George E. DeBoer

Deputy Director, Project 2061
American Association for the Advancement of Science
1200 New York Avenue, Washington, DC 20005

EDUCATION

  • Ph.D. Northwestern University Science Education 1972
  • M.A.T. University of Iowa Biochemistry, Science Education 1968
  • B.A. Hope College Biology, Chemistry 1966

APPOINTMENTS

American Association for the Advancement of Science

  • Deputy Director, Project 2061 (January 2002- present)
  • Associate Director, Center for Curriculum Materials in Science (Fall 2002-2010)
  • Visiting Scholar, University of Michigan School of Education (2002-2010)

National Science Foundation

  • Program Director, Division of Elementary, Secondary, and Informal Education (August 2000-January 2002)

Colgate University (1974-2004)

  • Professor of Educational Studies Emeritus (July 2004-present)
  • Professor of Education (1991-2004)
  • Acting Director, Division of Social Sciences (Fall 1993)
  • Chair of General Education 102: The Modern Experience in the West (Spring 1994, Fall 1995)
  • Associate Professor of Education (1982-1990)
  • Chair of the Department of Education (1982-1990)
  • Assistant Professor of Education (1974-1982)
  • Director of the Master of Arts in Teaching Program (1975-1978, 1982-1990)
  • Director of the Graduate Summer Session (1975-78, 1980-82)

Glenbrook South High School, Glenview, Illinois (1971-1974)

  • Taught secondary chemistry, biology, and earth science

Northwestern University Medical School (1968-1971)

  • Instructor. Taught chemistry, biochemistry, and microbiology to students at the Evanston Hospital School of Nursing

University Teaching

  • Educational Psychology
  • Applied Statistics and Experimental Design
  • Introduction to Quantitative Research in the Social Sciences
  • Computers in the Arts and Sciences
  • The American School
  • The Teaching of Secondary School Science and Mathematics
  • The Modern Experience in the West
  • The Challenge of Modernity

Selected University Service

  • Committee on Budget and Financial Planning (1995-98) (1991-94) (1987)
  • Faculty Nominating Committee (1995-98), Chair (1996-97)
  • Campus Benefits Committee (1996-99)
  • Research Council (1996-99)
  • Academic Affairs Board (Fall 1993)
  • General Education Revision Committee (1993-94)
  • Technology Advisory Council (1991-1993)
  • Fraternity/Sorority Three-year Review Committee (1991-1992)
  • Institutional Review Board (1980-1985, 1991-1993)
  • Committee on Athletics (1984-1986), Chair (1985-1986)
  • Computer Center Advisory Committee (1982-1986)

PUBLICATIONS

Books:

  • A History of Ideas in Science Education: Implications for Practice. New York: Columbia University Teachers College Press. 1991. 269 pages.
  • The Role of Public Policy in K-12 Science Education. Charlotte, NC: Information Age Publishing. 2011. (Edited volume, 438 pages.)

Articles, Book Chapters, and Reviews:

