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Dr. Andrea R. Milner
Director, Institute for Education
Assistant Professor, Teacher Education
Adrian College
Valade Hall 218
amilner@adrian.edu
517-265-5161 x4625
Education
Doctor of Philosophy, Curriculum & Instruction, August 2008. The University of Toledo, Toledo, Ohio.
Specialization
Science Education and Educational Psychology
Research
Investigating the effects that constructivist classroom contextual factors have on student motivation and learning strategy use.
Professional Service
Associate Editor, School Science and Mathematics Journal, 2011 – 2016
National Association of Research in Science Teaching (NARST): Assessor/Reviewer/Presider, 2008 – present.
Manuscripts published
Milner, A.R., Templin, M.A., & Czerniak, C.M. (2011). Elementary science students’ motivation and learning strategy use: Constructivist classroom contextual factors in a life science laboratory and traditional classroom. Journal of Science Teacher Education, 22 (2), 151 (Online First, June 20, 2010).
Manuscripts accepted for publication
Milner, A.R., Sondergeld, T., Demir, K., Johnson, C., & Czerniak, C. Elementary teachers’ beliefs and needs about teaching science: Examining the impact of pre/post NCLB testing in science. Journal of Elementary Science Education.
Book Chapter accepted for publication
Sondergeld, T., Milner, A.R., Coleman, L.J., & Sutherland, T. Lessons from the field: Examining the challenges and successes of a voluntary math and science enrichment program for gifted urban middle school students. Secondary STEM Educational Reform. New York, NY: Palgrave Macmillan.
PROFESSIONAL PRESENTATIONS
National
NARST, Orlando, FL, 2011; Accelerating Achievement in Math and Science in Gifted Urban Students (AAMSUS): A Project-based; Guided Inquiry Program and the Nature of Science. Andrea R. Milner, Toni Sondergeld, and Laurence Coleman.
NARST, Philadelphia, PA, 2010; Elementary Teachers’ Beliefs about Teaching Science: Examining the Impact of Pre/Post NCLB Testing in Science. Andrea R. Milner, Toni Sondergeld, Kadir Demir, Carla Johnson, and Charlene Czerniak.
Hawaii International Conference on Education, 2010, Elementary Teachers’ Needs: Examining the Impact of Pre/Post NCLB Testing in Science. Andrea R. Milner, Toni Sondergeld, Kadir Demir, Carla Johnson, and Charlene Czerniak.
NARST, Anaheim, CA, 2009; The effects of constructivist classroom contextual factors in a life science laboratory and traditional science classroom on elementary students’ motivation and learning strategies. Andrea R. Milner, Mark A. Templin, and Charlene M. Czerniak.
Regional
NWO (Northwest Ohio Center of Excellence in Science and Mathematics Education), Perrysburg, OH, 2009 and 2010; Locally Focused Modules: Science teachers, science students, and scientists collaborating for understanding. Andrea R. Milner, Gary Powell, and Kimberly Lemon.
PROFESSIONAL AFFILIATIONS
American Educational Research Association (AERA)*
Association for Science Teacher Education (ASTE)*
National Association of Research in Science Teaching (NARST)*
National Council of Teachers of Mathematics (NCTM)*
National Science Teachers Association (NSTA)*
School Science and Mathematics Association (SSMA)*
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