Faculty & Staff

ROBERT M DANIELOWICH

ASSISTANT PROFESSOR

EDUCATION, RUTH S. AMMON SCHOOL OF

HARVEY HALL
ROOM 4

p - 516-877-8502

f - 516-877-4097

e - RDANIELOWICH@ADELPHI.EDU

 

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Diplomas/Degrees

Ph.D., Science Education, Columbia University (Teachers College) (2005)
M.S., General Biology, New York University (1999)
A.B., Biology, Harvard College (1993)

Recent Courses

Instruction & Assessment In Science Education
Master'S Seminar In Adolescence Education
Reflective Practice Seminar In Adolescent Education
Student Teaching In Adolescent Education: Pre-Certification
Teaching Science In The Secondary Inclusive Classroom

Research Interests

Teacher reflection, teacher and teacher educator learning, classroom video for reflection, collaborative professional development

Socioscientific (SSI), critical-issues, problem-based, and math-integrated forms of science teaching and learning

Critical/social justice pedagogies in teacher education, multicultural and multiethnic science education

Grants/Sponsored Research

Danielowich, R. M. (PI), & McCarthy, M. J. (co-PI). Identifying the Protocols for Reflecting about Video to Support Student Teachers’ Growth in their Instructional Decision Making [continuing project]. Adelphi University Faculty Development Grant (2014 February-2015 August). $1400.

Danielowich, R. M. & McCarthy, M. J. (co-PIs). Finding and shaping features of video-based reflection protocols that support student teachers’ instructional decision-making [continuing project]. Adelphi University Instructional Technology Grant (2012 February-2013 August). $2100.

Danielowich, R. M. (PI). Finding and shaping features of video-based reflection protocols that support student teachers’ instructional decision-making. Adelphi University Instructional Technology Grant (2011 February-2012 January). $4000.

Refereed Articles

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Danielowich, R. M. (2014), Personalizing science: Strategies for engaging diverse students with socio-scientific issues. The Science Teacher, 81(1), 47-52.

Danielowich, R. M. (2013), Shifting the reflective focus: Encouraging student teacher learning in video-framed and peer-sharing contexts. Teachers and Teaching: Theory and Practice, Advance online publication, 1-25.

Danielowich, R. M., & McCarthy, M. J. (2013), Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. Action in Teacher Education, 35(3), 147-174.

Danielowich, R. M. (2012), Looking through different lenses: How preservice teachers use practice-oriented reflections to negotiate more reform-minded identities. Journal of Science Teacher Education, 23(4), 323-346.

Danielowich, R. M. (2012), Other teachers’ teaching: The influences of peer group collaboration on teacher reflection and learning. The Teacher Educator, 27(2), 101-122.

Danielowich, R. (2007), Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629-663.


Invited Presentation/Lecture

Brown, R., Crumpler, T., Danielowich, R., Edwards, S., Handsfield, L., Lucey, T., & Lycke, K. (2014, February). Writing for Action: Demystifying the Review and Revision Process. Annual meeting of the Association of Teacher Educators (ATE), St. Louis, MO.


Conference Presentations/Papers

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Danielowich, R. (2014). Personalizing science: Strategies for engaging diverse students with socio-scientific issues. In Annual meeting of the National Science Teachers Association (NSTA). Boston, MA.

Danielowich, R. (2013). Shifting the reflective focus: Encouraging student teacher learning in video-framed and peer-sharing contexts. In Annual meeting of the American Educational Research Association (AERA). San Francisco, CA.

Danielowich, R., & McCarthy, M. J. (2013). Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. In Annual meeting of the American Association of Colleges for Teacher Education (AACTE). Orlando, FL.

Danielowich, R. (2012). Looking through different lenses: How preservice science teachers use practice-oriented reflections to negotiate more reform-minded identities. In Annual meeting of the National Association for Research in Science Teaching (NARST). Indianapolis, IN.

Danielowich, R. (2011). Looking through five different lenses: Preservice teachers’ practice-oriented reflections and goals for teaching science. In Annual conference of the Association for Science Teacher Education (ASTE). Minneapolis, MN.

Danielowich, R. (2010). Shifting the reflective focus: Encouraging student teacher learning in video-based and peer-driven contexts. In Annual meeting of the American Educational Research Association (AERA). Denver, CO.

Danielowich, R. (2010). Examining shifts in preservice teachers’ practice-oriented goals as indicators of learning to teach toward science reform initiatives. In Annual meeting of the National Association for Research in Science Teaching (NARST). Philadelphia, PA.

Danielowich, R. (2009). Other teachers' teaching: The influences of peer group collaboration on teacher reflection and learning. In Annual meeting of the Association of Teacher Educators (ATE). Dallas, TX.

Danielowich, R. (2008). Other teachers’ teaching: The influences of peer group collaboration on teacher reflection and learning. In Annual meeting of the American Educational Research Association (AERA). New York, NY.

Danielowich, R. (2008). Engaging in socioscientific issues (SSI) instruction: A unique resource for science teacher reflection and learning. In Annual meeting of the National Association for Research in Science Teaching (NARST). Baltimore, MD.

Danielowich, R. (2008). Learning through reflection about socioscientific issues. In Annual conference of the Association for Science Teacher Education (ASTE). St. Louis, MO.

Danielowich, R. (2006). Encouraging teachers to reflect differently about their goals and practices: A multiple case study of four secondary science teachers. In Annual meeting of the American Educational Research Association (AERA). San Francisco, CA.

Danielowich, R. (2006). Encouraging teachers to reflect collaboratively about critical issues in science. In Annual meeting of the National Association for Research in Science Teaching (NARST). San Francisco, CA.

Danielowich, R. (2006). Engaging teachers in reflection about critical goals and practices: The multiple roles of the science teacher educator. In Annual conference of the Association for Science Teacher Education (ASTE). Portland, OR.

Danielowich, R. (2005). Critical reflection in secondary science teachers: The role of collaborative action research. In Annual meeting of the American Educational Research Association (AERA). Montreal, Quebec.

Danielowich, R. (2005). Reflective thought and practice in new science teachers: Bridging the preservice/inservice gap. In Annual meeting of the National Association for Research in Science Teaching (NARST). Dallas, TX.


Other Scholarly/Artistic Work

Danielowich, R. & McCarthy, M. (2012, April). Finding and shaping the features of video-based reflection protocols: Supporting student teachers’ instructional decision-making... Adelphi University 4th Annual Teaching with Technology Conference.

Professional Activities

Member of (at Adelphi):
• RSA School of Education Technology Committee
• RSA School of Education ad hoc PhD Program Committee
• Joint College of Arts and Sciences (CAS)/RSA School of Education Scholar Teacher Education Program (STEP) Steering Committee (Co-Chair)

Cowriter of National Council for the Accreditation of Teacher Education (NCATE) 2011 report for adolescence science education programs

Director, Program in Adolescence (7-12) Education [2009]

Member of:
• American Educational Research Association (AERA), Division K
• Association for Science Teacher Educators (ASTE)
• Association of Teacher Educators (ATE)
• National Association for Research in Science Teaching (NARST)
• National Science Teachers Association (NSTA)

Proposal Reviewer and Chair/Presider of Paper Sessions at AERA, ASTE, and NARST Annual Conferences

Reviewer for:
• Action in Teacher Education
• Science Education
• Journal for Research in Science Teaching

Licenses & Certifications

Biology/General Science 7-12, Permanent (NY State and New York City)

Chemistry/General Science 7-12, Permanent (NY State and New York City)

Biology/General Science 7-12, Permanent (MA State)