Christopher Long

Christopher Long is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas (UNT), where he specializes in K-12 Science Education. His work bridges classroom teaching experience with academic research in science teacher preparation and learning environments.

His educational background includes:

• Bachelor of Science from Texas A&M - Commerce
• Master of Arts in Teaching in Science Education from the University of Texas – Dallas
• Ph.D. in Science Education from Curtin University, Perth, Western Australia

Dr. Long's research focuses on the learning and teaching of science, particularly the conceptual understanding of pre-service teachers and the design of effective science learning environments. His expertise lies in science teacher preparation, with an emphasis on equity and diversity, informed by his 15 years of teaching in Title I public schools. He is deeply engaged in the scholarly community, contributing as an associate editor for the Electronic Journal of Research in Mathematics and Science Education and as a reviewer for multiple science education journals.

Although no publications are listed in the provided text, his research trajectory suggests strong engagement with pedagogical theory, teacher cognition, and science education reform.

Dr. Long has not been recognized with any scientific awards in the provided text.

He has six years of experience in collegiate teacher preparation and mentors future educators, though no specific students are named. His service includes editorial and peer review roles, reflecting active participation in the academic ecosystem. There is no mention of grant funding in the provided material.

He is involved with a local nonprofit that provides social learning opportunities for young adults with autism, demonstrating a commitment to inclusive education beyond the university setting.