Randy Yerrick

Professor and Associate Dean for Interprofessional Education and Engagement

Dean's Office

Learning and Instruction

 515 Baldy Hall

Equity and Diversity
Science Education
Culturally Responsive Pedagogy
Discourse Analysis and Autoethnography
Qualitative Research
Technology Implementation

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Educational Background

  • Ph.D., Teaching, Policy, & Practice; Cognate: Science Education, Michigan State University, 1993
  • M.A., Curriculum and Instruction, Michigan State University, 1988
  • B.S., Major: Chemistry; Minor: Mathematics; Minor: Physics, Michigan State University, 1986

Research Projects and Interests

The University at Buffalo/Buffalo Public Schools (UB/BPS) Interdisciplinary Science and Engineering Partnership (ISEP) (link)

ISEP logoThe project ISEP project utilizes an innovative approach to teacher professional development among 12 high-needs urban schools (including "feeder" middle schools and their corresponding high schools) via courses and interdisciplinary research experiences, development of science and technology classroom materials that are aligned with state science learning standards, and inquiry-based curricula. The ISEP also combines novel mentoring approaches and expanded professional learning communities to build leadership and resources for improving science education in high-needs/high-potential urban schools.

Learning From Children's Voices & Improving Science Education (project link)

This project aims to support elementary science student teachers enrolling in methods courses to attempt a variety of teaching strategies, practice thoughtful reflection upon best practices, and revise traditional beliefs about the nature of teaching and learning. Methods students use digital video as a reflection tool as they explore children's thinking in order to plan and reflect upon their instruction. During the course of the project we seek answers to the questions:

  1. What shifts can be expected of teacher candidates during their preparation to comply with evolving teacher standards, and
  2. Which attributes of our field-based teacher education model are most strongly linked to desired clinical intern dispositions.
Click on images above to view online exhibits

Strategic Alliance for Global Education (link)
width="100" SAGE unites top forward looking and innovative schools from around the world with the aim of bringing educators together to form professional networks that allow wider and deeper sharing of pedagogical ideas, resources and best practices. With globalisation and advancement in technology, schools need to nurture students who can work in teams, acquire knowledge and form global connections through enhanced networked activities and global virtual communities. There is therefore a need to work towards greater synergy, to create a 21st Century learning environment for 21st Century learners.

Improving the Participation and Achievement of Students in Diverse Schools by Enhancing Teacher Professional Development in Science and Learning Technologies (project link)
Alberto J. Rodriguez (PI); Policy Studies, Language & Cross Cultural Education
Cathy Zozakiewicz & Randy Yerrick (Co-PIs); Teacher Education

In order to make science and technology available to all students, teachers must have access to appropriate learning technologies, requisite theoretical knowledge, and pedagogical skills necessary to use learning technologies for meaningful and culturally relevant learning. This is a three-year long professional development and research study based in a diverse school context in which cohorts of elementary science student teachers are selected and placed to teach science in 4th, 5th, and 6th grade classrooms. During this time they are learning teaching strategies associated with the sociotransformative constructivist model for science education and collaborating with their assigned teachers as we measure the learning of their students.

Click on images above to view online exhibits

Apple Distinguished Educator (link)

The ADE program recognizes educators who most innovatively integrate technology into the curriculum. Apple's program is designed to enhance the professional development of innovative educators, sustain vibrant discourse among a community of educators, recognize and publicize the most innovative educators, and learn from them how best to integrate technology into the curriculum.

Technology Tools (link)

Technology Tools is supported in part by funding from the National Science Foundation Teacher Enhancement Program (Award #ESI 9355706). TechTools professional development workshops assist local school systems to secure funding to support K–12 professional development programs in applications of technology to teaching and learning.

Science Education Outreach Projects (link)

Visitors to this site will see examples of school outreach by UB and collaborations in the Buffalo region. At this site you will find example lessons and samples of students’ work from local elementary, middle and high schools as they use Macbooks, iPads, iPhones, and other science tools like probeware and digital microscopes in science class. The purpose of providing such examples is to forward the conversation regarding what it looks like for students to co-construct knowledge in a 21st Century science classroom.

