Alison Riley Miller

Assistant Professor of Education

Teaching this semester

EDUC 2203. Educating All Students

An examination of the economic, social, political, and pedagogical implications of universal education in American classrooms. Focuses on the right of every student, including students with physical and/or learning differences, and those who have been identified as gifted, to an equitable education. Requires a minimum of twenty-four hours of observation in a local secondary school.

EDUC 3302. Curriculum Development

A study of the knowledge taught in schools; its selection and the rationale by which one course of study rather than another is included; its adaptation for different disciplines and for different categories of students; its cognitive and social purposes; the organization and integration of its various components. Education 3301 must be taken concurrently with this course. In order to qualify for this course, students must have Education 1101 and 2203; junior or senior standing; and a concentration in a core secondary school subject area (English: four courses in English; foreign language: four courses in the language; life science: four courses in biology; mathematics: four courses in mathematics; physical science: three courses in chemistry, earth and oceanographic science, or physics and one course in one of the other departments listed; or social studies: three courses in history and one course in anthropology, economics, government, psychology, or sociology).

Professor Miller conducts research that focuses on student learning and engagement with science practices in the context of STEM education. She is particularly interested in students’ engagement with practices around model use in the context of Earth Science and in pedagogical strategies and educational contexts that support such engagement. Prior to pursuing her Ph.D., Miller taught for nine years at the secondary level and that experience informs her research interests in Earth Science teaching and learning, design-based research, cognitive apprenticeship, and situated learning.

Education

  • B.A., Ithaca College
  • M.A., Arcadia University
  • Ph.D., Columbia

Publications

Miller, A.R. and Kastens, K.A. (in review). Investigating the impacts of targeted professional development around models and modeling on teachers’ instructional practice. Journal of Research in Science Teaching.

Miller, A.R. (in preparation). Variations in model use among student groups engaged in an Earth science problem solving activity: Implications for instruction. Journal of Science Teacher Education.

Selected Conference Presentations & Proceedings

Miller, A.R. (2014, April). Examining the Relationship between Physical Models and Students’ Science Practices. Poster. NARST Annual International Conference, Pittsburgh, PA.

Rivet, A. E., Lyons, C. A., Miller, A. R. (2014, June). Using Models for Reasoning and Content Learning: Patterns of Bootstrapping Towards Earth Science Understandings. The International Conference of the Learning Sciences (ICLS), Boulder, CO.

Miller, A.R., Rivet, A.E., & Lyons, C.A. (2013, April). Emergent Science Practices around Physical Models in Earth Science. Related-Paper Set. NARST Annual International Conference, Puerto Rico.

Kastens, K.A., Rivet, A.E., Lyons, C.A. & Miller, A.R. (2013, October). Teaching and Assessing the NGSS Scientific Practice of Modeling: A Case Study Using Physical Models in Earth Science. Paper. Annual Meeting of the Geological Society of America, Denver, CO.

Rivet, A.E., Miller, A.R., Lyons, C.A., Schmalstig, M., Kastens, K.A. (2013, April). Assessing Science Reasoning Processes Across Topics: Challenges and Opportunities. Poster. AERA Annual Conference, San Francisco, CA.

Kastens, K.A., Rivet, A.E., Schmalstig, M., Lyons, C.A., Miller, A.R. (2013, April). Developing a Composite Spatial Abilities Measure for Use in Science Education Research. Paper. AERA Annual Conference, San Francisco, CA.

Kastens, K. A., Rivet, A., Lyons, C., & Miller, A.R. (2011, October). Bridging the Gap Between Tabletop Models and the Earth System: Classroom-Based Research on How Teachers Teach and Students Learn from Physical Models. Paper Session No. 221: Geoscience Education VII: Geocognition Research in Classroom, Field, and Laboratory Settings presented at the Annual Meeting of the Geological Society of America, Minneapolis, MN.

Kastens, K.A., Rivet, A., Lyons, C., & Miller, A.R. (2011, October) Bridging the Gap Between Tabletop Models and the Earth System. Poster presented at the meeting for Research and Evaluation on Education in Science and Engineering (REESE), National Science Foundation, Washington, DC.