Bio

Degree

PhD in Curriculum and Instruction

Indiana University

MS in Curriculum

California State University, East Bay

BA in Environmental Studies

University of California, Santa Cruz

Published Works

• Prestridge, T. P., Carter, S. I., Trujillo, T. M., Herring, J. T., Pleis, M. L. . A Collaborative Self-Study to Explore Assessment and Feedback in Online/Hybrid Courses. (in press). Journal of Excellence in College Teaching, 1 Pages. https://celt.miamioh.edu/index.php/JECT.
• Carter, S. I., Akerson, V., Buck, G. (2025). Exploring Social and Cultural Contexts of the Nature of Science through Action Research . (). . https://www.istes.org/storage/01JHWRF11GGK50HZDS578SY73S.pdf
• Davis, B., Carter, S. I., Dispense, L. (2024). Patterns are everywhere: Exploring the schoolyard to facilitate students’ thinking about science phenomena. Science and Children,
• Carter, S. I., Thornburgh, R. W., Tretter, R. T. (2024). Developing K-12 teachers’ actionable understanding of the multidimensional Next Generation Science Standards. Electronic Journal for Research in Science and Mathematics Education, 28(1). https://ejrsme.icrsme.com/article/view/23307.
• Carter, S. I., Akerson, V. (2024). Elementary teacher candidates’ experiences with and ideas about digital science notebooks. Research in Science Education.
• Carter, S. I., Harrington, C., Ahrendt, S. (2024). An examination of an inquiry-based hybrid online/in-person science methods course. International Journal of Science Educationhttps://doi.org/DOI: 10.1080/09500693.2023.2300090.
• Carter, S. I., Akerson, L. V. (2023). Using notebooks to explicitly distinguish multiple perspectives in the elementary science methods course. International Journal of Science and Mathematics Educationhttps://doi.org/10.1007/s10763-023-10430-6.
• Akerson, V., Carter, S. I. (2023). The nature of science is an important aspect of science, but can my third graders understand it?. (). Springer Nature.
• Amador, J., Park Rogers, M., Hudson, R., Phillips, A., Carter., Galindo, E., Akerson, V. (2022). Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons. Teaching and Teacher Education, https://www.sciencedirect.com/science/article/pii/S0742051X2200110X
• Carter, S. I., Shapland, D. (2022). Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses. (). .
• Akerson, V., Carter, S. I., Cesljarev, C. (2021). Feeling like a first year teacher all over again: Teaching elementary science methods during Covid-19. (). International Society for Technology, Education and Science. https://www.istes.org/science-education-during-the-covid-19-pandemic-tales-from-the-front-lines-10-b.html
• Carter, S. I., Akerson, V., Cesljarev, C. (2021). Reflections on teaching fully asynchronously: A self-study of elementary science and health methods during the Covid-19 pandemic. (). International Society for Technology, Education and Science. https://www.istes.org/science-education-during-the-covid-19-pandemic-tales-from-the-front-lines-10-b.html
• Akerson, V., Carter, S. I. (2021). Science Education During the COVID-19 Pandemic: Tales from the Front Lines. (). International Society for Technology, Education and Science. https://www.istes.org/science-education-during-the-covid-19-pandemic-tales-from-the-front-lines-10-b.html
• Cesljarev, C., Akerson, V., Carter, S. I. (2021). Wholehearted lessons: Developing as a Teacher Educator during a global pandemic. (). International Society for Technology, Education and Science. https://www.istes.org/science-education-during-the-covid-19-pandemic-tales-from-the-front-lines-10-b.html
• Park Rogers, M., Carter, I., Amador, J., Galindo, E., Akerson, V. (2020). Adapting a model of preservice teacher professional development for use in other contexts: Lessons learned and recommendations. Innovations in Science Teacher Education, https://innovations.theaste.org/adapting-a-model-of-preservice-teacher-professional-development-for-use-in-other-contexts-lessons-learned-and-recommendations/
• Carter, I., Schliemann, S. (2020). Connecting preservice teachers and scientists through notebooks. Innovations in Science Teacher Education, https://innovations.theaste.org/connecting-preservice-teachers-and-scientists-through-notebooks/
• Quigley, C., Beeman-Cadwallader, N., Carter, I. (2019). Re-imaging and re-constructing cross-cultural research through critical personal narratives: An examination into fault lines. International Journal of Qualitative Studies in Education.
• Akerson, V., Carter, I., Pongsanon, K., Nargund-Joshi, V. (2019). Teaching and learning Nature of Science in elementary classrooms: Research-based strategies for practical implementation. Science & Education,
• Akerson, V., Carter, I., Park Rogers, M., Pongsanon, K. (2018). A video-based measure of preservice teachers’ abilities to predict elementary students’ scientific reasoning. International Journal of Education in Mathematics, Science, and Technology, 6(1), 79-92. .
• Akerson, V., Pongsanon, K., Park Rogers, M., Carter, I., Galindo, E. (2017). Exploring the use of lesson study to develop elementary preservice teachers' pedagogical content knowledge for teaching Nature of Science. International Journal of Science and Mathematics Education, 15(2), 293-312. .
• Amador, J., Carter, I., Hudson, R., Galindo, E. (2017). Following a teacher’s mathematical and scientific noticing across career progression from field experiences to classroom teaching. Springer,
