Alandeom Oliveira

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

Selected Publications

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.

 

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