  • Herrmann-Abell, C.F. & DeBoer, G.E. (2017) Investigating a learning progression for energy ideas from upper elementary through high school. Journal of Research in Science Teaching 55, (1), 68-93.
  • DeBoer, G.E. (2016) Measuring Students’ Understanding of the Effects of Earth’s Tilt and Path around the Sun on Hours of Daylight, Height of the Sun in the Sky, and Air Temperature. Report on Findings from the NOAA Assessment Study. February 25, 2016.
  • DeBoer, G.E., Quellmalz, E.S., Davenport, J.L., Timms, M.J., Herrmann-Abell, C.F., Buckley, B.C., Jordan, K., Huang, K., & Flanagan, J. (2014). Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students’ understanding of fundamental ideas and use of inquiry skills related to ecosystems. Journal of Research in Science Teaching 51 (4), 523-554.
  • DeBoer, G.E. (2014). Joseph Schwab: His work and his legacy. In Michael R. Matthews (Ed.) International Handbook of Research in History, Philosophy and Science Teaching, (pp. 2433-2458). New York, NY: Springer.
  • DeBoer, G.E. (2014). History of science curriculum reform in the United States. In S. K. Abell & N. K. Lederman (Eds.) Handbook of Research on Science Education, (pp. 559-578). New York, NY: Routledge.
  • Herrmann Abell, C.F. & DeBoer, G.E. (2014). Developing and using distractor-driven multiple-choice assessments aligned to ideas about energy forms, transformations, transfer, & conservation. In R.F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J.C. Nordine, & A. Scheff (Eds.). Teaching and Learning of Energy in K-12 Education. (pp. 103-133). New York, NY: Springer.
  • DeBoer, G.E. (2014). School policy in science education. In M. P. Mueller, D. J. Tippins, & A. J. Stewart (Eds.), Assessing Schools for Generation R (pp. 377-391). New York, NY: Springer.
  • Quellmalz, E.S., Davenport, J.L., Timms, M.J., DeBoer, G.E., Jordan, K., Huang, K., & Buckley, B.C. (2013). Next-generation environments for assessing and promoting complex science learning. Journal of Educational Psychology, 105(4), 1100-1114.
  • DeBoer, G.E. (2013). Science for All: Historical perspectives on policy for science education reform. In J. Bianchini, V. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez, (Eds.). Moving the Equity Agenda Forward, pp. 5-20. New York, NY: Springer.
  • DeBoer, G.E. (2011). The globalization of science education. Journal of Research in Science Teaching. 48(6) 567-591.
  • DeBoer, G.E. (2011). How State and Federal Policy Affects What is Taught in Science Classes. (2011). In G. DeBoer (Ed.), The Role of Public Policy in K-12 Science Education (pp. 275-303). Charlotte, NC: Information Age Publishing.
  • DeBoer, G.E. (2011). Introduction to the Policy Terrain in Science Education. In G. DeBoer (Ed.), The Role of Public Policy in K-12 Science Education (pp. 1-12). Charlotte, NC: Information Age Publishing.
  • Hermann Abell, C.F. & DeBoer, G.E. (2011). Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items. Chemical Education Research and Practice, #2, pp. 184-192.
  • DeBoer, G.E. (2010). Leadership for public understanding of science. In J. Rhoton (Ed.) Science Education Leadership: Best Practices for the New Century. Arlington, VA: National Science Teachers Association Press.
  • DeBoer, G., Lee, H., & Husic, F. (2008). Assessing integrated understanding of science. In Y. Kali, J. E. Roseman, and M. C. Linn (Eds.) Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (pp. 153-182). New York, NY: Columbia University Teachers College Press.
  • DeBoer, G., Herrmann Abell, C., Gogos, A. Michiels, A., Regan, T., & Wilson, P. (2008). Assessment linked to science learning goals: Probing student thinking through assessment. In J. Coffey, R. Douglas, and C. Stearns (Eds.) Assessing Science Learning: Perspectives from Research and Practice (231-252). Arlington, VA: National Science Teachers Association Press.
  • DeBoer, G.E. (2007). Science Education. In Mathison, S. & Wayne, R. (Eds.), Battleground: Schools. Westport, CT: Greenwood Press.
  • DeBoer, G.E. (2006). The history of the science standards movement in the United States. In D. Sunal & E. Wright, (Eds.). The Impact of State and National Standards on K-12 Science Teaching. Charlotte, NC: Information Age Publishing, Inc.
  • DeBoer, G.E. (2005). Standard-izing test items. Science Scope, January, 2005.
  • DeBoer, G.E. (2005). Historical perspectives on inquiry teaching in schools. In L. Flick & N. Lederman, (Eds.) Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education. Dordrecht, the Netherlands: Kluwer Academic Publishers.