21st Century Southeast Asia Leadership Academy (link)

Technology is driving change both in and out of the classroom. Several authors suggest fundamental differences exist in our American culture that change who kids are and how they learn best. The Pew Internet & American Life Project reports today’s teens use at least two digital devices daily and spend an average of nearly 6.5 hours a day with media. Such observed changes in student behavior may be a seductive quick fix for adults who see incorporating technology familiar to students as a way to stay consistent with Dewey’s challenge that we use the same psychology of learning at school that we apply to learning away from school. These arguments may be compelling, but as science and technology educators, we are carefully considering which tools assist in promoting inquiry and how to thoughtfully incorporate them into instruction in ways that add value to teaching.

Selected Peer-Reviewed Journal Articles

Whelan, M. Ridgeway, M., & Yerrick, R. (In Press). “Pushing Past Clichés: Latina and Black Women’s Perceptions of the Dietetics Major and Profession during Career Exploration” Journal of Latinos in Education. [Available: Journal Home]

Eastman, M. Christman, J., Zion, G., & Yerrick, R. (2017). “To Educate Engineers or to Engineer Educators?: Exploring Access to Engineering Careers”. Journal of Research in Science Teaching. 54,3,1098-2736 DOI:10.1002/tea.21389 [Available: Journal Home]

Ridgeway, M. & Yerrick, R. (2016). “Whose Banner Are We Waving?: An Examination of STEM Partnerships, Dropouts, and Identity Among Marginalized Urban Youth.” Journal of Cultural Studies in Science Education, doi:10.1007/s11422-016-9773-1. [Available: Journal Home]

Johnson, J, Wesley, W., Yerrick, R. (2016). Exploring the use of tablets for student teaching supervision. iManager’s Journal on School Educational Technology, 12, 1, 8-17.

Ross, A. & Yerrick, R. (2015). “What I Taught My STEM Professor About Teaching: Things A Deaf Student Hears That Others Can’t”. Journal of Science Education for Students with Disabilities. 18, 1, 10-22. [Available: Journal Home]

Chowdhary, B., Liu, X. Yerrick, R. (2014). Examining Science Teachers’ Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices, Journal of Science Teacher Education. [Available: Journal Home]

Shively, C. and Yerrick, R. (2014). A Case for Examining Pre-Service Teacher Preparation For Inquiry Teaching Science With Technology, Research in Learning Technology Journal, 22 , 1-33. [Available: Journal Home]

Johnson, J., Yerrick, R.K., & Kearney, E. (2014). Supporting Linguistically Diversity Students in an Era of Common Core Science Education Reform, Science Scope, 81, 23-31. [Available: Journal Home]

Struck, W. and Yerrick, R.K.(2013). Using Bill’s Box to Promote Understanding of Stoichiometric Problem Solving. The Science Teacher. 80, 10, 44-50. The Science Teacher,80 10, 44-50. [Available: Journal Home]

Yerrick, R.K., Johnson, J. (2013). Comparing Faculty and Students Understanding of Expert Technology Implementation, Journal of Online Learning and Teaching. [Available: Journal Home]

Yerrick, R.K. (2013) Evaluating Students’ Responses to iTunes U as a Rich Media Delivery Solution for Teacher Education, International Journal of Scholarship of Teaching and Learning. [Available: Journal Home]

Yerrick, R., Lund, C., Lee, Y. (2012). Exploring Simulator Use in the Preparation of Chemical Engineers Journal of Science Education and Technology. 18,6, DOI: 10.1007/s10956-012-9399-3. [Available: (PDF version)]

Yerrick, R. & Johnson, J. (2012). Negotiating white science in rural Black America: A case for navigating the landscape of teacher knowledge domains. Cultural Studies in Science Education. 6, 2. DOI: 10.1007/s11422-011-9355-1. [Available: CSSE Journal]

Yerrick, R., Lund, C., (2012). “Online Simulator Use in the Preparing Chemical Engineers”, International Journal of Online Pedagogy and Course Design, 3, 1, xx.. [Available: IJOPCD Journal]

Yerrick, R., McLaughlin, S., McDonald, S. and Thompson, M. (2011). “Collected from the cutting room floor: An examination of teacher education approaches to digital video editing as a tool for shifting classroom practices.” Journal of Current Issues in Technology Education. 11, 1, [Available: CITE Journal]

Yerrick, R., & Gilbert, A. (2011). Constraining school discourse and its effect on lower track science students’ identity. Journal of Multicultural Discourse, 6, 1, 67-91.
7[Available: JMD Article]

Yerrick, R. & Schiller, J. (2011) “Who are you callin’ expert?’: Using student narratives to negotiate White science in rural Black America.” Journal of Research in Science Teaching. 48,1,13-36. [Available: JRST Article]

Yerrick, R. and Beatty-Adler, D. (2011). Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development. Journal of Science Teacher Education. 22, 3, 229-253.

