People

Get Real! Science group consists of many different people doing many different things. Current researchers include:

April Lynn Luehmann, Ph.D.
Project director & Assistant Professor, Teaching & Curriculum
April LuehmannApril Luehmann directs the science teacher preparation program at Warner. She completed graduate degrees in science education and industrial and operations engineering and previously taught mathematics and science to secondary school students. Luehmann focuses her research on the design and use of new media literacies such as blogging, out-of-school learning contexts and experiences, and innovative teacher development programs to explicitly address issues of equity and social justice. Designed learning experiences in each of these contexts involves the intentional transformation of participation structures for and between secondary science teachers and their students, especially students who have been traditionally marginalized in schools. She also designs and works with graduate students to teach science summer camps and school-year programs to develop or capitalize on girls’ interest in science.
april.luehmann@rochester.edu
Faculty page: warner.rochester.edu/faculty/luehmann
Blog: getrealscience.com/getreal/

Rachel ChaffeeRachel Chaffee
Rachel Chaffee is a full-time Ph.D. student in the Teaching, Curriculum and Change program and is a Scandling Scholar at the Warner School. Her current research focuses on the complex social, cultural, and institutional barriers to girls and women in the science educational and professional pipeline from middle school through higher education. In addition to working with April Luehmann on the STARS program, Rachel teaches ED513, directs and consults for the Writing Support Services program at Warner and is a research assistant for Dr. Mary Jane Curry.

Kimberly FluetKimberly Fluet
Kimberly G. Fluet received her Ph.D. in Learning, Teaching and Social Policy with a focus on Science Teacher Education from Cornell University (2006); M.Ed. in Curriculum and Instruction from Florida Atlantic University (1999); B.S. in Biology with concentrations in Chemistry and Philosophy from Spring Hill College (1995). Dr. Fluet taught high school biology at Pine Crest School in Fort Lauderdale, Florida. Dr. Fluet’s experiences as a secondary science teacher continues to strongly influence both her research and teaching. Dr. Fluet's research interests include middle school teachers' science identity development, pedagogical development of collegiate science faculty, preservice teacher development of reflective abilities, and investigations of differences between expert and novice science teachers' understanding of how people learn. Theoretical frames that influence her research include conceptual change learning theory, the impact of individual schemas (personal theories) for making sense of learning and teaching science, pedagogical content knowledge development, and the role of evidence in claim-making. She is also interested in how both pre-service and in-service science teachers respond to student misconceptions of scientific knowledge, framed by the conceptual change learning theory and teacher development literatures.

Jeremiah FrinkJeremiah Frink
Jeremiah Frink has been thinking about online social space for many years as part of his work with online course for students and teachers as well as his Masters work at Pepperdine University where he group authored a book entitled Lateral Mentoring in the Online Environment. A strong believer in praxis, the true integration of practice and theory, he is a PhD candidate in the Warner School of Education while also the Director of eLearning within the public education system. His published work has included discussions and empirical research on issues of space, identity and youth cultural practice which surround the implementation of emerging technology in educational settings. He is currently examining the way that purpose is negotiated in virtual environments by teachers and traditionally marginalized students within the school setting

Joe HendersonJoe Henderson
Joe Henderson is a full-time Ph.D. student in the Teaching, Curriculum and Change program and is a Scandling Scholar at the Warner School.  He earned his Masters of Science degree at the Warner School and returns home after spending the last four years teaching 8th grade Regents Earth Science and General Science at Roth Middle School in the Rush-Henrietta Central School District.  Prior to that he completed an undergraduate degree in Environmental Geology at Colgate University and worked as an environmental educator and camp administrator for the New York State Department of Environmental Conservation.  His research interests focus on how humans make sense of their place in the social and natural world, and what these implications are for the evolution of school systems as we attempt to works towards environmental and social sustainability.  He is particularly interested in alternative schooling models that work to reconnect students with their local environments and how those settings evolve and are influenced by larger educational policies.  Joe is currently the teaching assistant for EDU 486, a GRS programmatic mentor, a STARS site facilitator, and supervises student teachers in addition to helping April Luehmann and David Hursh with their various research interests.
Email: jhenderson11@gmail.com
Blog: www.getrealscience.com/jhenderson

Michael Occhino
Michael OcchinoMichael Occhino is a full-time doctoral student in Teaching, Curriculum and Change at the Warner School while on sabbatical from his faculty position at Joseph C. Wilson Magnet High School’s science department where he is a Nationally Board Certified Adolescent/Young Adult Science teacher and Science Department Chair. A graduate of the University of Rochester with a Bachelor’s in Psychology and a Master’s in Secondary Science Teaching and Curriculum means that this will be Michael’s third degree from the University. His areas of interest focus on science teacher professional identity development as reform-based science teachers and how reform-based practices are enacted in urban secondary science classrooms. Michael works closely with Dr. April Luehmann to teach graduate students in all phases of the Get Real! Science program. This year, he is Faculty Supervisor of student teachers and teaching the summer course that is an environmental action camp for urban middle school students.
Email: michael.occhino@warner.rochester.edu
Classroom site: web.mac.com/maocchino/IB_Biology_HL/Welcome.html

Jyoti PrabhatJyoti Prabhat
Jyoti Prabhat has been admitted as a graduate student in the PhD program in Education at Warner school. Prior to joining this PhD program she completed Masters degree in Chemistry from India. She holds Bachelor’s degrees in Science and Education. Her work experience includes working as a faculty, as a researcher and several social activities. Currently, she is exploring research topics for her graduate education and is involved in volunteer activities at Warner.

Beth Schill
Beth Schill is thrilled to be starting at the Warner School as a part-time doctoral student in Teaching, Curriculum and Change.  She currently enjoys teaching sixth graders at Cosgrove Middle School.  She recently earned her National Board Certification in the Middle Childhood Generalist area.  Beth is a SUNY Oswego graduate with a Bachelor’s in Psychology.  She earned her Master’s in Elementary and Special Education at Nazareth College.  Her areas of research interest include exploring instructional practices of elementary science teaching for integration of literacy and mathematics focusing on inclusive classrooms.  Also, how inquiry based teaching practices can be effectively utilized in inclusive elementary classrooms to improve science literacy in children.
Email: bschill@spencerportschools.org

Liz Tinelli
Liz Tinelli is a Ph.D. candidate in Teaching, Curriculum and Change at the Warner School of Education and Human Development. She obtained her graduate degree in literacy and elementary education from SUNY Geneseo. Her current research focuses on how students learn using online social media. Areas of interest include how the formation of online social identities can support literacy learning. Liz has worked with Dr. April Luehmann for two years as a research assistant.