  • DeBoer, G.E. (2004). A science education research organization perspective on reform in teaching undergraduate science. In D. Sunal & E. Wright, (Eds.) Research in Science Education: Reform in Undergraduate Science Teaching for the 21st Century (pp. 301-316). Charlotte, NC: Information Age Publishing, Inc.
  • DeBoer, G.E. (2002). Student-centered teaching in a standards-based world: Finding a sensible balance. Science and Education, (2002) 11(4), 405-417.
  • DeBoer, G.E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
  • DeBoer, G.E. (2000). Beyond standards and traditional methods: Another look at science literacy and how to achieve it. Unpublished manuscript. January 20, 2000.
  • DeBoer, G.E. (1998). What we have learned and where we are headed: Lessons from the Sputnik era. The Forum on Education. The American Physical Society.
  • DeBoer, G.E. (1997). Historical perspectives on scientific literacy. In W. Graeber & C. Bolte (Eds.), Scientific Literacy (pp. 69-86). Kiel, Germany: Institute for Science Education, 1997.
  • DeBoer, G.E. (1997). A review of Conjuring Science: Scientific Symbols and Cultural Meanings in American Life by Christopher P. Toumey. In The Colgate Scene, March, 1997.
  • DeBoer, G.E. (1995). Academicists, practicalists, and reformers: Will the true reformer please stand up? Essay review of Minds for the Making: The Role of Science in American Education, 1750-1990, by Scott L. Montgomery. In Studies in Science Education, Summer, 1995.
  • DeBoer, G.E. & Bybee, R.W. (1995). The goals of the science curriculum. In R.W. Bybee & J.D. McInerney (Eds.). Redesigning the Science Curriculum (pp. 71-74). Colorado Springs, Colorado: BSCS, 1995.
  • Bybee, R.W. & DeBoer, G.E. (1994). Research on goals for the science curriculum. In D.L. Gabel (Ed.). Handbook of research on science teaching, (pp. 357-387). New York, NY: Macmillan, 1994.
  • DeBoer, G.E. (1993). A review of Children’s Mathematical Frameworks 8-13: A Study of Classroom Teaching by David C. Johnson. In The Colgate Scene, November, 1993.
  • DeBoer, G.E. (1987). Predicting continued participation in college chemistry for men and women. Journal of Research in Science Teaching, 1987, 24, 527-538.
  • DeBoer, G.E. (1986). Perceived science ability as a factor in the course selections of men and women in college. Journal of Research in Science Teaching, 1986, 23, 343-352.
  • DeBoer, G.E. (1985). Characteristics of male and female students who experienced success or failure in their first college science course. Journal of Research in Science Teaching, 1985, 22, 153-162.
  • DeBoer, G.E. (1985). Success and failure in the 1st year of college: Effects on expectancy, affect, and persistence. Journal of College Student Personnel, 1985, 26, 234-239.
  • DeBoer, G.E. (1984). Factors related to the decision of men and women to continue taking science courses in college. Journal of Research in Science Teaching, 1984, 21, 325-329.
  • DeBoer, G.E. (1984). A study of gender effects in the science and mathematics course-taking behavior of a group of students who graduated from college in the late 1970’s. Journal of Research in Science Teaching, 1984, 21, 95-103.
  • DeBoer, G.E. Sex differences in attributes for success and failure in stereotypically masculine and feminine areas of the college curriculum. Unpublished Manuscript, 1984.
  • DeBoer, G.E. (1983). The importance of freshman students’ perceptions of factors responsible for their first term academic performance. Journal of College Student Personnel, 1983, 24, 344-349.
  • DeBoer, G.E. & Hayes, R.L. (1982). The human service educator: A collaborative model for counselors and teachers. The Personnel and Guidance Journal, 1982, 61, 77-80.
  • DeBoer, G.E. (1981). The direct and indirect contributions of a series of intellective and non-intellective student attributes to the prediction of high school and college achievement: A path analytic model. Educational and Psychological Measurement, 1981, 41, 487-494.
  • DeBoer, G.E. (1981). The effect of retesting on end-of-semester performance in high school chemistry at three levels of previous science achievement. Journal of Research in Science Teaching, 1981, 18, 261-267.
  • DeBoer, G.E. (1980). Can repeated testing of en route objectives improve end-of-course achievement in high school chemistry? Science Education, 1980, 64, 141-147.

