- 107 Carole Sandner Hall
Dr. Matt Kloser is the Director of the Center for STEM Education and a faculty member of the ACE Teaching Fellows and the Institute for Educational Initiatives. He also serves as Director of the Notre Dame Excellence in Science and Math Education Initiative.
Kloser continues to teach science education courses in the Education, Schooling, and Society program, and science methods and assessment courses for ACE Teaching Fellows. His research focuses on issues of teaching and learning in science classrooms and labs.
He has been awarded the Journal of Research in Science Teaching (JRST) Award and was a National Association for Research in Science Teaching (NARST) Outstanding Dissertation Research Award Finalist.
Kloser is a proud graduate of the ACE program where he taught science and math in Birmingham, AL.
2011 Ph.D, Science Education, Stanford University
2010 M.S., Biology, Stanford University
2004 M. Ed., University of Notre Dame
2002 B.A., History and Pre-Professional (Pre-Medicine) Studies
Journal of Research in Science Teaching (JRST) Award
National Association for Research in Science Teaching (NARST) Outstanding Dissertation Research Award Finalist
NARST Oustanding Paper Award
Gerald J. Lieberman Fellowship
Kloser, M. (in press). The nature of the teacher's role in supporting student investigations in middle and high school science classrooms: Creating and participating in a community of practice. A report commissioned by the National Academies of Sciences, Engineering, and Medicine. Washington D.C.
Kloser, M., Wilsey, M., Madkins, T., Windschitil, M., (in press). Connecting the dots: Linking frameworks for facilitating discussion to novice teacher practice. Teaching and Teacher Education.
Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J. W., Lavin, E., and Comuniello, M. (2017). Dual identities: Organizational negotiation in STEM-focused Catholic schools. Cultural Studies in Science Education, 1-31.
Davis, E., Kloser, M., Windschitl, M., Wells, A., Carlson, J., Marino, J-C. (2017). Teaching the practice of leading sense-making discussions in science: Using rehearsals, Journal of Science Teacher Education, 28(3), 275-293.
Kloser, M., Borko, H., Martinez, F., Stecher, B., Luskin, R. (2017). Evidence of middle school science assessment practice from classroom-based portfolios, Science Education, 101(2), 209-231.
Kloser, M. (2016). Alternate text types and student outcomes: An experiment comparing traditional textbooks and more epistemologically considerate texts, International Journal of Science Education, 38(16), 2477-2499.
Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8).
Kloser, M. J. and Brownell, S. E. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 1 - 20.
Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185 - 1217.
Kloser, M. (2013). Exploring high school biology students' engagement with more and less epistemologically considerate texts. Journal of Research in Science Teaching, 50(10), 1232 - 1257.
Kloser, M., Brownell, S., Fukami, T., Shavelson, R. (2013). Effects of a research-based ecology lab course: A study of non-volunteer achievement, self-confidence and perception of lab course purpose. Journal of College Science Teaching, 42(3), 72 - 81.
Kloser, M. (2012). A place for the nature of biology in biology education. Electronic Journal of Science Education, 16(2), 1-21.
Martinez, J. F., Borko, H., Stecher, B., Luskin, R., Kloser, M. (2012). Measuring quality assessment in science classrooms through artifacts and self-report. Educational Assessment, 17(2-3), 107-131.