Mark Enfield

bridging the natural world
and learning to teach about the natural world

Scholarship

Publications

Peer-Reviewed Journal Articles

Enfield, M. (in press) Stories as Starts of Inquiry. Science and Children.

Enfield, M.; Smith, E.L.; & Gruber, D. (2008) ‘A Sketch is Like a Sentence’: Curriculum Structures that Support Enactment Leading to Learning Scientific Ideas and Practices. Science Education. 92(4).

Schwartz, C., Gunckel, K. Smith, E., Covitt, B., Bae, M, Enfield, M., & Tsurusaki, B. (2008) Helping Elementary Pre-Service Teachers Learn to Use Curriculum Materials For Effective Science Teaching. Science Education. 92 (2).

Enfield, M. (2007) Making sense of sense-making discussions. Science and Children 44 (5).

Zhao, Y., Byers, J., Mishra, P., Topper, A., Chen, H., Enfield, M., Ferdig, R., Frank, K., Pugh, K., & Tan, S.H. (2001) What do they know? A comprehensive portrait of exemplary technology-using teachers. Journal of Computing in Teacher Education. (17)2.

Duggan-Haas, D. Enfield, M. & Ashmann, S. (2000) Criticism, Comment and Proposal: Policy Analysis of Draft CASE Standards for Science Teacher Education. Electronic Journal of Science Education. 4(3).

Peer-Reviewed Journal Articles under review or in preparation

Enfield, M. (in preparation) We have to explain how to do things before we can explain why things happen: Joint construction of accounts in elementary science. intended Science Education

Enfield, M. (in preparation) Source of Experience: Children’s knowledge use in joint construction of accounts of phenomena in large-group sense-making discussions intended for Journal of Research in Science Teaching

Enfield, M. (in preparation) Could that really happen? Elementary children’s inquiry around informational and narrative texts intended for Elementary School Journal

Book Chapters

Enfield, M., & Rogers, D. (in press) Teacher professional development in young children’s mathematics and science learning.

Dissertation

Enfield, M. (2004) - Unpublished Doctoral Dissertation

Presentations – Peer reviewed

  • McNeil, L. & Enfield, M. (2008) UNC-BEST: A New Teacher Preparation Program at a Research University. American Association of Physics Teaching Summer Meeting, Edmonton, Alberta.
  • Churukian, A., McNeil, L., & Enfield, M. (2008) High School Physics and Biology Teacher Preparation at UNC-CH. American Association of Physics Teaching Summer Meeting, Edmonton, Alberta.
  • McNeil, L. & Enfield, M. (2008) UNC-BEST; High School Physics and Biology Teacher Preparation at UNC-CH. Physics Teacher Education Coalition Conference. Austin, Tx.
  • Enfield, M. (2007) Re-Envisioning Roles in the Improvement of Science Teaching and Learning. Presentation at Science Education at the Crossroads conference. Amherst, MA.
  • Enfield, M. (2007) Could that really happen? Elementary children’s inquiry around informational and narrative texts. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  • Enfield, M. (2006) Learning to participate in communities of scientific practice. Presentation at Science Education at the Crossroads conference. Ogden, UT.
  • Enfield, M.; Smith, E.L.; Gruber, D. (2006) ‘A sketch is like a sentence’: The role of curriculum materials in supporting teachers and helping students learn the representational, communicative, epistemic and conceptual ideas and practices of science. Paper presented at the Annual meeting of the National Association for Research on Science Teaching, San Francisco, CA.
  • Enfield, M. (2005) We have to know how to do things before we can explain why things happen: Joint construction of accounts in elementary science Paper presented at the Annual meeting of the National Association for Research on Science Teaching, Dallas TX.
  • Enfield, M. & Wright, J. (2004 February) Writing strategies that promote inquiry and understanding in Elementary Science. Paper presented at the Annual meeting of the Michigan Science Teachers Association, Lansing, MI.
  • Enfield, M. (2003 March) Collaboration on experience based explanations in large group elementary science discussions. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  • Enfield, M. (2002 February) Clouds are like sponges: The role of oral language in urban students’ sense making in science. Penn Ethnography Forum, Philadelphia, PA.
  • Enfield, M. (2001 March) Poster Session for Teachers Who Are Inquiring into Science Learning and Teaching. Poster Session at National Convention for the National Science Teachers Association, St Louis, MO. Session organizer, Emily van Zee
  • Enfield, M. (2001 March) Rubber Band Bridges: Describing Structures in Science Education That Help Students Learn Theory and Practice. Poster session at Annual Meeting of the National Association for Research in Science Teaching, St Louis MO.
  • Enfield, M. (2000 April) Who's talking, who's listening: Social constructivist science learning facilitated by classroom talk. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Anderson, C.W., Gallagher, J., Parker, J., Richmond, G., Smith, E., Ashmann, S., Bell, C., Enfield, M., Galosy, J., Lane, P., & Lustick, D., (2000 April) Methods for methods: Using science education research to develop communities of practice for teacher learning. Pre-conference workshop at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  • Enfield, M. (2000 April) Do you know what you are talking about? Teacher content knowledge in elementary discourses. Paper presentation at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  • Smith, E., Lane, P., & Enfield, M. (1999 March) Embracing reforms for the future: A case of an internet-based application facilitating professional development. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston MA.
  • Duggan-Haas, D., & Enfield, M. (1999 January) Criticism, Comment and Proposal: Policy Analysis of Draft CASE Standards for Science Teacher Education Paper presented at the Annual meeting of the Association for Educators of Teachers of Science, Austin TX.