|BA||Haverford College||Haverford, Pa.||Biology|
|MA||University of California, Berkeley||Berkeley, Calif.||Integrative Biology|
|PhD||University of California, Berkeley||Berkeley, Calif.||Science Education|
Dr. Siegel's current research focuses on a key obstacle and point of leverage for enhancing learning, teaching and equity--assessment. My research program in secondary and postsecondary education is organized along three strands:
My research team aims to push the boundaries of how to theorize about and practically implement assessment. Assessments have a large impact on what students and teachers learn in a classroom and who succeeds. Our work has refined and studied the effects of assessments in middle school life science with a focus on creating more equitable assessments for English language learners. With funding from the National Science Foundation, we are investigating ways to support preservice teachers in developing next generation curricular and assessment materials. My team is currently investigating a barrier to developing a diverse teacher workforce: a state certification test. This study articulates transformative visions for science assessment researchers and reflects on ways that my team of researchers investigated and negotiated this barrier.
Since 2010, Dr. Siegel has expanded the popular, interdisciplinary series to support undergraduate instruction on campus-- Sandra K. Abell Conversations about College Science Teaching. She teaches classes on assessment research, science education research, secondary science teaching, biotechnology and the scholarship of teaching for future science faculty.
Murakami, C.D. & Siegel, M.A. (in press). Becoming Bermuda Grass: Mapping and tracing rhizomes to practice reflexivity. Cultural Studies of Science Education.
Siegel MA, Menon D, Sinha S, Promyod N, Wissehr C, Halverson KL. Equitable written science assessments for English Language Learners: How scaffolding helps. Journal of Science Teacher Education. 25, 681-708 (2015).
Siegel MA, Roberts TM, Freyermuth SK, Witzig SB, Izci K. Aligning assessment to instruction: Collaborative group testing in large enrollment science classes. Journal of College Science Teaching. 44(6), 75-82 (2015).
Nguyen PD, Siegel MA. Community action projects: Applying biotechnology in the real world. The American Biology Teacher. 77(4), 241-247 (2015).
Siegel, M.A. (2014). Developing preservice science teachers' expertise in equitable assessment. Journal of Science Teacher Education. 25(3), 289-308.
Witzig, S.B., Freyermuth, S.K., Siegel, M.A., Izci, K., & Pires, J.C. Is DNA alive? A study of conceptual change through targeted instruction. Research in Science Education, 43, 1361-1375 (2013).
Abell, S.K., & Siegel, M.A. Assessment literacy: What science teachers need to know and be able to do. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The Professional Knowledge Base of Science Teaching. London, UK: Springer, 205-221 (2011).
Rebello, C. M., Witzig, S. B., Siegel, M. A., & Freyermuth, S. K. Assessment practices for understanding science-related attitudes. In M. I. Saleh & M. S. Khine (Eds.), Attitude research in science education: Classic and contemporary measurements (pp. 199-218). United States of America: Information Age Publishing (2011).
Halverson, K.L., Siegel, M.A., & Freyermuth, S.K. Non-Science majors' critical evaluation of websites in a biotechnology course. Journal of Science Education and Technology, 19, (6) 612-623 (2010).
Halverson, K., Siegel, M.A., & Freyermuth, S. Lenses for framing decisions: Undergraduates’ decision making about stem cell research. International Journal of Science Education, 31 (9), 1249–1268 (2009).
Siegel, M.A. Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items. Journal of Research in Science Teaching, 44 (6), 864-881 (2007).
Siegel, M.A., Mlynarczyk-Evans, S., Brenner, T.J., & Nielsen, K.M. A natural selection: Partnering teachers and scientists in the classroom laboratory creates a dynamic learning community. The Science Teacher, 72 (7), 42-45 (2005).