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• TED 467-03 Secondary Methods I – Science
• TED 468-03 Secondary Methods II – Science
• TED 469 Interdisciplinary Methods III Secondary
• TED 468-05 Secondary Methods II – Mathematics
• TED 400 Seminar - Introduction to Education
• TED 444 Assessment Seminar
• TED 416 Elementary Science Methods
  

• Ph.D. Science Education – The Florida State University, Tallahassee, FL
• M.Sc. Parasitology - Hebrew University in Jerusalem, Israel
• B.Sc. Biology & General Science - Hebrew University in Jerusalem, Israel
• Credential from the Washington State (USA) for General Science, Mathematics, and Biology grades 4-12
• Credential for life from Israel to teach General Science, Biology, and Mathematics for grades 4-12

• Co-I for three grants awarded by Boeing to enhance equipment and technology use in methods and classrooms
• Co-I for a California Department of Education Mathematics and Science Partnership grant with the Los Angeles Unified School District focusing on the implementation of immersion projects at the middle school level
• PI for the Supplement to the Los Angeles Systemic Initiative – Science – science and literacy professional development for Los Angeles Unified School District teachers
• PI for a “Strengthening the Strategic Workforce Funds” – recruiting secondary science teachers with emphasis in microbiology and biochemistry
• PI for NOVA grant to improve laboratory experiences of prospective teachers
• PI for CASIO grant as equipment (probe collectors and graphic calculators)
• Co-PI for an Eisenhower grant (Teacher Enhancement) entitled Washington Earth Science Initiative
• Consulting: Invited by the Institute of the Educational Sciences in Bucharest, Romania to present a seminar to the faculty of mathematics and sciences and to model inquiry mathematics and science for the secondary teachers attending a professional development institute.
• Interests: research in the area of power relations, inquiry science, socio-culture of urban science classrooms, interpretive research.

• Osisioma, I., & Moscovici, H. (submitted). Urban pre-service elementary science teacher candidates’ perception of the effectiveness of a new elementary science methods curriculum. The Journal of Elementary Science Education

 

• Moscovici, H., Osisioma, I., & Sarmiento, L. (in press). Learning to move from d to D to d’: Urban elementary preservice science teacher candidates transition from vernacular to the discourse of science education and science in English and Spanish. Chapter in a book following the International Consortium for Research in Science and Mathematics Education XII, Quito, Ecuador, May 2008.

 

• Moscovici, H., & Osisioma, I. (in press). Resolving issues of cultural discontinuity in co-facilitation of professional development activities. In K. Wieseman and M. Weinburg (Eds), Women’s experiences in leadership in K-16 science education communities: Becoming and being. Sponsored by the International Association for Science Teacher Education.

 

• Moscovici, H., & Osisioma, I. (in press). Designing the best preservice urban elementary science methods course – Dilemmas and considerations. The Journal of Elementary Science Education.

 

• Moscovici, H. (2009). Science teacher retention in today’s urban schools: A study of success and failure. Urban Education, 44(1), 88-105.

 

• Osisioma, I., & Moscovici, H. (2008). Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching. Journal of Science Teacher Education, 19(3), 285-311.

 

• Singer, F. M., & Moscovici, H. (2008). Teaching and learning cycles in a constructivist approach to teaching and teacher education. Teaching and Teacher Education, 24, 1613-1634.

 

• Moscovici, H., & Varrella, G. F. (2007). International professional development as a form of globalisation. In W. Atweh & A. C. Barton (Eds.). Internationalisation and globalisation in mathematics and science education, (pp. 285-302). Dordrecht: The Netherlands: Springer.

 

• Moscovici, H. (2007). The relationship between collective agency and culture in one-day science field trips. Cultural Studies of Science Education, 2(4), 864-871.

 

• Moscovici, H. (2007). Mirror, mirrors on the wall, who is the most powerful of all? A self-analysis of power relationships in science methods courses. Journal of Research in Science Teaching, 44(9), 1370-1388.

 

• Moscovici, H., & Newton, D. L. (2006). Math and science: A natural connection? Mathematics Teaching in the Middle School (Official Journal of the National Council of Teachers of Mathematics), 11(8), 356-358.

 

• Mach, N., Desberg, P., Cantor, J., Davis, J., Hembacher, D., & Moscovici, H. (2005). Metropolitan Universities: An International Forum, 16(4), 54-70. 

 

• Wieseman, K., & Moscovici, H. (2005). A standards-infused approach to curriculum: A promising interdisciplinary inquiry. In K. Appleton (Ed.), Elementary science teacher education: Contemporary issues and practice (pp. 175-195). Monograph of the Association for the Education of Teachers in Science. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

 

• Wieseman, K., & Moscovici, H. (2003). Stories from the field: Challenges of science teacher education based on interdisciplinary approaches. Journal of Science Teacher Education, 14(2), 127-143.

 

• Trautmann, N. M., Carlsen, W. S., Eick, C. J., Gardner, F. E. Jr., Kenyon, L., Moscovici, H., Moore, J. C., Thomson, M., & West, S. (2003). Online peer review: Learning science as it’s practiced. Journal of College Science Teaching, 32(7), 443-447. 

 

• Moscovici, H. (2003). Secondary science emergency permit teachers’ perspective on power relations in their environments and the effects of these powers on classroom practices. Teacher Education Quarterly, 30(2), 41-54.

 

• Moscovici, H. (2003). The way I see it: Resisting teacher control or getting immersed in learning. Journal of Research in Science Teaching, 40(1), 98-100.

 

• Moscovici, H. (2003). Scientific inquiries in the ELL classroom. In S. K. Lee, & Lalas, J. (Eds.), Language, literacy, and  academic development for English Language Learners, (pp. 212-224). Boston, MA: Pearson Custom Publishing.

 

• Moscovici, H. (2002). Task dynamics in a college biology course for prospective elementary teachers. School Science and Mathematics, 101(7), 372-379.

 

• Moscovici, H. (2002) Dynamics of power in teaching college biology: influence on students’ learning. In P. C. S. Taylor, P. J. Gilmer, & K. Tobin (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives (pp. 91-116). University of Pennsylvania: Lang Publishers.

 

•  Moscovici, H., & Carty, C. (1999). Developing inquiring minds. Science and Children, 37(1), 38-43, 74.

 

•  Moscovici, H. (1998). Impacts of instructor and student loci of commitment on biology learning for prospective elementary teachers. Research in Science Education, 28(2), 229-242.

 

•  Moscovici, H., & Nelson, T. H. (1998). Shifting from activitymania to inquiry. Science and Children, 35(4), 14-17, 40.

 

•  Moscovici, H., & Gilmer, P. J. (1996). Testing alternative assessment strategies - The ups and downs for science-teaching faculty. Journal for College Science Teaching, 25(5), 319-323.




• Crissy, B., & Moscovici, H. (1995). A case study. Washington Science Teachers' Journal, 35(2), 28-32. 

• National Association for Research in Science Teaching
• National Science Teachers Association
• The Association for the Education of Teachers in Science
• Sigma Xi (California Chapter)
• Association for Supervision and Curriculum Development
• American Educational Research Association (AERA).

Page Last Updated: 8/19/2009 1:14:40 PM