Dr. Gillian Bayne, Asst. Prof. of Science Education

RS-Bayne“Creating opportunities to align teaching and learning with students’ needs” captures Dr. Bayne’s overarching agenda in research. Dr. Bayne, an Assistant Professor of Middle and High School Education, has two publications and three “in-press” manuscripts in scholarly journals and books, this year alone. She continues to push for the use of novel approaches in addressing challenges in science education.

As one of the School of Education’s Rising Scholars, Dr. Bayne has contributed extensively to the theoretical development and critical understandings of the substantive benefits of utilizing cogenerative dialogue (cogens) in science education. Cogens are conversations with stakeholders that are geared toward creating agreed upon measures by which improvements can be made in the science learning environment. Dr. Bayne uses cogens as a means to improve the teaching and learning of science in urban secondary classrooms, particularly in New York City.

Her recent presentations highlight a new addition to her research agenda centered on the experience of underrepresented scientists of color.  As such, she has been working with middle and high school science education graduate students, as well as a science education doctoral student, a former graduate from Lehman’s Science Education Program, on a project that affords a ‘close-up and personal’ look at, the involvement in, and understanding of, the complexities inherent to being an underrepresented scientist of color (USC) in the New York City area.

Recent Publications:
• Bayne, G. U. (2013).  Letter of hope: The Wangari way. In Lake, R. & Kress, T.M. (Eds.), We saved the best for you: Letters of hope, imagination and wisdom to 21st century educators (pp. 41-44).  Rotterdam, The Netherlands: Sense Publishers.

• Bayne, G., & Scantlebury, K. (2013). Cogenerative dialogues as an instructional theory in science education. In B. J. Irby, G. Brown , R. Lara-Alecio & S. Jackson (Eds.) and J. Koch (Sect. Ed.), The handbook of educational theories (pp. 237-247). Charlotte:  Information Age Publishing Inc.

• Bayne, G. U.(2012).  Capturing essential understandings of the urban science learning  environment. Learning Environments Research. 15, 231-250.

• Bayne, G. U. (in press).  Co-teaching, peer tutoring and curriculum writing: Lasting effects of involving students in talking about science. Pedagogies: International Journal of Education.

• Bayne, G. U. (in press). Utilizing insider perspectives to reflect upon and change urban science education. In K. Tobin and A. Shady (Eds.), Producing successful science and  math education: Teachers and students working collaboratively. Sense Publishers.

• Bayne, G. U. , & Amin, R.D. (in press). Science and English language learners: Creating opportunities to align teaching and learning with students’ needs. In C. Milne & K. Tobin (Eds.), Sociocultural studies and implications for science education. Sense Publishers.

To contact Dr. Bayne: