Leslie rupert herrenkohl



Download 68.56 Kb.
Date conversion02.02.2017
Size68.56 Kb.
Professional Vitae
LESLIE RUPERT HERRENKOHL

Human Development and Cognition and Learning Sciences

University of Washington

P.O. Box 353600

Seattle, WA 98195-3600

(206)616-6306



Education
Ph.D. Clark University, 1995. Developmental Psychology
M.A. Clark University, 1991. Developmental Psychology
B.A. Lafayette College, 1988. Psychology

Cum Laude, Phi Beta Kappa
Professional History
2012 – present Professor, Learning Sciences and Human Development, University of Washington, Associate Professor, 2002-2012; Assistant Professor, 1997-2002
1995 – 1997 Postdoctoral Fellow, School of Education, University of Michigan

Supported by James S. McDonnell, Cognitive Studies for Educational Practice (Annemarie Palincsar, Postdoctoral Mentor)



Scholarship and Publications
Journal Articles (refereed articles indicated by *)
*Herrenkohl, L.R. & Cornelius, L. (2013). Investigating Elementary Students’ Scientific and Historical Argumentation. Journal of the Learning Sciences, 22(3), 413-461.
*Herrenkohl, L.R., Tasker, T., and White, B.Y. (2011) Developing Classroom Cultures of Inquiry and Reflection Using Web of Inquiry. Cognition and Instruction, 29(1), 1-44.
*Herrenkohl, L.R., DeWater, L.S., and Kawasaki, K. (2010). Inside AND Outside: Teacher-researcher collaboration. The New Educator, 6(1), 74-91.
Herrenkohl, L.R (2008). Commentary: Sociocultural theory as a lens to understand organizational learning. American Journal of Education, 114, 673-679.
*Herrenkohl, L.R. (2006). Intellectual Role-Taking: An Approach to Support Discussion in Heterogeneous Elementary Science Classes. Theory into Practice., 45, 47-54.
*Stevens, R., Wineburg, S., Herrenkohl, L.R., and Bell, P. (2005). The comparative understanding of school subjects: Past, present, and future. Review of Educational Research, 75(2), 125-157.
*Cornelius, L. and Herrenkohl, L.R. (2004). Power in the Classroom: How the Classroom Environment Shapes Students’ Relationships with Each Other and with Concepts. Cognition and Instruction, 22, 467-498.
*Kawasaki, K., Herrenkohl, L.R., and Yeary, S. (2004). Theory Building and Modeling in a Sinking and Floating Unit: A Case Study of Third and Fourth Grade Students’ Developing Epistemologies of Science. International Journal of Science Education, 26, 1-26.
*Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative contexts. Theory Into Practice, 41, 26-32.
*Herrenkohl, L.R., Palincsar, A.S., DeWater, L.S., and Kawasaki, K. (1999). Developing scientific communities in classrooms: A sociocognitive approach. Journal of the Learning Sciences, 8, 451-493.
*Herrenkohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade, Cognition and Instruction, 16, 433-475.
Requested by the Archives Jean Piaget, Geneva, Switzerland
*Herrenkohl, E.C., Herrenkohl, R.C., Rupert, L.J., Egolff, B.P.& Lutz, J.G. (1995). Risk factors for developmental dysfunction: The relative impact of maltreatment, socioeconomic status, physical health problems, cognitive ability, and the quality of parent-child interaction, Journal of Child Abuse and Neglect, 19, 191-203.
