Joshua Radinsky, Vita

Visiting Lecturer, Big City Teacher Preparation Initiative

EDUCATION:

· PhD: Learning Sciences, School of Education and Social Policy, Northwestern University, 2000

· BA: History, University of Michigan, 1985

POSITIONS HELD:

· 12/97 – 11/99 Work Circle Facilitator and Research Assistant, Center for Learning Technologies in Urban Schools, Northwestern University and Chicago Public Schools (http://www.letus.nwu.edu). Coordinate all aspects of curriculum design of “Earth Structures and Processes” middle school science unit, in collaboration with teachers from five Chicago public schools. Conduct in-depth studies of three schools’ enactments of the unit; coordinate curriculum revisions based on research findings. Support teachers in integrating computers into instruction.

· 12/95 – 11/99 Research Assistant, Supportive Inquiry-Based Learning Environments (SIBLE) Project, Northwestern University (http://www.ls.sesp.nwu.edu/sible). Member of software design team for the Progress Portfolio, a computer environment which promotes student reflection in classroom inquiry projects. Collaborate with teachers to design curricular activities which make use of the Progress Portfolio, and a wide range of computer investigation environments.

· 1/92 - 9/95 Project Facilitator, Chicago Teachers’ Center, Northeastern Illinois University. Developed and coordinated academic enhancement and retention programs in two Chicago high schools. Trained teachers in cooperative learning strategies and desktop publishing; conducted in-class workshops with students; supervised bilingual tutoring program; developed curriculum with teachers (math, English and social studies); coordinated student desktop publications.

· 12/88 – 12/91 Teacher and Coordinator, Pilsen Area Retrieval Program, Latino Youth Alternative High School. Directed bilingual instructional program to help out-of-school teens return to high school. Taught multi-level math, English and social studies classes; coordinated computer learning program and student desktop publications; counseled and directed placement for students completing the program.

MAJOR PUBLICATIONS:

· Radinsky, J., Bouillion, L., Lento, E. M., & Gomez, L. M. (in press). Mutual benefit partnership: A curricular design for authenticity. Journal of Curriculum Studies

· Loh, B., Reiser, B.J., Radinsky, J., Edelson, D.C., Gomez, L.M., & Marshall, S. (in press). Developing reflective inquiry practices: A case study of software, the teacher, and students. Designing for science: Implications from everyday, classroom, and professional settings. K. Crowley, C. D. Schunn and T. Okada. Mahwah NJ, Lawrence Erlbaum Associates: 279-323.

· Loh, B., Radinsky, J., Russell, E., Gomez, L. M., Reiser, B. J., & Edelson, D. C. (1998). The Progress Portfolio: Designing Reflective Tools for a Classroom Context. In Proceedings of CHI 98. pp. 627-634. Reading, MA: Addison-Wesley.

CURRENT RESEARCH PROJECTS:

· Designing software, curriculum, and instructional strategies to teach reflective inquiry with complex computer-based datasets

· Creating effective professional development for middle-school and high-school teachers, toward integrating tele-computing technologies into instruction

· Developing theoretical and design frameworks for understanding reflective classroom inquiry