PRESENTATIONS

  • Hardcastle, J., Herrmann-Abell, C.F., & DeBoer, G.E. (2017). Comparing Student Performance on Paper-and-Pencil and Computer-Based-Tests. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX, April 30, 2017.
  • Hardcastle, J., Herrmann-Abell, C.F., & DeBoer, G.E. (2017). Validating an Assessment for Tracking Students’ Growth in Understanding of Energy from Elementary School to High School. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, San Antonio, TX, April 25, 2017.
  • DeBoer, G.E. (2017). The Globalization of Science Education. Presented at the Annual International Conference of the National Association for Research in Science Teaching, San Antonio, TX, April 24, 2017.
  • DeBoer, G.E., Herrmann-Abell, C.F., & Glassman, S. (2016). Differential Performance of English Learners on Science Assessments: The Role of Cognitive Complexity. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Baltimore, MD, April 17, 2016.
  • Buckley, B.C., Brenner, D., Grillo-Hill, A., DeBoer, G.E., Luttgen, K. (2016). Connecting Complex Human Body Systems during Model-Based Investigations. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Baltimore, MD, April 17, 2016.
  • Herrmann-Abell, C. F. & DeBoer, G.E. (2016). Using Rasch Modeling to Investigate a Learning Progression for Energy Ideas. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Baltimore, MD, April 15, 2016.
  • Herrmann-Abell, C.F. & DeBoer, G.E. (2016). Using Rasch Modeling and Option Probability Curves to Diagnose Students’ Misconceptions. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC. April 11, 2016.
  • Buckley, B.C., Brenner, D., DeBoer, G.E., Grillo-Hill, A., & Luttgen, K. (2016). Fostering Model-Based Learning of Human Body Systems during Simulation-Based Investigations. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC. April 11, 2016.
  • DeBoer, G.E., Herrmann-Abell, C., & Glassman, S. (2016). Factors Associated with the Differential Performance of English Learners on Science Assessments: The Role of Cognitive Complexity. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC. April 9, 2016.
  • DeBoer, G.E. Continuing Efforts to Improve Science Education in the U.S. (2015). Invited talk presented at the Shanghai STEM Education Forum, Shanghai, China, September 13, 2015.
  • DeBoer, G.E. Continuing Efforts to Improve Science Education in the U.S. (2015). Invited talk presented at the University of Duisburg-Essen, Essen Germany, October 8, 2015.
  • DeBoer, G.E. What motivates students to continue takin science courses in college? Six studies may help answer that question. Presented to faculty and graduate students at the University of Duisburg-Essen, Essen Germany, October 8, 2015.
  • Herrmann-Abell, C. F. & DeBoer, G. E. (2015, April). Using Rasch Modeling to Explore Students’ Understanding of Elementary School Ideas about Energy. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Chicago, IL.
  • Koch, B.; Glassman, S.; DeBoer, G.E.; & Roseman, J.E. (2015). A Case Study in the Evaluation of Alignment to NGSS using the EQuIP Rubric. Poster presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Chicago, IL.
  • DeBoer, G.E. (2015). The Role of AAAS in Science Education. Presented to a delegation of leaders in science and education from Thailand at the Embassy of Thailand, March 30, 2015. The meeting was organized by the U.S. Department of State.
  • DeBoer, G.E. (2014). How Content Frameworks Interact with Technology Affordances and Cognitive Principles to Shape Assessment Design. Presented at the session Leveraging Multiple Perspectives to Develop Technology-Enhanced, Scenario-Based Assessments. Annual Meeting of the National Council on Measurement in Education, Philadelphia, PA, April 2-6, 2014
  • Buckley, B.C., Lamar, M. & DeBoer, G.E. Using Simulations to Foster Integrated Understanding of Complex, Dynamic, Interactive Human Body Systems. Paper presented at the 2014 Annual Meeting of the American Educational Research Association, Philadelphia, PA April, 2014.
  • DeBoer, G.E. Continuing Efforts to Improve Science Education in the U.S. Virginia Commonwealth University Science, Technology, and Science Program, Richmond, Virginia. March 28, 2014.
  • DeBoer, G.E. New Developments in Science Assessment. University of Duisburg-Essen, Essen, Germany, May 17, 2013.
  • The Globalization of Science Education. Paper presented at the Annual Meeting of the American Physical Society, Boston, February 2012.
  • Thoughts on the Nature of Science and Science Teaching: Past, Present, and Future. Featured speaker at the Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary and Secondary Professional Development Conference. November 19, 2011, Roanoke, VA.
  • The Role of K-12 Science Content Standards in Undergraduate Science Course Reform, Keynote speaker at NSEUS National Conference, June 19, 2011, University of Alabama, Tuscaloosa, AL.
  • Herrmann Abell, C.F. and DeBoer, G.E. Investigating Students’ Understanding of Energy Transformation, Energy Transfer, and Conservation of Energy Using Standards-Based Assessment Items. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Orlando, Florida, April 3-6. 2011.
  • Carmen, E., Lazzaro, C., & DeBoer, G.E. The Role of Language Arts in a Successful STEM Education Program. College Board Forum, Washington, DC (October 2010).
  • DeBoer, G.E. Standards-based reform in U.S. science education: How well are we doing? George Mason University. June 3, 2010.
  • DeBoer, G.E. History of science education reform. Presentation to Japan-U.S. science education experts meeting. U.S. Department of Education, International Affairs Office, with the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), May 2010.