*Wertsch, J.V. & Rupert, L.J. (1993). The authority of cultural tools in a sociocultural approach to mediated agency, Cognition and Instruction, 11, 227-240.
Translated and reprinted: Wertsch, J.V. & Rupert, L.J. (1993). L’interazione come azione mediata dagli strumenti culturali. In C. Pontecorvo (Ed.), La Condivisione della conoscenza (pp.29-44). Florence, Italy: La Nuova Italia.
*Basow, S., Smither, J., Rupert, L. & Collins, H. (1989). The effect of satisfaction and gender on self evaluations of task performance, Sex Roles, 20, 413 427.
Books
Herrenkohl, L.R. and Mertl, V. (2011). How students come to be, know, and do: A case for a broad view of learning. Cambridge UK, New York City: Cambridge University Press.
Reddy, M., Jacobs, P., McCrohon, C. & Herrenkohl, L.R. (1998). Creating scientific communities in the elementary school: Perspectives from a teacher-researcher collaboration. Portsmouth, NH: Heinemann.
Book Chapters and Conference Proceedings
Tasker, T., Herrenkohl, L., Robertson, I., Johnson, J., Bose, M. (in press). Participant Structures in the Design Studio. In R. Berney (Ed.), Urban Nature, Council of Educators in Landscape Architecture (CELA) Conference Proceedings, Los Angeles, CA: Figueroa Press.
Cornelius, L. Herrenkohl, L.R. & Wolfstone-Hay, J. (2013). Organizing Collaborative Learning Experiences Around Subject Matter Domains: The Importance of Aligning Social and Intellectual Structures in Instruction. In Hmelo-Silver, C. E., O’Donnell, A.M., Chan, C. and Chinn, C. A. (Eds.), The International Handbook of Collaborative Learning (pp. 333-350). New York, NY: Taylor and Francis.
Herrenkohl, L.R., DeWater, L.S., & Kawasaki, K. (2010). Teacher-Researcher Collaboration as a Human Science. In O’Connor, K & Penuel, W. (Eds) Learning research as a human science. (National Society for the Study of Education Yearbook). New York: Teachers College Press.
Mertl, V., O’Mahony, K., Honwad, S., Tyson, K., Herrenkohl, L.R. & Hoadley, C. (2008). Analyzing collaborative contexts: Professional musicians, corporate engineers, and communities in the Himalayas. In S.A. Barab, K.E. Hay & D.T. Hickey (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences (ICLS). Utrecht, The Netherlands. Mahwah, NJ: Lawrence Erlbaum Associates.
Herrenkohl, L. R., & Guerra, M. R. (1999). Moving classrooms beyond transmission models of teaching and learning. In R. Bibace, J. J. Dillon, & B. N. Dowds (Eds.), Partnerships in research, clinical and educational settings (Vol. 18, pp. 161-178). Stamford, CT: Ablex.
Herrenkohl, L. R., & Wertsch, J. V. (1999). The use of cultural tools: Mastery and appropriation. In I. Sigel (Ed.), Development of mental representation: Theories and applications. (pp. 415-435). Hillsdale, NJ: Erlbaum.
Bibace, R., Dine-Young, S., Herrenkohl, L. R., & Wiley, A. (1999). An introducation to partnership in research: Changing the researcher-participant relationship. In R. Bibace, J. J. Dillon, & B. N. Dowds (Eds.), Partnerships in research, clinical, and educational settings (Vol. 18, pp. 3-14). Stamford, CT: Ablex.
Palincsar, A. S., & Herrenkohl, L. R. (1999). Designing collaborative contexts. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 151-177). Hillsdale, NJ: Erlbaum.

