معرفی
Robert M. Danielowich serves as Associate Professor in Adelphi University's Ruth S. Ammon College of Education and Health Sciences, specializing in science teacher preparation and reflective practice methodologies. His work bridges educational theory with classroom application through video analysis and collaborative professional development.
His academic credentials include:
- Ph.D. in Science Education from Columbia University (Teachers College), 2005
- M.S. in General Biology from New York University, 1999
- A.B. in Biology from Harvard College, 1993
Danielowich's research centers on teacher reflection through classroom video analysis, socioscientific issues (SSI) integration, and critical/social justice pedagogies in science education. He develops frameworks for practice-oriented reflection that help preservice teachers negotiate reform-minded identities while addressing multicultural and multiethnic classroom dynamics through problem-based and math-integrated approaches.
His publication history (2007-2014) reveals consistent focus on video-mediated reflection protocols and peer collaboration models, demonstrating how structured reflection cultivates teacher identity development and responsive science pedagogy across diverse learning environments.
Danielowich directs multiple funded initiatives advancing teacher development:
- Analysis of NY State ALST certification examination ($7,200, 2015)
- Video reflection protocols for instructional decision-making ($1,400, 2014-2015)
- Technology grants for reflection protocol development ($2,100 and $4,000, 2011-2013)
He actively shapes teacher education through leadership roles including Director of Adolescence Education programs, NCATE/CAEP accreditation reporting, and committee service on STEP Steering, Peer Review, and Technology committees. His national engagement spans AERA, NARST, ASTE, and NSTA conferences as presenter, session chair, and journal reviewer for leading publications in the field.
