Education
Ph.D., Curriculum Design/Science Education, University of Illinois at Chicago, 1995
M.A.T.,Biology, Brown University, 1988
B.S., Biology, State University of
New York at Albany, 1983
Robert Blake Jr
Professor
Areas of Expertise
Science education, biology, earth, and environmental sciences, models of exemplary science, Instruction and curriculum development in science, ethnographic and case study research methodologies. Dissertation: An Enactment of Science: A Balance Among Teacher Beliefs, Curriculum, and Context
Recent Publications
Blake, R.W., Jr. and Blake, B. E. (Eds). (2012). Becoming a teacher: Using Narrative as reflective practice. A cross-disciplinary approach. New York, NY: Peter Lang Publishers.
Blake, R.W., JR & Blake, B.E. (2012). What are narratives and why use them in teacher education?
In R.W. Blake, Jr. & B. E. Blake Becoming a teacher: Using Narrative as reflective practice. A cross-disciplinary approach. (pp. 1-11) New York, NY: Peter Lang Publishers.
Blake, R.W., JR (2012). The shallow end is boring. Getting science back into the elementary classroom. In R.W. Blake, Jr. & B. E. Blake Becoming a teacher: Using Narrative as reflective practice. A cross-disciplinary approach. (pp. 58-83) New York, NY: Peter Lang Publishers.
Blake, R.W., Jr.; Frederick, J.A., Haines, S, and Lee, S. (2010). Inside-Out: Environmental Science in the Classroom and the Field, Grades 3-8. Arlington, VA. NSTA Press.