Book Reviews
Herrenkohl, L.R. (2003). Review Note for The theory and practice of cultural-historical psychology, Theory & Psychology, 13, 428-430.
Grants/Funded Research
Investigator. Collaborative Schools for Innovation & Success Planning Grant (PI Kazemi). Washington State. ($500,000)
Investigator. Agency in Sustained Problem-Based Inquiry: Learning Science Through and As Innovation (Bransford & Vye, PIs) National Science Foundation DR-K12.
Principal Investigator. Building capacity and collaboration at the intersection of the Learning Sciences and Informal Science Education (Toro Martell, PI at University of Wisconsin, Milwaukee, Toomey-Zimmerman, Co-PI, Penn State University) Conference Proposal Funded by the National Science Foundation, October 2008-September 2010. ($250,000)
Investigator. Classroom Formative Assessment: Investigating Models for Evaluation the Learning of Scientific Inquiry (Frederiksen and White, Principal Investigators). Funded by the National Science Foundation, January 2004 – December 2007. ($1,168,528)
Investigator. The Learning in Informal and Formal Environments (LIFE) Center (Bransford, Principal Investigator). Funded by the National Science Foundation, September 2004 – August 2009. ($25M)

Principal Investigator. Examining the Emergent Nature of Student Role-Taking. Funded by the National Academy of Education/ Spencer Postdoctoral Fellowship, September 1, 2000 – August 31, 2001. ($45,000)
Principal Investigator (with Wineburg, Stevens, and Bell). A Comparative Psychology of School Subjects: Using History to Promote Epistemological Sophistication in Elementary Science Learning. Funded by the National Science Foundation, April 1, 2000 - March 31, 2004. ($963,000)
Principal Investigator. Classroom at Sea: Sharing Ocean Exploration. Funded by the University of Washington Royalty Research Fund, July 1, 1998-June 30, 1999. ($30,000)
Principal Investigator. Developing intellectual communities in elementary science classrooms. Funded by the Spencer Foundation, July 1, 1997-June 30, 1998. ($12,000)
Principal Investigator. Participant structures and the activity of science. Funded by the McDonnell Foundation, Cognitive Studies for Educational Practice, 1995-1996. ($56,000)


Honors and Awards
National Academy of Education/ Spencer Postdoctoral Fellow, 2000-2001 University of Washington
James S. McDonnell Foundation Postdoctoral Fellow in the Cognitive Studies for Educational Practice Program, 1995-1996 University of Michigan
Hiatt Center for Urban Education Dissertation Fellowship, 1994 Clark University
Clara Mayo Award, 1990-1991 Psychology Department, Clark University
Phi Beta Kappa Honor Society, 1987 Lafayette College

Selected Presentations (refereed presentations indicated by * )
*Shutt, K., DiLoreto, A., Tzou, C.T., Vye, N.J., Herrenkohl, L.R., Shouse, A.W., Bransford, J.D., Bell, P.L., Scalone, G., Morozov, A.E., Clark, T.H., & Gaylord, L. (2013). A School District – University Partnership for Innovation in Elementary Science Teaching and Learning. In B. J. Fishman & W.R. Penuel (Chairs). Design-Based Implementation Research: An Emerging Methodological Model for Conducting Design Research within Educational Systems. American Educational Research Association Meetings, San Francisco, CA, May 1, 2013.
*Herrenkohl, L.R. & Cornelius, L. (2012). Elementary Students’ Use of Sources of Evidence to Build Arguments in Science and History. In C. Chinn (Chair). Using Sources of Evidence to Reason in Science. American Educational Research Association Meetings, Vancouver, BC, April 14, 2012.
(invited) Herrenkohl, L.R. (2011). Supporting conceptual, epistemological, and personal development in elementary and middle school science classrooms. In Britt, Bromme, Goldman, Kienhues, & Sandoval (Organizers). Public Understanding and Public Engagement with Science. Deutsche Forschungsgemeinschaft and National Science Foundation Supported Conference. German House, New York, NY. June 28-July 1, 2011.
* Cornelius, L. & Herrenkohl, L.R. (2011). Activity structures, positionalities and discourse: Two students’ participation across two years of school. In E. Forman and R. Engle (Chairs). Cultural approaches to talking science: How classroom discourse can position students as scientific thinkers. Jean Piaget Society Meetings. Berkeley, CA June 2-4, 2011.
* Tasker, T., Johnson, J. Herrenkohl, L.R., & Robertson, I. (2011). The unique and distinctive characteristics of design studio pedagogy. Council on Education in Landscape Architecture. Los Angeles, CA March 30-April 2, 2011.
(invited) Herrenkohl, L.R., Robertson, I., Johnson, J. (2011). Using Design Studio Pedagogy to Creatively Model and Understand Visitor Experiences. Workshop offered at the Visitors Studies Association Meeting, Seattle, WA March 25, 2011.
(invited) Bevan, B. & Herrenkohl, L.R. (2010). The Cutting Edge of Knowledge and Design: Relating Research to Practice. Association of Science -Technology Centers Annual Meeting, Honolulu, HI October 2-5,2010.
* Martell, S. T., Diaz, L. B., Creighton, J., Eberbach, C., Grosshandler, D., & Herrenkohl, L. R. (2010). Facilitation, teaching, and assistance at the intersection of the learning sciences and informal science education. Proceedings of the Ninth International Conference for the Learning Sciences – ICLS 2010 Chicago, IL. June 29 - July 2, 2010.
(invited) Martell, S. T., Herrenkohl, L. R., & Zimmerman, H. T. (2010). Working at the intersection of the learning sciences and informal science education. Advanced Technologies for Learning and Learning Sciences (ATL/LS) SIG Business Meeting. 2010 Meeting of the American Educational Research Association (AERA). Denver, CO, April 30 - May 4, 2010.
* Herrenkohl, L. R., Martell, S. T., & Zimmerman, H. T. (2010). Building capacity and collaboration at the intersection of the learning sciences and informal science education. 2010 Meeting of the American Educational Research Association (AERA). Denver, CO, April 30 - May 4, 2010.
* Martell, S. T., Herrenkohl, L. R., Ash, D., Falk, J. H., Creighton, J., Mai, T., Drame, E. R., & McCreedy, D. (2010). Intersections of science education research and practice and issues of access, equity, and culture. National Association of Research in Science Teaching (NARST) 2010 Annual Meeting Philadelphia, PA, March 21 - 24, 2010.
(invited) Herrenkohl, L.R. (2010). A Broad View of Learning. Presentation made at the Exploratorium, San Francisco, CA. February 25-26, 2010.
* Herrenkohl, L.R., DeWater, L.S. & Kawasaki, K. (2009, April). Inside AND Outside: Teacher-Researcher Collaboration. In W. Penuel & K. O’Connor (Chairs), Education as a Human Science. Symposium conducted at the American Educational Research Association, San Diego, CA.