  • DeBoer, G.E. A Pathway to College Readiness: Science College Board Standards for College Success. National Association for Research in Science Teaching (NARST) Annual Conference, Philadelphia, PA., March 2010.
  • DeBoer, G. E., Herrmann-Abell, C. F., & Wertheim, J. A. Testing the validity of an approach for developing high quality assessment items in middle school science. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Philadelphia, PA., March 2010.
  • Herrmann-Abell, C. F., & DeBoer, G. E. Probing middle and high school students’ understanding of energy transformation, energy transfer, and conservation of energy using content-aligned assessment items. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Philadelphia, PA., March 2010.
  • Molina, F., DeBoer, G. E., Herrmann-Abell, C. F., & Sweeney, B). A system for high-throughput capture of assessment data from pilot tests. National Association for Research in Science Teaching (NARST) Annual Conference, Philadelphia, PA., March 2010.
  • Wertheim, J. A., & DeBoer, G. E.). Using content-aligned assessments to probe middle school students’ understanding of fundamental concepts for weather and climate. National Association for Research in Science Teaching (NARST) Annual Conference, Philadelphia, PA., March 20-24, 2010.
  • Herrmann-Abell, C. F., & DeBoer, G. E. Uncovering middle and high school students’ understanding of the forms of energy. American Association of Physics Teachers (AAPT) Winter Meeting, Washington, DC., February 13-17, 2010.
  • Herrmann-Abell, C. F., & DeBoer, G. E. Uncovering high school students’ ideas about energy. Paper presented at the American Association of Physics Teachers (AAPT) Winter Meeting, Washington, D.C., February 17, 2010.
  • Wertheim, J. & DeBoer, G.E. Using Content-Aligned Assessments to Find Gaps in Understanding of Fundamental Concepts for Weather and Climate. 2009 American Geophysical Union (AGU) Fall Meeting, San Francisco, CA, December 14-18, 2009.
  • Herrmann-Abell, C.F., DeBoer, G.E., & Roseman, J.E., Using Rasch Modeling to Analyze Standards-Based Assessment Items Aligned to Middle School Chemistry Ideas. National Science Foundation Discovery Research K-12 (DRK-12) Program Principal Investigators Meeting, Washington, DC. November 8-10, 2009.
  • DeBoer, G.E. The Role of Content Standards in U.S. Science Education. 2009 Shanghai International Forum on Scientific Literacy for Precollege Students, Shanghai, China. October 16, 2009.
  • DeBoer, G.E. & Herrmann Abell, C.F. Assessment of Middle School Students’ Understanding of Ideas in Chemistry. AAAS Project 2061 Workshop for Educators from the Shanghai Association for Science and Technology (SAST), Washington, DC. May 7-8, 2009.
  • Herrmann Abell, C.F. & DeBoer, G.E. Using Content-Aligned Assessment to Probe Middle School Students’ Understanding of Ideas about Energy. National Association for Research in Science Teaching (NARST), Garden Grove, CA., April 17-21, 2009.
  • DeBoer, G.E., Herrmann-Abell, C.F., Wertheim, J., & Roseman, J.E. Assessment Linked to Middle School Science Learning Goals: A Report on Field Test Results for Four Middle School Science Topics. National Association for Research in Science Teaching (NARST), Garden Grove, CA., April 17-21, 2009.
  • DeBoer, G.E. Some Comments on the Current State of Science Assessment in the U.S. Meeting of AAAS Senior Scientists and Engineers, Washington, DC. March 19, 2009.
  • DeBoer, G.E. Some Comments on the Current State of Science Assessment in the U.S. American Association of Physics Teachers (AAPT) Winter Meeting. Chicago, IL. February 12-16, 2009.
  • DeBoer, G.E. & Herrmann Abell, C. Assessment Development Workshop. University of Michigan School of Education, February 11-12, 2009, Ann Arbor, MI.
  • Varnum, S. J. and DeBoer, G.E. Along the Continuum: A Discussion of Standards and Expectations. Presented at the NSF DRK-12 PI meeting, Washington, DC. November 12-14, 2008.
  • DeBoer, G.E. Some Comments on the Current State of Science Assessment in the US. Invited address presented at the Principles for Assessment Design for Inquiry (PADI) Assessment Forum. Washington, DC, November 14, 2008.
  • DeBoer, G.E. The History and Current State of Science Education Reform in the United States. Invited keynote address presented at the 2008 Shanghai International Forum on Science Literacy of Precollege Students. Shanghai China, October 10, 2008.
  • DeBoer, G.E., Dubois, N., Herrmann Abell, C., & Lennon, K. Assessment Linked to Middle School Science Learning Goals: Using Pilot Testing in Item Development. National Association for Research in Science Teaching Annual Conference, Baltimore, MD, March 30-April 2, 2008.
  • Herrmann Abell, C. F. & DeBoer, G. E. An Analysis of Field Test Results for Assessment Items Aligned to the Middle School Topic of Atoms, Molecules, and States of Matter. National Association for Research in Science Teaching Annual Conference, Baltimore, MD, March 30-April 2, 2008.
  • Dubois, N. S. & DeBoer, G. E., Probing Middle School Students’ Understanding of Ideas about Matter Transformations in Living Systems through Content-Aligned Assessment. National Association for Research in Science Teaching Annual Conference, Baltimore, MD, March 30-April 2, 2008.
  • Lennon K. A. & DeBoer, G. E. Probing Middle School Students’ Understanding of Ideas about Interdependence in Living Systems through Content-Aligned Assessment. National Association for Research in Science Teaching Annual Conference, Baltimore, MD, March 30-April 2, 2008.
