Hedy Moscovici, Ph.D.

Title: . Professor, Teacher Education & Director, Center for Science Teacher Education

Department: Teacher Education

Office: COE 1469; SAC 3149
Phone Extension: x3914
Email Username: hmoscovici

Departmenal Web Page

Show All Refereed Publications Selected Publications (not refereed) Research/Grants Selected Presentations Selected Seminars/Invited Presentations Awards and Honors

Refereed Publications

Moscovici, H. (accepted – January 2009). Science teacher retention in today's urban schools: A study of success and failure. Urban Education, 44(1).
Singer, F. M., & Moscovici, H. (accepted). Teaching and learning cycles in a constructivist approach to teaching and teacher education. Teaching and Teacher Education .
Moscovici, H., & Osisioma, I. (in press). Designing the best preservice urban elementary science methods course – Dilemmas and considerations. The Journal of Elementary Science Education .
Osisioma, I. , & Moscovici, H. (2008). Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers' Frameworks for Urban Science Teaching. Journal of Science Teacher Education, 19, 285–311.
Moscovici, H. (2007). The relationship between collective agency and culture in one-day science field trips. Cultural Studies of Science Education, 2 (4), 864-871.
Moscovici, H., & Varrella, G. F. (2007). International professional development as a form of globalisation. In W. Atweh, A. C. Barton, M. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.). Internationalisation and globalisation in mathematics and science education (pp. 285-302). Dordrecht, The Netherlands: Springer.
Moscovici, H. (2007). Mirror, mirrors on the wall, who is the most powerful of all? A self-analysis of power relationships in science methods courses. Journal of Research in Science Teaching , 44 (9), 1370-1388.
Moscovici, H., & Newton , D. L. (2006). Math and science: A natural connection? Mathematics Teaching in the Middle School (Official Journal of the National Council of Teachers of Mathematics), 11 (8), 356-358.
Mach, N., Desberg, P., Cantor, J., Davis, J., Hembacher, D., & Moscovici, H. (2005). Metropolitan Universities: An International Forum , 16 (4), 54-70.
Wieseman, K., & Moscovici, H. (2005). A standards-infused approach to curriculum: A promising interdisciplinary inquiry. In K. Appleton (Ed.), Elementary science teacher education: Contemporary issues and practice (pp. 175-195). Monograph of the Association for the Education of Teachers in Science. Mahwah , NJ : Lawrence Erlbaum Associates, Inc.
Wieseman, K., & Moscovici, H. (2003). Stories from the field: Challenges of science teacher education based on interdisciplinary approaches. Journal of Science Teacher Education, 14 (2), 127-143.
Trautmann, N. M., Carlsen, W. S., Eick, C. J., Gardner, F. E. Jr., Kenyon, L., Moscovici, H., Moore, J. C., Thomson, M., & West, S. (2003). Online peer review: Learning science as it's practiced. Journal of College Science Teaching , 32 (7), 443-447.
Moscovici, H. (2003). Secondary science emergency permit teachers' perspective on power relations in their environments and the effects of these powers on classroom practices. Teacher Education Quarterly , 30 (2), 41-54.
Moscovici, H. (2003). The way I see it: Resisting teacher control or getting immersed in learning. Journal of Research in Science Teaching, 40 (1), 98-100.
Moscovici, H. (2003). Scientific inquiries in the ELL classroom. In S. K. Lee, & Lalas, J. (Eds.), Language, literacy, and academic development for English Language Learners, (pp. 212-224). Boston , MA : Pearson Custom Publishing.
Moscovici, H. (2002). Task dynamics in a college biology course for prospective elementary teachers. School Science and Mathematics , 101 (7), 372-379.
Moscovici, H. (2002) Dynamics of power in teaching college biology: influence on students' learning. In P. C. S. Taylor, P. J. Gilmer, & K. Tobin (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives (pp. 91-116). University of Pennsylvania : Lang Publishers.
Moscovici, H., & Carty, C. (1999). Developing inquiring minds. Science and Children , 37 (1), 38-43, 74.
Moscovici, H. (1998). Impacts of instructor and student loci of commitment on biology learning for prospective elementary teachers. Research in Science Education, 28 (2), 229-242.
•Moscovici, H., & Nelson, T. H. (1998). Shifting from activitymania to inquiry. Science and Children, 35 (4), 14-17, 40.
Moscovici, H., & Gilmer, P. J. (1996). Testing alternative assessment strategies - The ups and downs for science-teaching faculty. Journal for College Science Teaching, 25( 5), 319-323.
Crissy, B., & Moscovici, H. (1995). A case study. Washington Science Teachers' Journal , 35( 2), 28-32.

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