Matthew Wilsey

Matthew Wilsey is an Assistant Professor of the Practice of Science Education in the Center for STEM Education at the University of Notre Dame. Matt’s research explores what factors influence the instructional practices that beginning and early-career science teachers use in the classroom. Drawing upon his own experiences as a secondary science teacher, he is interested in how schools function as teacher educators, and how to support teachers’ negotiation of varying perspectives on science teaching across time and place. Matt earned his Ph.D. in science
education from Stanford University, his M.Ed. through the Alliance for Catholic Education program at the University of Notre Dame, and his B.S. in Biological Sciences from the University of Notre Dame.

Degrees

• 2023 Ph.D., Science Education, Stanford University
• 2012 M.Ed., University of Notre Dame
• 2010 B.S., Biological Sciences, University of Notre Dame

Publications

• Kloser, M., Borko, H., Wilsey, M., & Rafanelli, S. (2022). Leveraging portfolios in professional development for middle school science teachers’ assessment and data-use practice. Science Education, 106(4), 924-955.
• Brown, B. A., Boda, P. A., Ribay, K., Wilsey, M. & Pérez, G. (2021). A technological bridge to equity: How VR designed through culturally relevant principles impact students’ appreciation of science. Learning, Media and Technology, 46(4), 546-584.
• Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development experience. Educational Assessment, 25(2), 136-158.
• Brown, B. A., Pérez, G., Ribay, K., Boda, P. A., & Wilsey, M. (2020). Teaching culturally relevant science in virtual reality: “When a problem comes, you can solve it with science”. Journal of Science Teacher Education, 32(1), 7-38.
• Kloser, M., Wilsey, M., Madkins, T., & Windschitl, M. (2019). Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences. Teaching and Teacher Education, 80, 115-127.

CV