Dr. Rosebery's research focuses on understanding the variety of resources and experiences students from diverse linguistic and cultural backgrounds use to make sense of scientific ideas and practices.
Activities and Honors:
Ann S. Rosebery is Co-Director of the Chèche Konnen Center for Science Education Reform, TERC. She holds a doctorate in education from Harvard University. As co-director she is responsible for the direction of a national center dedicated to improving science and mathematics education for students from diverse cultural and linguistic backgrounds. Rosebery is a senior researcher at TERC, where she collaborates with teachers to improve science education for students from linguistically and culturally diverse backgrounds. She is also concerned with developing ways of helping teachers recognize and make use of their students' diverse sense-making resources.
Selected Publications:
• Rosebery, A. & Puttick, G. (1998). Teacher Professional Development as Situated Sense-making: A Case Study in Science Education. Science Education, 82, 649-677.
• Rosebery, A. & Warren, Beth. (1998). Boats, Balloons, and Classroom Video: Science Teaching as Inquiry. Portsmouth, NH: Heinemann.
• Rosebery, A. and Warren, B. (1996). This Question Is Just Too, Too Easy! Students’ Perspectives on Accountability in Science. In R. Glaser & L. Schauble (Eds.), Innovations in Learning: New Environments for Education (pp. 97-126). Mahwah, NJ: L. Erlbaum Associates.
• Rosebery, A. and Warren, B. (1995). Equity in the Future Tense: Redefining Relationships among Teachers, Students and Science in Linguistic Minority Classrooms. In W. Secada, E. Fennema & L. Adajian (Eds.), New Directions for Equity in Mathematics Education, pp. 298-328. New York: Cambridge University Press.
• Rosebery, A., Warren, B. & Conant, F. (1992). Appropriating Scientific Discourse: Findings from Language Minority Classrooms. The Journal of the Learning Sciences, 2(1), 61-94. Also available as Working Paper 1-92 in the TERC Working Papers Series, Cambridge, MA: TERC.
