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Professor, Teaching and Learning
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Douglas B. Larkin is a Professor in the Department of Teaching and Learning at Montclair State University in New Jersey. His main research concerns the preparation of science teachers for culturally diverse classrooms, and issues of equity and justice in teacher preparation. He worked as a high school physics and chemistry teacher for ten years—most recently in Trenton, NJ—and also served as a Peace Corps Volunteer teaching physics and mathematics in Kenya and Papua New Guinea. He received his Ph.D. in Teacher Education in 2010 from the University of Wisconsin-Madison.
His most recent book, “Teaching Science in Diverse Classrooms: Real Science for Real Students,” was published in Spring 2020. He is a section editor for the journal Science Education, and currently serves as PI for the IMPREST Noyce Track 4 research grant which examines the retention of novice science teachers (co-PI Dr. Sandra Adams, Dept. of Biology), and PI on a Noyce Track 1 undergraduate scholarship grant (co-PI Dr. Mika Munakata, Dept. of Mathematics) at Montclair State University with funding from the National Science Foundation.
Dr. Larkin's current research agenda is shaped by a desire to strengthen the structures that support equitable and effective secondary science education in a variety of contexts. Unfortunately many reform efforts concerned with equity often seem to bypass secondary school teachers—a situation he aims to address in his work. His research agenda and expertise follows four thematic strands:
1. Equity and justice-centered high school science teaching
2. Science teacher recruitment, preparation, and retention
3. School science departments as sites for science education reform.
4. Antiracist teacher preparation
Montclair State does not endorse the views or opinions expressed in a faculty member's webpage or website. Consistent with the principles of academic freedom, the content provided is that of the author and does not express the opinions or views of Montclair State University.
- Teaching Science in Diverse Classrooms Real Science for Real Students (Routledge 2019)
- Induction and Mentoring Programs for the Retention of Science Teachers (IMPREST) website
- Deep Knowledge: Learning to Teach Science for Understanding and Equity (Teacher's College Press, 2013)
- MSU Noyce Teacher Scholarship Program
- Publications (via Research Gate)
- Barnard Noyce Teachers Scholars Program STEM colloquium series. "Meeting Students Where They Are: Learning to Teach Science Using Students’ Cultural Resources"
- Teacher Quality Assessment (Wikipedia page created by TETD 807 class)
- Doug Larkin's page on Teachers Pay Teachers
- ORCID page
- Where Do I Go from Here? Career Development Options for Science Teachers who Aspire to Do More (presentation at the NJ Science Convention, 20 Oct 2021)
- Larkin, D. B. (2021). The public purposes of schooling in the age of coronavirus and beyond. Education in A Democracy: A Journal of the National Network for Educational Renewal, 12(1), 198-209. https://nnerpartnerships.org/wp-content/uploads/nner-journal-
- The School Finance Simulation: What does it mean for school funding to be fair? (2.3MB zip file-Douglas B. Larkin is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Intl License)
- Noyce Scholar Office Hours Assignment