Dr. Shannon Navy receives National Association of Research in Science Teaching, Research Worth Reading Award

Dr. Shannon Navy, assistant professor in science education in the School of Teaching, Learning & Curriculum Studies, was recently honored by the Publications Advisory Committee with the National Association of Research in Science Teaching (NARST) Research Worth Reading Award for her 2020 Journal of Research in Science Teaching (JRST) lead author publication, Accessed or latent resources? Exploring new secondary science teachers’ networks of resources. This award is given annually to three papers published in JRST that are identified as having the most significant implications for science educators and practitioners. 

Dr. Shannon Navy
Dr. Navy’s publication investigates the types of resources that new secondary teachers utilize in their first three years of teaching science. It distinguishes between accessed resources, (those that new teachers utilize) and latent resources, (those that new teachers have access to but do not perceive as useful and do not utilize). In addition, the network of resources model was created in the study to indicate how resources interact with one another in a context, with one resource influencing the usefulness of another resource.

“These interactions highlight the critical importance of social resources and the benefit of strategically leveraging community resources,” Dr. Navy says. “Overall, this resources perspective provides novel insights for supporting new science teachers during their induction years.”

Dr. Navy was officially honored at the NARST annual conference on Thursday, April 8th, 2021.

Read Accessed or latent resources?

POSTED: Friday, April 16, 2021 - 11:36am
UPDATED: Wednesday, April 28, 2021 - 10:21am
Julie Selby