COE Faculty and Staff > Institute for Teacher Education > Kirsten
Mawyer

  • No Photo AvailableKirsten Mawyer

    Assistant Professor

    Department(s)

    • Institute for Teacher Education -
      Secondary
    • Institute for Teacher Education

    Degree(s)

    • 2012 Ph.D. Learning Sciences Northwestern University

    Area(s) of Interest

    • Preservice Science Teacher Education
    • Literacy in the Context of Science
    • Teacher Professional Development in Science
    • Teacher Thinking and Learning

    Contact Information

    Office Phone

    (808) 956-9828

    Office

    Everly Hall 221F

    Email

    kmawyer@hawaii.edu

    Homepage

    No home page provided.

    Curriculum Vitae

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    Scholarly Works

      Book Chapters

    • Fishman, B., Johnson, H., Mawyer, K. K. N., & Edelson, D. (2014). Curriculum-aligned professional development for geospatial education. In Teaching science and investigating environmental issues with geospatial technology (pp. 153–171). Rotterdam, Netherlands: Springer.
    • Journal Articles

    • O'Neill, T. B., & Mawyer, K. K. N. (2018). Ambitious science teaching. [Review of the book Ambitious science teaching]. Teacher College Record.
    • Mawyer, K. K. N., & J., H., Johnson. (2017). A Lesson to Unlock Preservice Science Teachers’ Expert Reading Strategies. Innovations in Science Education, 2, TBD.
    • Mawyer, K. K. N., & Johnson, H. J. (2017). Read like a scientist: Scientists read, and so should your students. The Science Teacher, 84 (1), 43–49.
    • Mawyer, K. K. N. (2015). Review of Hawaiinuiakea Monograph Series: I Ulu I Ke Kumu. The Contemporary Pacific: A Journal of Pacific Affairs, 27:2, xii.
    • Conference Proceedings

    • Mawyer, K. K. N., & Johnson, H. J. (2017). Decompressing preservice science teachers’ reading strategies. In 2017 annual meeting of the American Educational Research Association.
    • Mawyer, K. K. N. (2017). Science talk in the classroom: A way into Ambitious Science Teaching. In Science Education at the Crossroads 2017 (pp. 26–27).
    • Mawyer, K. K. N. (2017). Decompressing preservice science teachers’ reading strategies. In 2017 annual meeting of the American Educational Research Association.
    • Mawyer, K. K. N. (2015). To integrate or not integrate literacy? That is the question: Secondary STEM teachers' use of literacy strategies in the classroom. In 2015 annual meeting of the American Educational Research Association.
    • Presentations

    • Mawyer, K. K. N. (2018). Lessons learned:Building sustainable pathways to STEM teaching. . Presented at National Science Foundation Annual Noyce Summit, Washington D. C.
    • Mawyer, K. K. N. (2018). Supporting preservice science teachers in designing culture and place-based instruction. Presented at 2018 NARST Annual Meeting, Atlanta, Georgia.
    • Mawyer, K. K. N., & Johnson, H. J. (2018). Reading with strategic questions. Presented at National Science Teachers’ Association 2018 National Conference, Atlanta, Georgia.
    • O'Neill, T. B., & Mawyer, K. K. N. (2018). Building sustainable pathways to STEM teaching. Presented at 2017 National Science Foundation Annual Noyce Summit, Washington D. C.
    • Larkin, D. B., Johnson, H. J., & Mawyer, K. K. N. (2018). Supporting new teachers with ambitious science teaching. Presented at 2017 National Science Foundation Annual Noyce Summit, Washington D. C.
    • Mawyer, K. K. N., & Johnson, H. (2017). Centralizing Student Thinking through Pre-Service Science Teacher Video Clubs. In Affordances and Challenges of Framing Science Teacher Preparation Programs Around Core Practices. Presented at 2017 NARST Annual Meeting, San Antonio, Texas.
    • Mawyer, K. K. N. (2017). Examining Inservice Teachers' Metamodeling Knowledge. Presented at 2017 NARST Annual Meeting, 2017 NARST Annual Meeting.
    • Mawyer, K. K. N. (2016). What is a scientific model? Inservice Teachers’ Prior Conceptions. Presented at 2016 NARST Annual Meeting, Baltimore, MD.
    • Mawyer, K. K. N., & Johnson, H. J. (2016). Uncovering Preservice Science Teachers' Tacit Reading Strategies. Presented at 2016 NARST Annual Meeting, Baltimore, MD.
    • Mawyer, K. K. N. (2015). Teachers’ Instructional Strategies that Support Literacy as a Scientific Practice. Presented at NARST Annual Meeting, Chicago, IL.
    • Mawyer, K. K. N. (2014). Teacher Cognitive Resources about Obtaining, Evaluating, and Communicating Information as a Scientific Practice. Presented at AERA Annual Meeting, Philadelphia, PA.
    • Mawyer, K. K. N. (2014). “I teach Science not Literacy”: Developing Teachers’ Pedagogical Design Capacity for Literacy in Secondary Science. Presented at Annual Conference of the National Association of Science Teachers, Pittsburgh, PA.