* Mertl, V., Herrenkohl, L.R., & Tyson, K. (2008, June). Perspectives on collaboration: Musicians’ emergent relational dynamics in the context of contemporary chamber music performance. In V. Mertl (Chair), Analyzing collaborative contexts: Professional musicians, corporate engineers, and communities in the Himalayas. Symposium conducted at the International Conference of the Learning Sciences, Utrecht, The Netherlands.



* Herrenkohl, L.R. (2008, March) A Metacognitive Learning Theory for Teaching and Assessing Scientific Inquiry in Elementary Classrooms. In Frederiksen, J. (Chair) Learning Through Inquiry and Reflective Assessment (LIRA): Formative Assessment for Improving Science Learning. Symposium conducted at the American Educational Research Association, New York, NY.
* Mertl, V., Herrenkohl, L.R., & Tyson, K. (2008, March). Musicians’ narrative accounts and theoretical perspectives on collaboration. In K. Tyson (Chair), Meta-collaboration: The role of individuals’ theories of collaboration in the development of collaborative capacities. Symposium Mercier, E., Mertl, V., Tyson, K., Barron, B., Herrenkohl, L.R., Nasir, N., & Pea, R. (2008, March). Repertoires of Collaborative Practice: A Theoretical Introduction. In K. Tyson (Chair), Meta-collaboration: The role of individuals’ theories of collaboration in the development of collaborative capacities. Symposium conducted at the American Educational Research Association, New York, NY. 

(invited) Herrenkohl, L.R. (2007). Supporting young children’s early learning in science. Conference on Early Learning, University of Washington, Seattle, WA. September, 2007.


* Herrenkohl, L.R. & Mertl, V. (2007, April). Emergence and learning: How students come to be and to know in an elementary science classroom. In R. Engle (Chair), Dynamics of positioning: Perspectives on students’ participation in relation to each other, academic disciplines, and classroom settings. Symposium conducted at the American Educational Research Association, Chicago, IL.
* Barron, B. Casillas, N., Esmond, I., Herrenkohl, L.R., Mercier, E., Mertl, V., Nasir, N., O’Connor, K., Pea, R., Rossman, L., Tyson, K. (2007, April). Collaborative capacities as a component of adaptive expertise. American Educational Research Association, Chicago, IL.