  • DeBoer, G.E., Herrmann Abell, C., & Dubois, N. Developing Assessment Items Aligned to Middle School Science Ideas: Examples from Chemical Reactions and Photosynthesis. NSTA Annual Conference. Boston, MA, March 29, 2008
  • DeBoer, G.E., Dubois, N., & Herrmann Abell, Cari. Assessment Linked to Middle School Science Learning Goals: Using Pilot Testing in Item Development. NSTA Annual Conference, Boston, MA, March 28, 2008.
  • DeBoer, G. E. Promoting standards-based assessment and instruction. Invited keynote address presented at the 2007 Shanghai International Forum on Science Literacy of Precollege Students. Shanghai China, October 13, 2007.
  • DeBoer, G. E. Assessment and instruction aligned to science content standards. Presented at the Association of American Publishers Summit on Math and Science Education. Arlington, VA, October 4, 2007.
  • DeBoer, G.E. & Reckase, M. Overview of the College Board’s programs to revise AP exams and to develop science standards for middle and high school. Presented at the PI meeting of NSF’s Division for Research on Learning DR K-12 program, September 9-11, 2007.
  • DeBoer, G.E. Becoming a Scientist-Educator: Reflections on a Professional Development Program for Scientists. Center for Informal Learning in Schools Bay Area Institute, August 13-16, 2007. Discussant.
  • DeBoer, G. E. Developing assessment items aligned to middle school science learning goals. Presented at the Knowledge Sharing Institute of the Center for Curriculum Materials in Science. Washington, DC July 22-25, 2007.
  • DeBoer, G.E., Assessing Integrated Understanding of Science. Presentation made to the CCMS DECIDE Synergy Conference. Monterey, CA, June 8-10, 2007.
  • Lambert, J. & DeBoer, G. E. Educating for climate awareness. Presented at the Florida Climate Change Conference. Tampa, FL, May 9-11, 2007.
  • Gogos, A. & DeBoer, G. E. Assessing students’ understanding of controlling variables. Paper presented at the Annual Conference of the National Association for Research in Science Teaching. New Orleans, LA, April, 15-18, 2007.
  • Herrmann Abell, C.F. & DeBoer, G.E. Probing middle school students’ knowledge of thermal expansion and contraction through content-aligned assessment. Paper presented at the Annual Conference of the National Association for Research in Science Teaching. New Orleans, LA, April, 15-18, 2007.
  • Wilson, P.A. & DeBoer, G. E. Determining the appropriateness of terminology in content-aligned assessments for middle school students: Examples from plate tectonics. Paper presented at the Annual Conference of the National Association for Research in Science Teaching. New Orleans, LA, April, 15-18, 2007.
  • DeBoer, G.E., Herrmann Abell, C.F., & Gogos, A. Assessment linked to science learning goals: Probing student thinking during item development. Paper presented at the Annual Conference of the National Association for Research in Science Teaching. New Orleans, LA, April, 15-18, 2007.
  • Lambert, J. & DeBoer, G. E. Pre-service teachers’ ideas on global warming. Presented at the Annual Conference of the National Association for Research in Science Teaching. New Orleans, LA, April, 15-18, 2007.
  • DeBoer, G.E. & Gogos, A. Assessing Students’ Understanding of Controlling Variables. Annual Meeting of the American Association for the Advancement of Science. San Francisco. February 16, 2007.
  • DeBoer, G. E. Aligning science assessments to content standards. Presented at the Maryland Assessment Group Conference on Assessment in Education: The Expanding Role. Ocean City MD, November 17, 2006.
  • Wilson, P. & DeBoer, G.E. Assessing Student Understanding of Plate Tectonics. Annual meeting of the American Geological Society, Philadelphia, PA October 22, 2006.
  • DeBoer, G.E. Unpacking Chemistry Benchmarks for Precise Alignment of Assessment Items. Center for Learning and Teaching Knowledge Sharing Institute, Ann Arbor MI, July 9-12, 2006.
  • DeBoer, G. E. What our students know: Assessment and accountability in science education. The Chemical Heritage Foundation 6th Annual Leadership Initiative in Science Education. Philadelphia PA, April 26, 2006.
  • DeBoer, G.E. & Herrmann Abell, C.F. Unpacking Chemistry Benchmarks for Precise Alignment of Assessment Items. NSF Centers for Learning and Teaching Principal Investigators meeting, Washington, DC. February 2006.
  • DeBoer, G.E. Aligning Science Assessment Items to Content Standards. Research Roundtable for Graduate Students and Postdoctoral Researchers. NSF Centers for Learning and Teaching Principal Investigators Meeting. Washing, DC. February 2, 2006.
  • DeBoer, G. E. Aligning science assessment items to content standards. Featured speaker at the NSTA Southern Area Convention, Nashville, TN, December 2, 2005.
  • DeBoer, G. E. Aligning science assessment items with content standards. NSTA Assessment Conference, Chicago, Illinois, November 9, 2005.
  • DeBoer, G.E. AAAS Project 2061 Assessment Item Review: Benchmarks, Key Ideas, Clarifications, and Misconceptions for the Nature of Science Topic. NSTA Assessment Conference, Chicago, Illinois, November 9, 2005.
  • DeBoer, G.E. & Gogos, A. Student Understanding of the Nature of Science: Articulation and Assessment of Learning Goals. Workshop given at the Knowledge Sharing Institute, Center for Curriculum Materials in Science (CCMS), July 10-13, 2005.
  • DeBoer, G.E. Museum Support of Teachers in an Era of Accountability. Workshop for museum educators at the Exploratorium in San Francisco sponsored by the Center for Informal Learning and Schools (CILS), April 26-28, 2005.
