David Stroupe serves as the associate director of STEM Teacher Education at the CREATE for STEM Institute at MSU. He has three overlapping areas of research interests anchored around ambitious teaching practice. First, he frames classrooms as science practice communities. Using lenses from Science, Technology and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students negotiate power, knowledge and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. Stroupe has a background in biology and taught secondary life science for four years. He is the recipient of the AERA Exemplary Research Award for Division K (Teaching and Teacher Education), the Early Career Research Award from the National Association for Research in Science Teaching, and "Research Worth Reading" from National Association for Research in Science Teaching and the National Science Teacher Association.
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Writing and Editing
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University of Washington: Ph.D.
Journal Articles (3)
“It’s 1000 Degrees in Here When I Teach”: Providing Preservice Teachers With an Extended Opportunity to Approximate Ambitious InstructionJournal of Teacher Education
Amelia Wenk Gotwals, David Stroupe
2018 Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to “try out” ambitious instruction are difficult to construct and analyze. To address this problem, we describe our enactment of a type of extended pedagogical rehearsal that we call “macroteaching” in a secondary science methods course. Framed as a design experiment, we codeveloped macroteaching with the PSTs during methods class, examining how we all learned about AST given the extended learning opportunity. The results of this study, including that PSTs are not afraid of the uncertainty about what students might say and do, suggest that extended rehearsals of AST provide PSTs and the course instructors with opportunities to advance their teaching and vision of the profession in a methods class.
The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher PreparationMark A Windschitl, David Stroupe
Journal of Teacher Education
2017 The foundational document of the current science standards movement—the Framework for K-12 Science Education—is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the Framework, to inform the design of courses and other preparatory experiences for novices. This implementation strategy contrasts with an alignment approach, in which novices would be asked to familiarize themselves with the Next Generation Science Standards (NGSS), integrate student performance expectations into lesson plans, and teach activities similar to those described in the NGSS. We describe the more principled approach as a “three-story challenge” in which students, teachers, and teacher educators have responsibilities to learn and to take up new roles in the educational system that are fundamentally different from the status quo.
Ambitious Teachers’ Design and Use of Classrooms as a Place of ScienceScience Education
2017 This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a “place of science” in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's classroom promoted unique forms of science, yet the participants’ enactment of ambitious instruction produced a common use of classrooms—science became a public practice in which an anchoring phenomenon was puzzled over, modeled, and explained over time. The results of this study have two implications for science educators. First, a teacher's pedagogical preparation and science background shape how they design classrooms as a place of science. Second, though each teacher enacted ambitious instruction, they used classrooms to promote different forms of science.