Knowles supports our teachers and gives them the opportunity to learn and grow practices that really hook their students on learning math and science. They are committed to becoming better STEM teaching professionals, and Knowles helps them to achieve that goal.”
Dr. Jodie Galosy supports Knowles’ research and evaluation activities across the organization. She was previously the Assistant Director for Teacher Professional Development and Evaluation at the Center for Biophotonics Science and Technology (CBST; University of California, Davis).
Jodie has a B.S. in biology from Marygrove College (Detroit, Mich.), an M.Ed. in counseling (University of Missouri, St. Louis), and a Ph.D. in teaching, curriculum, and educational policy (Michigan State University – MSU). Jodie taught life science to middle and high school students for 20 years in St. Louis, Mo., and pre-service/graduate teacher education courses while at MSU. She also was project director for an MSU/Exploratorium study of beginning science teacher learning.
As a teacher and teacher educator, Jodie has contributed to teacher professional development, curriculum writing, and assessment at the district, state, and national levels. Jodie is deeply committed to strengthening and supporting teacher research and making teacher knowledge more influential in educational reform and improvement efforts.
Jodie’s research interests focus on teacher learning; especially how beginning science and mathematics teachers develop into strong teachers and teacher leaders. She is also interested in research methodologies, especially the use of sociocultural theories in research on teacher learning.
Jodie was the Marianne Amarel Fellow at MSU’s Center for the Scholarship of Teaching from 2001-2004. She has presented papers and reviewed proposals for numerous science education and educational research conferences and co-authored a chapter on teacher recruitment, induction, and retention in the 2004 National Society for the Study of Education Yearbook. From 2006-2008, Jodie chaired the American Educational Research Association (AERA) Special Interest Group, Research on Teacher Induction.