• Amador, J., Carter, I., Hudson, R., . (2016). Analyzing preservice mathematics teachers’ professional noticing. , 38(4), 371-383. .
• Buck, G., Cook, K., Weiland Carter, I. (2016). Attempting to make place-based pedagogy on environmental sustainability integral to teaching and learning in middle school: An instrumental case study. Electronic Journal of Science Educationejse.southwestern.edu/article/view/15540/10199.
• Amador, J., Carter, I. (2016). Conversational affordances and constraints of professional noticing during lesson study. Journal of Mathematics Teacher Educationhttps://doi.org/10.1007/s10857-016-9347-x.
• Akerson, V., Carter, I., Elcan, N. (2016). On the nature of professional identity for Nature of Science. (pp 89-110). Sense Publishers.
• Carter, I., Park Rogers, M., Amador, J., Akerson, V., Pongsanon, K. (2016). Utilizing a research-based lesson study approach to support preservice teachers’ professional noticing. Electronic Journal of Science Education, 20(8). ejse.southwestern.edu/article/view/16434/10861.
• Akerson, V., Carter, S. I., Fouad, K. (2015). Children’s ideas about life science concepts. (pp 99-123). Sense Publishers.
• Weiland Carter, I., Amador, J., . (2015). Conversational components mediating professional noticing during lesson study.. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1339-1361. .
• Oliveira, A., Carter, S. I., Tsu, T. (2015). Food appraisal: Discussing healthy diet and eating in elementary science. Electronic Journal of Science Education, 19(2). ejse.southwestern.edu/article/view/14195/9485.
• Amador, J., Carter, S. I. (2015). What preservice teachers and knowledgeable others professionally notice during lesson study. The Teacher Educator, 50(2), 109-126. .
• Carter, S. I. (2015). An exploration of Hispanic mothers’ culturally sustaining experiences at an informal science center. Journal of Research in Science Teaching, 52(1), 84-106. .
• Evans-Andris, M., Kyle, D., Larson, A., Buecker, H., Haselton, B., Howell, P., Sheffield, C., Sherretz, C., Carter, S. I., ., . (2014). Clinical preparation of teachers in the context of a university-wide community engagement emphasis. Peabody Journal of Education, 89(4), 466-481. .
• Akerson, V., Pongsanon, K., Carter, S. I., Nargund, V. (2014). Developing a professional identity as an elementary teacher of Nature of Science: A self-study of becoming an elementary teacher. International Journal of Science Education, 36(12), 2055-2082. .
• Buck, G., Akerson, V., Quigley, C., Carter, S. I. (2014). Exploring the potential of using explicit reflective instruction through contextualized and decontextualized approaches to teach first-grade African American girls the practices of science. Electronic Journal of Science Education, 18(6). tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1043&context=eugene_pubs.
• Carter, S. I., Blieden, K., Akerson, V. (2014). Integrating the nature of science into Interdependent Relationships and Ecosystems. Science & Children,
• Carter, S. I., Hudson, R., Amador, J. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12(2), 329-352. .
• Carter, S. I., Pokral, E., Cook, K. (2014). Using project-based learning to teach sustainability issues to elementary students. IGI Global,
• Akerson, V., Nargund, V., Carter, S. I., Pongsanon, K., Avasar, B. (2014). What third grade students of differing ability levels learn about nature of science after a year of instruction. International Journal of Science Education, 36(2), 2055-2082. .
• Akerson, V., Carter, S. I., Nargund, V., Pongsanon, K. (2013). Becoming an elementary teacher of nature of science: Lessons learned for teaching elementary science. ,
• Cook, K., Carter, S. I., . (2013). Dialogue among educators: Understanding the intended goals and perceived roles within a nonformal and formal educator partnership. Journal of Sustainability Education, 5 www.jsedimensions.org/wordpress/wp-content/uploads/2013/05/Kristin-Cook-Ingrid-Weiland-final-proofMay2013.pdf.
• Sheffield, C., Carter, S. I., . (2013). Ducks ahoy! Bath toys, marine debris, and geography. Middle Level Learning,
• Carter, S. I., Sheffield, C., . (2013). Ducks overboard! Understanding cause and effect relationships through marine debris. Science & Children,
• Akerson, V., Carter, S. I., Park Rogers, M., Pongsanon, K., , B. K. (2013). Exploring elementary science methods course contexts to improve preservice teachers’ Nature of Science conceptions and understandings of NOS teaching strategies. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 647-665. .
• Carter, S. I., Morrison, J. (2013). The integration of environmental education into two elementary preservice science methods courses: A content-based and a method-based approach. Journal of Science Teacher Education, 24(6), 1023-1047. .
• Carter, S. I., Akerson, V. (2013). Toward understanding the nature of a partnership between an elementary classroom teacher and an informal science educator. Journal of Science Teacher Education, 24(8), 1333-1355. .
• Walker, C., Carter, S. I. (2013). Using the outdoor classroom to engage students’ interests and facilitate understandings of scientific practices. Science & Children,

Additional Information

www.msudenver.edu/searchchannel/jsp/directoryprofile/profile.jsp?uName=iweiland