Yerrick, R.K. (2010). “How Laptops, Probeware, and Digital Media Transform Science Learning,” Apple Computer Inc. (PDF version)

Yerrick, R., & Johnson, J. (2009). Meeting the needs of middle grade science learners through pedagogical and technological intervention. Contemporary Issues in Technology and Teacher Education, 9, (3), 280-315.

Struck, W. and Yerrick, R. (2009). The Effect of Data Acquisition-Probeware and Digital Video Analysis on Accurate Graphical Representation of Kinetics in a High School Physics Class, Journal of Science Education and Technology, 18, 5, 428-438.

Yerrick, R., & Ambrose, R. (2008). Ascribing Legitimacy. Electronic Journal of Science Education. 12, 2, 132-170.

Yerrick R. and Alnakeeb, Z. (2008). How can we look toward the horizon, with our ears to the ground?: Some challenges to conceptualize science teacher education from a culturally responsive perspective. Journal of Curriculum and Pedagogy. 4, 1, 45-49.

Yerrick, R., Roth, W.-M., & Tobin, K. (2007). The cultures of schooling and the reproduction of inequity Qualitative Social Research Journal 1, 253-272.

Yerrick, R.K. (2006). iPod in science education: The teaching and learning potential of portable video and audio assets in K-12 science classrooms. Cupertino, CA: Apple computer.

Randy Yerrick, R., Ross, D., and Molebash, P. (2005). Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing, Journal of Science Teacher Education, 6, 4, 351-375. (PDF version)

Rodriguez, A.J., Zozakiewicz, C, & Yerrick, R. (2005). Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools. School Science and Mathematics Journal. (PDF version)

Yerrick, R. K., Doster, E., Nugent, J. S., Parke, H. M., & Crawley, F. E. (2003). Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. Journal of Research in Science Teaching, 40, 443–463. (PDF version)

Yerrick, R. K., & Hoving, T. J. (2003). One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field-based science methods in culturally diverse contexts. Science Education, 87, 390–418.

Yerrick, R. (2002). Utilizing digital video to expand prospective science teachers' views of science. Exchanges: The Online Journal of Teaching and Learning in the CSU. Retrieved from http://www.exchangesjournal.org/classroom/1092_Yerrick_pg1.html.

Gilbert, A., & Yerrick, R. (2001). Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom. Journal of Research in Science Teaching, 38, 574–598. (PDF version)

Yerrick, R. K., & Ross, D. L. (2001). I read, I learn, iMovie: Strategies for developing literacy in the context of inquiry-based science instruction. Reading Online, 5(1). (HTML version)

Pedersen, J. E., & Yerrick, R. K. (2000). Technology in science teacher education: A survey of current uses and desired knowledge among science educators. Journal of Science Teacher Education, 11, 131–153. (PDF version)

Yerrick, R. K. (2000). Lower track science students' argumentation and open inquiry instruction. Journal of Research in Science Teaching, 37, 807–838. (PDF version)

Yerrick, R., & Hoving T. (1999). Obstacles confronting technology initiatives as seen through the experience of science teachers: A comparative study of science teachers’ beliefs, planning, and practice. Journal of Science Education and Technology, 8, 291–307. (PDF version)

Yerrick, R. (1999). Re-negotiating the discourse of lower track high school students. Research in Science Education, 29, 269–293.

Yerrick, R. (1998). Reconstructing classroom facts: Transforming lower track science classrooms. Journal of Science Teacher Education, 9, 241–270. (HTML version)

Books and Book Chapters

Yerrick, R. & Ridgeway, M. (2017). “Culturally Responsive Teaching, Science Literacy, and Urban Underrepresented Science Students,” In Marion Milton’s (Ed.) Inclusive Principles in Literacy Education, Emerald Group Publishing, United Kingdom.

