Sharon Lynch, PhD, retired as Professor Emerita from the George Washington University Graduate School of Education and Human Development in 2018. She worked with in the graduate science teacher education programs and the doctoral programs in Curriculum and Instruction. She also holds an appointment as Research Professor at the George Washington Institute for Public Policy. Sharon has undergraduate and master’s degrees in biology. She has taught secondary school biology, environmental education, and chemistry, as well as middle school science. Her PhD is in Education. Lynch’s research focuses on science education policy research and education change. She has been principal investigator or co-principal investigator for approximately $20,000,000 funded research projects in science education. Lynch has worked as a program officer for the National Science Foundation from 2008-2010 and 2018-2020 in the Division of Research on Learning in the Directorate for Education and Human Resources, where her job was to assemble review boards to evaluate grant applications and review them. Since retiring from GWU in 2018, she has moved to Stonington, CT with her husband, Peter Perenyi. She is a board member for La Grua Center, where she chairs the Outreach Committee. She is a member of the Board of the Avalonia Land Conservancy where she has collaborated with Dr. Juliana Barrett of UCONN to conduct the Long Island Future Fund project, Right Trees Right Time project for Avalonia’s Hoffman Evergreen Preserve. Sharon is currently a member Stonington Climate Change Task Force. She is a member of the Mystic Y Rowing Club and she is pleased to have learned to scull on the Mystic River.
Journal of Research in Science Teaching, Feb 1, 1994
... Dr. Andy Molnar, Program Director for the Applications of Advanced Technologies, a research a... more ... Dr. Andy Molnar, Program Director for the Applications of Advanced Technologies, a research and development program in the Directorate of Education and Human Resources, was suggested by NSF as a policy resource. Dr ...
... This work was conducted by SCALE-uP: A collaboration between George Washington University and... more ... This work was conducted by SCALE-uP: A collaboration between George Washington University and Montgomery County Public Schools (MD); Sharon Lynch, Joel Kuipers, Curtis ... Krajcik, 2005) and influence student outcomes. US K-12 science curriculum materials are ...
webinar will be available at www.edweek.org/go/webinar in less than 24 hrs. Inclusive STEM high s... more webinar will be available at www.edweek.org/go/webinar in less than 24 hrs. Inclusive STEM high schools:
In recent years, prominent organizations have released large-scale policy reports on the state of... more In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.
A model for fidelity of implementation in a study of a science curriculum unit: Evaluation based ... more A model for fidelity of implementation in a study of a science curriculum unit: Evaluation based on program theory
Nine months after participating in a three-week individualized, flexibly-paced precalculus course... more Nine months after participating in a three-week individualized, flexibly-paced precalculus course, 239 academically talented students who received placement into a subsequent advanced math course in regular school (place-ment course) completed a questionnaire which assessed: (a) perceived preparation for advanced level work, (b) grades received in the placement course, and (c) perceived challenge of the individually-paced course rela-tive to the placement course. Responses indicated that students experi-enced greater challenge in the individually-paced precalculus course than in their school placement course. Self-reported grades, as well as students' perceptions of their preparation for advanced level coursework suggest that individually-paced courses prepare students to be successful in placement courses in their schools. Mathematics courses which allow students to pro-ceed at a pace of learning matched to their abilities, followed by appropriate placement in their schools, p...
The authors report on a study of eight inclusive STEM high schools that are designed to increase ... more The authors report on a study of eight inclusive STEM high schools that are designed to increase the numbers of students in demographic groups underrepresented in STEM. As STEM schools, they have had broader and deeper STEM coursework (taken by all students) than required by their respective states and school districts; they also had outcome indicators that demonstrated substantial academic achievement and other measures of school success. One of the unique features of the schools’ was how their administrative structures were organized and how leadership was distributed among school administration, teachers, and sometimes students. Each school held a clear sense of its mission-driven purpose: to graduate students prepared for STEM college majors, including students from underrepresented groups. These schools blurred boundaries between formal and informal education, reconfiguring relationships among teachers, students, and knowledge.
... This special issue of JRST provides the NARST community with rich examples of such research. ... more ... This special issue of JRST provides the NARST community with rich examples of such research. ... ``Voices from the bridge'' Kickapoo Indian students and science education: A worldview comparison. ... Case-based pedagogy as a context for collaborative inquiry in the Philippines. ...
Journal of Research in Science Teaching, Feb 1, 1994
... Dr. Andy Molnar, Program Director for the Applications of Advanced Technologies, a research a... more ... Dr. Andy Molnar, Program Director for the Applications of Advanced Technologies, a research and development program in the Directorate of Education and Human Resources, was suggested by NSF as a policy resource. Dr ...
... This work was conducted by SCALE-uP: A collaboration between George Washington University and... more ... This work was conducted by SCALE-uP: A collaboration between George Washington University and Montgomery County Public Schools (MD); Sharon Lynch, Joel Kuipers, Curtis ... Krajcik, 2005) and influence student outcomes. US K-12 science curriculum materials are ...
webinar will be available at www.edweek.org/go/webinar in less than 24 hrs. Inclusive STEM high s... more webinar will be available at www.edweek.org/go/webinar in less than 24 hrs. Inclusive STEM high schools:
In recent years, prominent organizations have released large-scale policy reports on the state of... more In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.
A model for fidelity of implementation in a study of a science curriculum unit: Evaluation based ... more A model for fidelity of implementation in a study of a science curriculum unit: Evaluation based on program theory
Nine months after participating in a three-week individualized, flexibly-paced precalculus course... more Nine months after participating in a three-week individualized, flexibly-paced precalculus course, 239 academically talented students who received placement into a subsequent advanced math course in regular school (place-ment course) completed a questionnaire which assessed: (a) perceived preparation for advanced level work, (b) grades received in the placement course, and (c) perceived challenge of the individually-paced course rela-tive to the placement course. Responses indicated that students experi-enced greater challenge in the individually-paced precalculus course than in their school placement course. Self-reported grades, as well as students' perceptions of their preparation for advanced level coursework suggest that individually-paced courses prepare students to be successful in placement courses in their schools. Mathematics courses which allow students to pro-ceed at a pace of learning matched to their abilities, followed by appropriate placement in their schools, p...
The authors report on a study of eight inclusive STEM high schools that are designed to increase ... more The authors report on a study of eight inclusive STEM high schools that are designed to increase the numbers of students in demographic groups underrepresented in STEM. As STEM schools, they have had broader and deeper STEM coursework (taken by all students) than required by their respective states and school districts; they also had outcome indicators that demonstrated substantial academic achievement and other measures of school success. One of the unique features of the schools’ was how their administrative structures were organized and how leadership was distributed among school administration, teachers, and sometimes students. Each school held a clear sense of its mission-driven purpose: to graduate students prepared for STEM college majors, including students from underrepresented groups. These schools blurred boundaries between formal and informal education, reconfiguring relationships among teachers, students, and knowledge.
... This special issue of JRST provides the NARST community with rich examples of such research. ... more ... This special issue of JRST provides the NARST community with rich examples of such research. ... ``Voices from the bridge'' Kickapoo Indian students and science education: A worldview comparison. ... Case-based pedagogy as a context for collaborative inquiry in the Philippines. ...
Uploads