  • DeBoer, G. E. Aligning assessment to content standards: Applying the Project 2061 analysis procedure to assessment items in school mathematics. Presented at the Annual Meeting of the American Educational Research Association, April 2005, Montreal, Canada.
  • DeBoer, G.E. & Ache, P. Aligning Assessment to Content Standards: Applying the Project 2061 Analysis Procedure to Assessment Items in School Mathematics. Annual Meeting of the American Educational Research Association, April 12, 2005, Montreal, Canada.
  • Spoke as an invited guest at AERA’s Division C Fireside Chat at the 2005 AERA annual meeting in Montreal, April 2005.
  • DeBoer, G.E. Aligning Science Assessment with Content Standards. NSTA National Convention, Dallas, TX April 1, 2005.
  • DeBoer, G.E., Roseman, J.E., Gogos, A., Lurain, A. Aligning assessment items with content standards. National Science Foundation Instructional Materials Development Principal Investigators Meeting Poster Session, February 2005.
  • DeBoer, G. E. Science education for the 21st century. Invited address presented at the UNESCO Science Education Policy Forum, Port-of-Spain, Trinidad and Tobago, February 16, 2005.
  • DeBoer, G. E. (2004). A goals-based approach to science education reform. Keynote address presented at the International Forum on Science Literacy, Beijing, China. July 2004.
  • DeBoer, G.E. (2004). Achieving science literacy through goals-based teaching, learning, and assessment: A system-wide approach. Presentation to Chinese teachers, Qingdao, China.
  • DeBoer, G. E. Aligning student assessment items with state and national content standards: New strategies, tools, and services for helping students achieve science literacy. Presentation to the National Science Foundation Instructional Materials Development Principal Investigators Meeting, May 2004.
  • DeBoer, G.E., Morris, K., Roseman, J.E., Wilson, L., Capraro, M.M., Capraro, R., Kulm, G., Willson, V. & Manon, J. (2004). Research issues in the improvement of mathematics teaching and learning through professional development. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • DeBoer, G. E. Education linked to scientific research. Presented at the annual meeting of the Ecological Society of America. Savannah, Georgia. August 2003.
  • DeBoer, G. E. How can assessment inform curriculum development research? Presented at the Knowledge Sharing Institute of the Center for Curriculum Materials in Science. Ann Arbor, Michigan, June 2003.
  • DeBoer, G. E. Standards-based teaching, learning, and assessment: A systemwide approach. Presented to AAAS Senior Scientists. Washington, DC. May 2003.
  • DeBoer, G.E. Student-Centered Teaching in a Standards-Based World: Finding a Sensible Balance. Talk given at the National Science Foundation. April 26, 2000.
  • DeBoer, G. E. Student-centered teaching in a standards-based world: Finding a sensible balance. Paper presented at a plenary session of the 5th International Conference on the History and Philosophy of Science and Science Teaching. Lake Como, Italy. September 1999.
  • DeBoer, G. E. Historical perspectives on scientific literacy. Invited paper presented at the International Symposium on Scientific Literacy, Hamburg, Germany, September 9-12, 1996.
  • DeBoer, G. E. What we have learned and where we are headed: Lessons from the Sputnik era. National Academy of Science Symposium: Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform. Washington, DC, October 4, 1997.
  • DeBoer, G. E. International Scientific Literacy. Symposium participant. National Association for Research in Science Teaching Annual Meeting. Oak Brook, Illinois, March 1997.
  • DeBoer, G. E. The history of reform in science education. Invited address. American Chemical Society’s Northeast Regional Silver Anniversary Meeting. Rochester, NY, October 23, 1995.
  • DeBoer, G. E. Science education from the national perspective. Keynote Address, New York State Science Supervisors Annual Meeting. Hamilton, NY. August 1994.
  • DeBoer, G.E. The Goals of Science Teaching: An Historical Perspective. Presentation to the Colgate University Science Colloquium, November 13, 1992.
  • DeBoer, G. E. Perceived science ability and effort among males and females: Relationship to persistence in undergraduate science studies. American Educational Research Association Annual Meeting, San Francisco, California, April 1986.
  • DeBoer, G. E. Predicting continued participation in college chemistry for men and women. National Association for Research in Science Teaching Annual Meeting, French Lick Springs, Indiana, April 1985.
  • DeBoer, G. E. Factors affecting the science participation and performance of women in high school and college. American Educational Research Association Annual Meeting, New Orleans, Louisiana, April 1984.
  • DeBoer, G. E. Sense of competence in science as a factor in career decisions of men and women. National Association for Research in Science Teaching Annual Meeting, New Orleans, Louisiana, April 1984.
  • DeBoer, G.E. Women in Science: Why so Few: Presented at the Colgate University Social Science Colloquium. September 22, 1983.
  • DeBoer, G. E. Characteristics of male and female students who experienced high versus low success in their first college science course. National Association for Research in Science Teaching Annual Meeting, Dallas, Texas, April 1983.
  • DeBoer, G. E. Gender effects in the level of participation and performance in high school and collegiate math and science courses. National Association for Research in Science Teaching Annual Meeting, Lake Geneva, Wisconsin, April 1982.

