Alandeom Oliveira

 

Position: Associate Professor
Office: (518) 442-5021
Email: aoliveira@albany.edu

Refereed Journals
Oliveira, A.W., Rivera, S., Glass, R., Mastroianni, M., Wizner, F., & Amodeo, V. (in press). Teaching science through pictorial models during read-alouds. Journal of Science Teacher Education.

Oliveira, A.W., Wilcox, K.C., Angelis, J., Applebee, A.N., Amodeo, V., & Snyder, M.A. (in press). Best practice in middle-school science. Journal of Science Teacher Education.

Oliveira, A.W. (2012). Teacher agency in the performance of inquiry-oriented science curriculum reform. Cultural Studies of Science Education, 7(3), 569-577. 

Oliveira, A.W., Akerson, V.L., & Oldfield. M. (2012). Environmental argumentation as sociocultural activity. Journal of Research in Science Teaching, 49(7), 869-897.

Oliveira, A.W., Akerson, V.L., Colak, H., Pongsanon, K., & Genel, A. (2012).  The implicit communication of nature of science and epistemology during inquiry discussion. Science Education, 96(4), 652-684.

Oliveira, A.W. (2011). Science communication in teacher personal pronouns. International Journal of Science Education, 33(13), 1805-1833.

Quigley, C.F., Oliveira, A.W., Curry, A., & Buck, G. (2011). Issues and techniques in translating scientific terms from English to Khmer for a university level text in Cambodia. Language, Culture and Curriculum, 24(2), 159-177.

Oliveira, A.W., Cook, K., & Buck, G.A. (2011). Framing evolution discussion intellectually. Journal of Research in Science Teaching, 48(3), 257-280.

Oliveira, A.W. (2010). Engaging students in guided science inquiry discussions; elementary teachers’ oral strategies. Journal of Science Teacher Education, 21(7), 747-765.

Oliveira, A.W. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422-453.

Oliveira, A.W. (2010). Developing elementary teachers’ understanding of the discourse structure of inquiry-based science classrooms. International Journal of Science and Mathematics Education, 8(2), 247-269.

Oliveira, A.W. (2010). Developing elementary teachers’ understandings of hedges and personal pronouns in inquiry-based science classroom discourse. Journal of Science Teacher Education, 21(1), 103-126.

Oliveira, A. W. (2009). “Kindergarten, can I have your eyes and ears?” Politeness and teacher directive behaviors in inquiry-based science classrooms. Cultural Studies of Science Education, 4(4), 803-846.  

Oliveira, A. W. (2009). From professional development to classroom instruction: Addressing issues related to science inquiry discourse. Cultural Studies of Science Education, 4(4), 865-873.

Oliveira, A. W., Colak, H., & Akerson, V. L. (2009).  “Who polluted the Potomac?” The translation and implementation of a US environmental story in Brazilian and Turkish classrooms.  Cultural Studies of Science Education, 4(1), 89-132.

Oliveira, A. W., Colak, H., & Akerson, V. L. (2009).  Curriculum translation and environmental education: Considering issues of discursive intentionality, interpretation, and validity.  Cultural Studies of Science Education, 4(1), 149-155.

Oliveira, A. W. & Dhingra, K. (2008).  Experiencing science education in the US: The international graduate student perspective.  Cultural Studies of Science Education, 3(3), 541-553.

Oliveira, A.W., & Sadler, T.D. (2008). Interactive patterns and conceptual convergence during student collaborations in science.  Journal of Research in Science Teaching, 45(5), 634-658.

Oliveira, A.W., Sadler, T.D., & Suslak, D.F. (2007). The linguistic construction of expert identity in professor-student discussions of science. Cultural Studies of Science Education, 2(1), 119-150.  

Oliveira, A., Sadler, T., & Suslak, D. (2007). Analyzing language, interaction and outcomes in an inquiry-oriented classroom. Cultural Studies of Science Education, 2(1), 165-170.


Book Chapters
Reichen, B., Oliveira, A.W., Oliver, G., & Florencio-Wain, A. (accepted). Promoting English language acquisition in secondary mathematics through dialogic integration of instructional technology. Hershey, PA: IGI Global.

Oliveira, A.W. (accepted). Storied environmental curriculum: A case-based perspective on environmental education. In G. Reis & J. Scott (Eds.), International Perspectives on the Theory and Practice of Environmental Education: A Reader. Germany: Springer.

Oliveira, A.W. (2015). Assessing Science Communication: An Overview of the Literature. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 64-66). Germany: Springer.

Oliveira, A.W. (2015). Classroom Assessment of Science Communication Ability (pp. 174- 176). In R. Gunstone (Ed.), Encyclopedia of Science Education. Germany: Springer.

Oliveira, A.W. (2015). Large-Scale Assessment of Science Communication Ability. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 176- 177). Germany: Springer.

Meskill, C., Oliveira, A., Gregory, K., Oliver, G., Reichen, B., & Witmer, P. (2014). Professional development in support of English learner achievement: Science and ESOL educator collaborations. In L. Minaya-Rowe (Ed.), Effective Educational Programs, Practices, and Policies for English Learners (pp. 83- 107). Charlotte, NC: Information Age Publishing.


Funded Projects
2012 Technology-enhanced multimodal instruction in science and math for English language learners: A program of professional development.  Funded by the US Department of Education.

2009 Exploring teacher performance of science read-alouds in elementary classrooms. Funded by The University at Albany Faculty Research Program (FRAP-A).

Courses Taught
UFSP 100: Introduction to Science Education
ETAP 614: Science for Children
ETAP 652: Teaching Science in the Secondary School
ETAP 655: Modeling in Science and Mathematics Instruction
ETAP 750: Environmental and Socioscientific Issues in Science Education
ETAP 751: Science and Mathematics Discourse
ETAP 850: Current Issues in Science Education