Yerrick, R. & Radosta, M., & Greene, K. (2017). “Technology, Culture, and Young Science Teachers: A Promise Unfulfilled.” In Y. D.. Mevarech, and D. Baker’s (Eds.) Cognition, Metacognition, and Culture in STEM Education. Springer.

Bruce, D., Yerrick, R., Radosta, M., & Shively, C. (2015). “Affordances of Digital Video Editing Among English and Science Teachers.” In E. Ortlieb, L. Shanahan, and M. McVee's (Eds.) Video Research in Disciplinary Literacies. Emerald Press.

Yerrick, R., Liuzzo, A. Brutt-Griffler, J. (2011). “Building common language, experiences, and learning spaces with lower track science students.” In B. Fraser, K. Tobin and C. McRobbie’s (Eds.) Second International Handbook of Science Education, Springer Publishers.

Glasgow, N., Cheyne, M., and Yerrick, R. (2010). What Successful Science Teachers Do: 75 Research Proven Strategies. Corwin Press. (Available online)

Rodriguez, A. J., Zozakiewicz, C., & Yerrick, R. (2008). Students acting as change agents in culturally diverse schools. In A. J. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school contexts (pp.47-72). Rotterdam, Netherlands: SENSE.

Yerrick, R.K., (2006). Just a shadow of Antwann: Exploring issues of race, power, and concern in rural lower track science contexts. In K. Tobin (Ed.), The encyclopedia of science education.New York: Greenwood Press.

Yerrick, R. and W.-M. Roth (2005). Establishing Scientific Discourse Communities: Multiple voices of teaching and research. Lawrence Erlbaum Publishers.

Yerrick R. (2005). "Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices among Tomorrow's Science Teachers." Pp. 203-224 in by A. J. Rodriguez & R. S. Kitchen's (Eds.) Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy. Lawrence Erlbaum Associates. Hillsdale, NJ.

Yerrick, R. (2004). Scientific knowledge as socially constructed: Engaging all students in science at the post-secondary level. In A. John's and M. Sipp's (Eds.) Addressing Diversity in Higher Education. University of Michigan Press, Ann Arbor.

Yerrick, R. (2004). Utilizing digital video editing to expand teachers' views of science. In C. Wiegand's (Eds.) Contributions to Academic Technology in the California State Universities. Academic Senate Press, Sacramento.

Invited Keynote Presentations

Yerrick, R.K. (October, 2015). “Engineering and It’s Role in Next Generation Science Standards” Invited keynote address delivered to the Annual Meeting of the New York Cyber Security and Engineering Technology Association (NYSETA), Rochester, NY.

Yerrick, R.K. (August, 2012). “Requisite Teacher Knowledge for Succeeding in 21st Century Learning Environments” Invited keynote address delivered to the International Conference of the Strategic Alliance for Global Education, Singapore.

Yerrick, R.K. (May, 2012). “Leading in the Age of 21st Century Teaching and Learning: An Ultimate Challenge Based Learning Venture.” Invited keynote address delivered at the Jubilee International Educational Symposium for Mobile Learning: I.T. in the Teaching and Learning Process. Kowloon, Hong Kong.

Yerrick, R. (July, 2011). "Science Education Reform: Teaching from what we know / Learning from what we don’t.” Invited keynote address delivered to ICT2011 Leadership Academy, Chinese University of Hong Kong.

Yerrick, R. (December, 2010) “Science in a Next Generation Learning Environment,” Invited keynote address delivered at the Technology Education Leadership Academy, Singapore

Yerrick, R. (2010, March). “Evidence, Arguments, and the Nature of Science Represented in the National Science Education Standards.” Invited keynote address delivered at the National States’ Science Supervisors’ Breakfast convened at the Annual Meeting of the National Science Teachers Association, Philadelphia, PA.

Yerrick, R. (August, 2010) " It’s about time…and it’s about time." Invited keynote address delivered at the C21 Leadership Academy, Chinese University of Hong Kong.

Yerrick, R. (May, 2010). “The 21st Century Science Experience: Transforming science learning and student achievement with technology.” Invited keynote address delivered at the New York City FAMIS Event, Manhattan, NY.

Yerrick, R. (2009, November). "21st Century Tools and Science Inquiry." Invited keynote address delivered at the Annual Meeting of the Florida State Science Supervisors. Ft. Lauderdale, FL.