Biography
Dr. Janelle M. Bailey is an associate professor of science education in the Department of Teaching and Learning. Her research focuses on astronomy education and teacher development. This work has been funded by the National Science Foundation and NASA, and has been published in journals such as Science Education and Astronomy Education Review. She teaches courses for science teachers at all levels, as well as research design and methods, including mixed methods, for doctoral students. Dr. Bailey is a past president of the American Association of Physics Teachers and serves as an editorial board member or reviewer for several journals. Dr. Bailey earned her PhD in teaching and teacher education (astronomy education emphasis) from the University of Arizona; an MEd in science education from the University of Georgia; and a BA in astrophysics from Agnes Scott College.
Research Interests
- Science Education
- Teacher Education/Development
- Faculty Development
Courses Taught
|
Number |
Name |
Level |
|---|---|---|
|
EPSY 8627 |
Introduction to Research Design and Methods |
Graduate |
|
EPSY 8825 |
Mixed Methods Research |
Graduate |
|
EPSY 8825 |
Advanced Data Analysis |
Graduate |
|
MGSE 2189 |
Classroom Interactions |
Undergraduate |
|
MGSE 3405 |
Teaching and Learning Science in the Middle Grades |
Undergraduate |
|
MGSE 5405 |
Teaching Science in the Middle Grades |
Graduate |
|
EDUC 8504 |
Problem Solving and Reasoning in STEM Education |
Graduate |
Selected Publications
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Lombardi, D., Sinatra, G.M., Bailey, J.M., & Butler, L.P. (2024). Seeking a Comprehensive Theory About the Development of Scientific Thinking. Educational Psychology Review, 36(3). Springer Science and Business Media LLC. doi: 10.1007/s10648-024-09911-z
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Bailey, J.M. (2023). Fusion confusion and the language of astronomy. The Physics Teacher, 61(7), pp. 630-631. American Association of Physics Teachers (AAPT). doi: 10.1119/5.0173368
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McLaughlin, J.A. & Bailey, J.M. (2022). Students need more practice with spatial thinking in geoscience education: a systematic review of the literature. STUDIES in SCIENCE EDUCATION. doi: 10.1080/03057267.2022.2029305
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Lombardi, D., Shipley, T.F., Bailey, J.M., Bretones, P.S., Prather, E.E., Ballen, C.J., Knight, J.K., Smith, M.K., Stowe, R.L., Cooper, M.M., Prince, M., Atit, K., Uttal, D.H., LaDue, N.D., McNeal, P.M., Ryker, K., John, K.S., Kraft, K.J.v.d.H., & Docktor, J.L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), pp. 8-43. doi: 10.1177/1529100620973974
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Bailey, J.M., Jamani, S., Klavon, T.G., Jaffe, J., & Mohan, S. (2021). Climate crisis learning through scaffolded instructional tools. Educational and Developmental Psychologist. doi: 10.1080/20590776.2021.1997065
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Vieyra, R.E., Bailey, J.M., Lopez, R.E., & McAuliffe, C. (2020). Integration of Earth and space science contexts for teaching physics. Physics Education, 55(5). doi: 10.1088/1361-6552/ab9f92
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Dobaria, A.S., Bailey, J.M., & Coble, K. (2020). Impacts of a course-based undergraduate research experience in introductory astronomy using robotic telescopes. Computer-Supported Collaborative Learning Conference, CSCL, 4, pp. 2395-2396.
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Lombardi, D. & Bailey, J.M. (2020). Science strategy interventions. In Handbook of Strategies and Strategic Processing (pp. 177-194). doi: 10.4324/9780429423635-11
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Chung-Parsons, R. & Bailey, J.M. (2019). The hierarchical (not fluid) nature of preservice secondary science teachers’ perceptions of their science teacher identity. Teaching and Teacher Education, 78, pp. 39-48. doi: 10.1016/j.tate.2018.11.007