tregerman, H., Richmond, M. & Eggert, K. (2011). Action Research for Advanced Professional Development for Experienced MIddle School Teachers and Teacher-Leaders. Spectrum: The Journal of the Illinois Science Teachers Association. 36(3), 26-32.
Mitchener, C.P. and Jackson, W.M. (2006). Conducting Action Research: A University-School Collaboration in Support of Middle-Grade Science. Spectrum. Journal of the Illinois Science Teachers Association. 32(1), pp. 48-55.
Proweller, A. and Mitchener, C.P. (2004). Building Teacher Identity with Urban Youth: Voice of Beginning Middle School Science Teachers in an Alternative Certification Program. Journal of Research in Science Teaching, 41(10), pp. 1044-1062.
Mitchener, C. P. & Field, K. (1998). Identity and Boundary Tensions When Educators and Mental Health Professionals Collaborate: Between Wish and Reality. Child & Adolescent Social Work Journal, 15, (6), pp. 497-512.
Mitchener, C.P. & Schmidt, E. S. (1998). Making Schools Meaningful. Child & Adolescent Social Work Journal, 15, (5), pp. 335-356.
Anderson, R.D. & Mitchener, C.P. (1997). Science Teacher Preparation in an Era of Standards-Based Reform. An externally-reviewed report of the Committee on Undergraduate Science Education. National Research Council Monograph. Washington, D.C.: National Science Foundation, 23 pgs.
Anderson, R.D., & Mitchener, C.P. (1994). Research on Science Teacher Education. In D. Gabel, (Ed.) Handbook of Research on Science Teaching and Learning. National Association for Research in Science Teaching and National Science Teachers Association. Macmillan Publisher, pp. 3- 44.
Mitchener, C.P. (1993). Emerging as a teacher. (Authors: Robert Bullough, J. Gary Knowles, and Nedra Crow), Journal of Curriculum Studies, 25 (5), pp. 491-494.
Markovits, P.S. & Mitchener , C.P. (1992). Technology in science and mathematics curriculum: An industry - university - school collaboration. In J.E. McEvoy (Ed.), Partnerships in Chemical Research and Education, American Chemical Society Symposium Series No.478, Washington, D.C.: American Chemical Society, chapter 8, pp. 80-86.
Mitchener, C.P. (1991). An Exemplary Elementary School Science Innovation: Optimism and Concern. In J. Gallagher (Ed.), Interpretive Research in Science Education, National Association for Research in Science Teaching (NARST) Monograph, Number 4, pp. 99-139.
Kyle, W.C., Linn, M., Bitner, B., Mitchener, C., & Perry, B. (1991). The role of research in science teaching: An NSTA theme paper. Science Education, 75, (4), pp. 413-418.
Mitchener, C.P. & Anderson, R.D. (1989). Teachers Perspective: Developing and Implementing an STS Curriculum. Journal of Research in Science Teaching. 26, (4), pp. 351-369.
Honors & Awards
2012 - UIC Award for Excellence in Teaching, University of Illinois at Chicago
2009 - Teacher Recognition Program Award for Teaching Excellence, University of Illinois at Chicago
2004 - Teacher Recognition Program Award for Teaching Excellence, University of Illinois at Chicago
2001 - Amoco Silver Circle Award for Excellence in Teaching, University of Illinois at Chicago
Professional Affiliations & Activities
University of Illinois STEM Extension, Project Director
Chicago State University, National Science Foundation Noyce Advisory Board Member
Chicago Public Schools, Action Research as Professional Development, Middle Grades Science, Chicago, IL
Editorial Board member for the Teacher Education Section of Science Education
National Research Council Associate and Fellowship National Advisory Committee
Garfield Park Conservatory, Science Education Advisory Board on a National Science Foundation Grant Program directed at Urban Outreach
Ford Foundation Fellowships, Education Panel Chair and Committee Member
National Science Foundation, Grant Review & Site Visitation Team Member
Knowles Science Fellowship Reviewer
Journal of Research in Science Teaching Awards Committee member
Mitchener, C.P., Jackson, W., Tregerman, H., & Richmond, M. Exploring Teacher Inquiry: Dual Perspectives of New Teacher Researchers and Professional Development Leaders. Presentation at National Science Teachers Association Annual Meeting, Indianapolis, IN, March 31, 2012.
Menig, E., Mitchener, C.P. The Negotiation of Science Identity and Science Teacher Identity: A Teacher Candidate’s Journey to Becoming a Successful Science Educator in Urban Schools. Poster presentation at National Association for Research in Science Teacher Annual Conference, Indianapolis, IN, March 28, 2012.
Mitchener, C.P., Jackson, W.M., Richmond, M. & Layton, C. Action Research as Advanced Professional Development for Experienced Middle School Science Teachers. National Science Teachers Association Annual Conference, San Francisco, CA, March 11, 2011.
Jackson, W.M., Mitchener, C.P., Richmond, M., Tregerman, H. & Eggert, K. Building a Cadre of Professional Development Leaders for Implementing a Research-based Inquiry Science Program. National Science Teachers Association Annual Conference, San Francisco, CA, March 11, 2011.
Mitchener, C.P., Noyce Scholars in Urban Contexts. National Science Foundation, Noyce Conference, Washington, DC., June 26, 2008.
Mitchener, C.P., Jackson, W., Ayala, T. Stenger, L. & Ashiqali, A. Sharing Action Research Projects: The Evidence-Explanation Continuum. (Part of Teacher Researcher Day). National Science Teachers Association Annual Conference. St. Louis, MO, March 31, 2007.
Mitchener, C.P. The Alternative Certification of Science Teachers: Findings from Research funded by the National Science Foundation. American Association of Colleges of Teacher Education: Annual Conference, New York City, February 26, 2007.
Mitchener, C.P., Jackson, W. & Smith, A. Teaching in High-need Schools. Recruiting Science and Mathematics Teachers for the 21st Century. National Science Foundation Conference, Washington, D.C., June 20, 2006.
Mitchener, C.P. The Importance of Action Research in the Second Year: Learning to teach science through an alternative route. Special Invitation: National Science Foundation Conference. Arlington, VA, May 6, 2006.
Mitchener, C. Best of Times, Worst of Times: Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada. April, 2005.
Mitchener, C. Relationships between Teacher Community and Urban Education: Implications for Science Teacher Preparation. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA, April 15, 2004.
Proweller, A. & Mitchener, C., Crafting a science practice in an urban context: Voices of beginning middle school science teachers in an alternative certification program. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL, April 25, 2003
Copper, E, Farrell, J., Mitchener, C., Proweller, A., & Richings, K. Becoming an educator: Beginning teachers’ stories of self and community in the urban context. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL., April 21, 2003. (authors listed alphabetically)
Mitchener, C., & Proweller, A. What’s “alternative” about preparing middle grades science teachers for urban contexts? Paper presented at the National Association for Research in Science Teaching, Philadelphia, PA., March 26, 2003.
A Myth in Teacher Education: You Can Separate Knowledge about the World from Knowledge about the Self, Self-Study of Teacher Education Practices of the American Educational Research Association, Herstmonceaux, England, July 25, 2000.
(In)Separable Subjectivities: A Mother’s Multiple Relationships to Education. American Educational Research Association, New Orleans, LA, April 27, 2000.