RESEARCH INTERESTS:
Diversity issues related to preservice teacher education and multicultural education. Curriculum materials development wtih a focus on diversity of instructional methods and assessments. Integration of science, technology, mathematics, and literacy. Critical theory and feminist poststructuralist theory (power, knowledge, language, difference).
Selected Publications:
Moore, F. (2006). Multicultural preservice teachers' views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98-131.
Moore, F.M. (2005). Science and mathematics integration for intermediate grades, 3-4. Boston, MA: Houghton Mifflin.
Moore, F.M. (2005). Science and reading integration for primary grades, K-2. Boston, MA: Houghton Mifflin.
Moore, F. M. (2005). Science and reading integration for intermediate grades, 5-6. Boston, MA: Houghton Mifflin.
Moore, F. (2005). Vocabulario espanol para profesores de biologia, Editor. Professional Resources Project.
Moore, F.M. (2003). In the midst of it all: A feminist perspective on science and science teaching. In A.L. Green & L.V. Scott (Eds.), Journey to the Ph.D.: How to navigate the process as African Americans (pp. 104-121). Sterling, VA: Stylus.
Moore, F.M. Teachers' coping strategies for teaching science in a "low performing" shchool district. Journal of Science Teacher Education (accepted)
Moore. F.M. Language in science education as a gategkeeper to learning, teaching, and professional development. Journal of Science Teacher Education (accepted)
AFFILIATIONS:
- National Association of Research in Science Teaching (NARST)
- Association of Science Teacher Educators (ASTE)
- Southeastern ASTE (SASTE)
- American Educational Research Association(AERA)
- Pi Lambda Theta International Honor Society & Professional Association in Education
PERSONAL PROSE:
I have worked collaboratively and independently in developing as a scholar in the areas of teacher education, teacher professional development, and science education research. Using a Feminist Poststructuralist analysis of power, language, difference, and knowledge construction, my dissertation work focused on three African American secondary school teachers' experiences in professional development, teaching, and learning science in a small, rural predominantly African American school district. As a postdoctoral fellow in the Center for Curriculum Materials in Science at Michigan State University (June 2003-July 2005), I looked at developing science curriculum materials that addressed issues of diversity in planning, teaching, assessing, and teaching science for understanding. I am continuing this focus on diversity issues in preservice science education and teacher identity development at Teachers College. I was been awarded the 2005 Dean’s Summer Grant for Research (Teachers College) and was one of five awardees of the Equity and Ethics Scholarship from the National Association for Research in Science Teaching (NARST) in 2005. I am a native of Selma, North Carolina and the the second eldest of five children.
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