(Invited) Herrenkohl, L.R. (2007, April). Cultural-Historical Special Interest Group Forum on the Role of CHAT in School Reform. American Educational Research Association, Chicago, IL.



* Herrenkohl, L.R. (2006, April). Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes. American Educational Research Association, San Francisco, CA.
* Herrenkohl, L.R., Tasker, T., Leitz, A., & Hubbard, A. (2006, April). Developing Classroom Cultures of Inquiry and Reflection Using Web of Inquiry. American Educational Research Association, San Francisco, CA.
* Herrenkohl, L.R. & Gottlieb, E. (2005, September). Learning to know, learning to be: How epistemologies and identities make each other up. International Society for Cultural and Activity Research, Sevilla, Spain.
* Herrenkohl, L.R. & DeWater, L (2005, April). Developing Communities of Inquiry in Science Classrooms: Supporting Students to Create, Discuss, and Debate Theories Together, Conference on Linking Science and Literacy in the Classroom, National Science Teachers Association, Dallas, TX.
* Herrenkohl, L.R. (2005, April). Discussant for Session entitled “ Pre-Service Teacher Preparation in Science” at the American Educational Research Association Annual Meetings, Montreal.
(invited) Herrenkohl, L.R. & Kazemi, E. (2003, April). Session Organizers & Moderators. Exploring the Dynamic Tensions between Classroom and Institutional Change: Implications for Professional Development in Math & Science, American Educational Research Association, Chicago, IL.
* Herrenkohl, L.R. (2002). The emergent nature of student role-taking, presented at the International Conference of the Learning Sciences, Seattle, WA.
* Herrenkohl, L.R. & Kawasaki, K. (2002). From phenomenon-based to model-based reasoning: Tracing students’ thinking across time, presented at the American Educational Research Association, New Orleans, LA.
* Wineburg, S., Herrenkohl, L.R., & Stevens, R. (2002) Discourse and selves in the construction of historical knowledge, presented at the American Educational Research Association, New Orleans, LA.
* Stevens, R., Herrenkohl, L.R., Wineburg, S., & Bell, P. (2001). Toward a comparative analysis of school subjects: Possible relations between science and history in elementary school, presented at the American Educational Research Association, Seattle, WA.
(invited) Herrenkohl, L. R., DeWater, L.S. (2001). Teacher-Research collaboration: A model to support student thinking in science. Invited presentation to the Physics Education Group, University of Washington.
* Herrenkohl, L. R., DeWater, L.S., & Kawasaki, K. (2000). Supporting elementary students’ discussion of ideas in science: Tools and practices from a teacher- researcher collaboration, presented at the III Conference for Sociocultural Research, UNICAMP, Campinas, Sao Paulo, Brazil.
* Herrenkohl, L.R. (1998). Scientific explanation, self-understanding and the role of others: A case of establishing intersubjectivity in an elementary classroom, presented at the Fourth Congress of the International Society for Cultural Research and Activity Theory, University of Aarhus, Denmark.
* Herrenkohl, L.R. (1998). Developing intellectual communities in elementary science, presented at the Fourth Congress of the International Society for Cultural Research and Activity Theory, University of Aarhus, Denmark.
* DeWater, L.S., Herrenkohl, L.R., & Kawasaki, K. (1998). The evolving notion of theory in two elementary science classes, presented at the American Educational Research Association, San Diego, CA.
* Herrenkohl, L.R. & Kawasaki, K. (1997). Designing learning environments to support the construction of knowledge: A sociocultural approach, presented at the XII International Congress on Personal Construct Psychology, Seattle, WA.
* Herrenkohl, L. R. (1997). Developing scientific communities in classrooms: A sociocognitive approach, presented at the American Educational Research Association, Chicago, IL.
(invited) Herrenkohl, L.R. (1997). Engaging students in science. Invited presentation at the University of Washington, Bothell.
* Herrenkohl, L. R. (1995). "Where did you find your theory in your findings?": Participant structures and scientific discourse in fourth grade, presented at the American Educational Research Association, San Francisco, CA.
* Herrenkohl, L. R. (1994). Guiding second graders' explanations: Examining the creation of participant frameworks in science, presented at the Annual Convention of the National Council of English Teachers, Orlando, FL.
* Rupert, L.J. (1993). Seeing with new eyes: Becoming a teacher researcher team, presented at the Annual Meeting of the American Anthropological Association, Washington, D.C.
* Rupert, L.J. (1993). Teacher-researcher collaboration to improve science instruction, presented at the Fourteenth Annual University of Pennsylvania Ethnography in Education Research Forum, Philadelphia, PA.
* Rupert, L.J. (1992). Home talk, school talk: The politics of negotiation in two contexts, presented at the Conference for Socio Cultural Research, Madrid, Spain.
(invited) Rupert, L.J. & Wertsch, J.V. (1990). Social origins of individual mental functioning: Laboratory and ecological perspectives, presented at the Symposium on Social Interaction and Knowledge Acquisition, Universita degli Studi di Roma "La Sapienza," Rome, Italy.
* Rupert, L.J. (1990). Stepping out of the laboratory: Parent child interactions in naturalistic contexts, presented at the Boston University Conference on Language Development, Boston, MA.

