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Jessica Thompson is a research associate with the UW College of Education. Her research focuses on engaging underserved students in science and on helping science teachers work toward ambitious equitable pedagogy. Jessica was awarded an American Association of University Women Dissertation Fellowship and the 2007 Selma Greenberg Dissertation Award. She is the PI on an NEA grant to support the development of a Puget Sound Science Teachers Network and is a Co-PI on grants from the Carnegie Foundation and the National Science Foundation for her research in teacher education. In particular, she focuses on teacher and student identity development across multiple contexts and how tool systems support teacher and student learning. She has a background in Biology and Chemistry and taught high school and middle school science as well as a drop-out prevention courses for eight years in North Carolina and Washington State. For the last four years she has taught secondary and elementary science teaching methods courses and Culturally Responsive Math and Science Teaching at the UW.

Education

Ph.D., University of Washington, 2006

Publications

Windschitl, M., Thompson, J. & Braaten, M. (accepted). Fostering Ambitious Pedagogy in Novice Teachers: The New Role of Tool-Supported Analyses of Student Work. Teachers College Record.

Thompson, J., Braaten, M., Windschitl, M., Sjoberg, B., Jones, M., & Martinez, K. (in press). Collaborative Inquiry into Students’ Evidence-based Explanations: How Groups of Science Teachers Can Improve Teaching and Learning. The Science Teacher.

Windschitl, M., Thompson, J. & Braaten, M. (2008). How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26(3), 310-378.

Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the Scientific Method: Model-Based Inquiry as a New Paradigm of Preference for School Science Investigations. Science Education, 92(3).

Windschitl, M. & Thompson, J. (2006). Transcending simple school science investigations: Can pre-service instruction foster teachers’ understandings of model-based inquiry? American Educational Research Journal, 43(4), 783-835.

Thompson, J.J. & Windschitl, M. (2005). “Failing girls”: Understanding connections among identity negotiation, personal relevance & engagement in science learning from underachieving girls. Journal of Women and Minorities in Science and Engineering, 11(1), 1-26.

Thompson, J.J. (2002). Situating Gender Identities in Science Engagement. In M. Weinburgh & S. L. Jones (Eds). Proceedings of Gender and Science Education International Conference. Situating Gender and Science Education in Local Contexts. Fort Worth, TX: Institute of Mathematics, Science, and Technology Education.

Faculty Site

http://depts.washington.edu/mwdisc/

Courses

http://courses.washington.edu/edtep586/index.htm

In the news

http://education.washington.edu/areas/ci/research/psst.html

http://www.neafoundation.org/programs/leadership/leadership_fall2008.htm

http://education.washington.edu/news/video/tne_colloq_2008.html

http://www.nwrel.org/nwedu/10-03/lunch/