ORGANIZATION MEMBERSHIPS

  • American Association for the Advancement of Science
  • American Association of University Professors
  • American Educational Research Association
  • National Association for Research in Science Teaching
  • National Science Teachers Association

PROFESSIONAL ACTIVITIES

  • Advisory board for the Virginia Initiative for Science Teaching and Achievement (VISTA), a five-year, $34 million partnership among 80 Virginia school districts and six Virginia universities. The program is administered by George Mason University to provide professional development services to teachers in the state of Virginia. It is funded by the U.S. Department of Education as part of the Department’s Investing in Innovation (i3) program.
  • Expert panel member for a comparison study of the content and practices in the NAEP science and TEL frameworks at grades 4, 8 and 12 and the performance expectations in the NGSS at corresponding grade levels. The results describe the overlap of NGSS and NAEP STEM frameworks, as well as areas where each covers unique content and skills. The project was commissioned by the National Center for Education Statistics (NCES) and organized by the American Institutes for Research.
  • Member of the leadership team for a project organized by BSCS titled: Developing Consensus Guidelines for Tools and Processes that Assess Science Instructional Materials. This is an NSF-funded EAGER proposal awarded to BSCS to examine existing protocols for curriculum materials assessment and to develop consensus guidelines for evaluating NGSS aligned curriculum materials.
  • Advisory Board member for a three-year IES-funded project beginning July 2014, titled Technology-interactive Classroom-embedded Modules for Measuring Challenging Math and Science Skills of ELs awarded to the University of Wisconsin-Madison and the Council of Great City Schools.
  • Frequent reviewer for professional journals (JRST, Science Education, American Journal of Education, Elementary School Journal, etc.)
  • Member of the National Assessment of Educational Progress (NAEP) ICT Standing Committee (2012- present)
  • Member of the National Assessment of Educational Progress (NAEP) Standing Committee in Science (2010-present)
  • Consultant to the College Board’s Science Standards Committee. Chair of the Biology Standards Committee (2006-2009)
  • Member of the National Assessment of Educational Progress (NAEP) ICT Item Review Committee (2007-2008)
  • Member of the New York State Frameworks for Mathematics, Science, and Technology development team (Summer, 1993) and rewrite team (Summer, 1994), consultant to the project (1995)

AWARDS AND RECOGNITIONS

  • Fellow of the American Association for the Advancement of Science
  • Fellow of the American Educational Research Association
  • 2009 International Exchange Award: Shanghai Association for Science and Technology
  • National Science Foundation Director’s Award for Excellence in Program Management (2001)

EXTERNALLY FUNDED PROJECTS

  • Assessing Students’ Progress on the Energy Concept Using Three-Dimensional Items (ASPECt-3D). U.S. Department of Education Institute of Education Sciences R305A170282 ($1,399,695) Co-Principal Investigator.
  • Building High School Students’ Understanding of Evolution. National Science Foundation 1418136 ($2,322,630) Co-Principal Investigator.
  • Identifying Linguistic Factors Associated with Differential Student Performance on Middle School Science Assessments. National Science Foundation 1348622 ($1,102,618) Principle Investigator.
  • STEM Learning in the Context of Green School Buildings: A Curriculum Planning Project for the Middle Grades. National Science Foundation 1135137 ($498,858) Principle Investigator.
  • Resources for Climate Resources Instruction. National Oceanographic and Atmospheric Administration (NOAA) NA09SEC469008 ($750,000) Co-Principle Investigator.
  • The Development and Validation of an Assessment Instrument to Study the Progression of Understanding of Ideas about Energy from Elementary School through High School. U.S. Department of Education Institute of Education Sciences R305A120138 ($1,598,086) Co-Principal Investigator.
  • SimScientists Human Body Systems: Using Simulations to Foster Integrated Understanding of Complex, Dynamic, Interactive Systems. NSF DRK-12 1020264 ($2,674,245) Co-Principal Investigator.
  • Foundations of 21st Century Science Assessments. NSF Research and Evaluation on Education in Science and Engineering. National Science Foundation 0814776 ($999,693) Co-Principal Investigator.
  • Linking Middle and Early High School Science and Mathematics Assessment Items to Local, State, and National Content Standards. National Science Foundation 0352473 ($4,150,295) Principal Investigator.
  • Center for Learning and Teaching with a Focus on Research for Developing Instructional Materials in Science. National Science Foundation 0227557 ($9,994,056) Co-Principal Investigator.
  • Improving Mathematics Teacher Practice and Student Learning through Professional Development. Interagency Education Research Initiative 0219398 ($5,823,988) Co-Principal Investigator.