Teaching

University of Washington

EDPSY 501 Human Learning and Educational Practice


EDPSY 502 Developmental Foundations of Early Learning
EDPSY 509 Educational Issues in Human Development
EDPSY 530 Vygotsky’s Sociocultural Approach to Mind
EDPSY 531 Socialization of the School-Aged Child
EDPSY 583 Seminar in Learning and Thinking
EDTEP 541 Dilemmas of Teaching and Learning (Elementary)
EDTEP 562 Adolescent Development (Quarter #1)
EDTEP 563 Adolescent Development (Quarter #2)

Clark University

EDUC 264 Designing Instruction to Meet the Developmental Needs of Children


Professional Service




National

Co-Editor: Science Education (Science in Everyday Life Section)


Co-Book Review Editor: Mind, Culture, and Activity
Editorial Board Member: Cognition and Instruction
Reviewer: Educational Psychologist

Journal of Research in Science Teaching

American Educational Research Journal

Science Education
Research Agenda in Science Education (RAISE) conference at the National Research Council, June 2006
National Academy of Sciences Learning Science in Informal Environments – Practitioner Volume Advisory Committee

October 2007-June 2009


National Science Teachers Association – Informal Learning in Science Position Statement Committee, B. Bevan, Chair.
Exploratorium, San Francisco – Consultant February 2010-present
National Science Foundation Review Panel (2011)
Games and Professional Simulations International Advisory Board (December 2011-present)

University

Faculty Senate Representative, 1997-99


UW ADVANCE Leadership Team, 2007-present
Graduate School Representative on Doctoral Committees: 5

College

Faculty Council 2009-2010 (President)

Faculty Council 2008-2009 (Vice President)

Faculty Council, 2002-2003 (Member)


Tenure & Promotion Committees (2008-2009, 2009-2010, 2011-2012)
Teacher Education Renewal Lead Team (2002-2004)

Faculty Search Committees


Learning and Technology, 1997-98

Early Childhood Special Education, 1998-99


Director of Teacher Education, 2002-2003

Early Childhood and Family Studies (Chair) 2005-2006

New Technologies for Equitable Learning (Chair) 2011-2012
Teacher Education Program Selection Committee

Tools for Transformation – Center Connect, 2000-2001


Zesbaugh Scholarship Committee, 1998-2003
Respondent at Faculty Retreat, 1997

Area

Educational Psychology Colloquium Series Coordinator, 1999-2000


Convener of Human Development and Cognition, 1999-2000; 2005-2006


Professional Memberships

Member, American Educational Research Association, Division C & Division K, Cultural Historical Activity Theory Special Interest Group, Learning Sciences Special Interest Group, Informal Science Education Special Interest Group.


Member, International Society for Cultural and Activity Research


The database is protected by copyright ©dentisty.org 2016
send message

    Main page