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Pringle, Rose

Associate Professor, Science Education
School of Teaching and Learning

College of Education
University of Florida
G509A Norman Hall
PO Box 117048
Gainesville, FL 32611
Fax: 352-392-9193

Research Biography

I am a science educator, teacher educator, and an advocate for improving science achievement among underrepresented populations of learners. My research focuses on the development of science teachers’ disciplinary content knowledge, science-specific pedagogies, and the translation of curriculum into equitable inquiry-based science experiences for all learners. I therefore seek to answer questions such as: How do teachers learn to teach science? What is the role of curriculum and formal professional development in supporting science teacher learning and classroom practices? And, in what ways can science teachers adjust their practices to better meet the learning needs of all students?


Ph.D. – Florida State University, Science Education

M.S. – Florida State University, Science Education

B.Ed. – University of the West Indies, Science Education

Dip. Ed.- Mico Teachers’ College, Secondary Science

Key Professional Appointments

Associate Professor, University of Florida, 2006-Present

Assistant Professor, University of Florida, 2000-2006

Activities & Honors

Outstanding Science Teacher Educator of the Year Level 2 from the Association for Science Teacher Education (ASTE), 2016

John Shrum Award for excellence and leadership in the education of science teachers from the Southeastern Association of Science Teacher Education (SASTE), 2014

Mary L. Collins Teacher Educator of the Year Award from the Florida Association of Teacher Educators (FATE), 2014

William R. Jones Outstanding Mentor Award from the Florida Education Fund, 2014

Awarded Scholarship of Engagement – School of Teaching and Learning (COE), 2009


Principal Investigator, (2015). U-FUTuRES 2.0: Preparing a new generation of middle grades science teacher leaders. Funding Agency: National Science Foundation – I Corps L. Amount: $50,000. Award Number: 1546959.

Co-Principal Investigator, (2011). U-FUTuRES: University of Florida Unites Teachers to Reform Education in Science. Funding Agency: National Science Foundation # 1050166. Amount: $5,000,000, Award Number: 1050166.

Co-Principal Investigator, (2008). Biomedical Explorations: Bench to Bedside. Funding Agency: NCRR SEPA. Amount: $64,185.

Co-Principal Investigator, (2007). LeTas! Let’s Talk Science: A Professional learning community dedicated to generating teachers as learners and leaders engaged in the study of science for the new millennium. Agency: FLDOE. Funded Amount: $967,394.

Principal Investigator, (2007). An Investigation of African American Girls’ positionality in Science and Mathematics. Funding Agency: National Science Foundation. Amount: $439,597. Award Number: 0734028.

Selected Publications


Fang, Z., Lamme, L., & Pringle, R. (2010). Language and literacy in inquiry-based science classrooms, Grades 3-8. Thousand Oaks, CA: Corwin.

Book Chapters

King, N., Pringle, R.M., Cordero M. L., & Ridgewell, N. (2016). African American middle school girls in an informal community–based program: Mining rare gems to pursue STEM. In B. Polnick, B. Irby, & J. Ballenger. (Eds.). Girls and women of color in STEM: Navigating the double bind. Charlotte, NC:  Information Age Publishing Inc.

Pringle, R., & McLaughlin, C. (2013). Preparing science teachers for diversity: Integrating the contributions of scientists from underrepresented groups in the middle school science curriculum. In Mary M. Atwater, Melody Russell, and Malcolm B. Butler (Eds.). Multicultural science education: Preparing teachers for equity and social justice. (pp.193 – 209). NY: Springer.

Pringle, R., Klosterman, M., & Hayes, L. (2013). Reorienting professional development for improving inquiry-based science teaching in elementary classroom. In Susan Koba and Brenda Wojnowski (Eds.). Exemplary Science: Best practices in professional development NSTA Press.


Pringle, R., Mesa, J., King, N., & Hayes, L. (under Review, 2016). Meeting the demands of science reforms: Comprehensive professional development for practicing middle school teachers. Journal of Research in Science Teaching.

Pringle, R., King, N., Hayes, L., Guerrero, L., & Thibodaux, L. (Submitted 2015). Observing Academic Engagement of Underrepresented Minority Middle School Students in Science:  A Pilot Study Using the BOSS Instrument. School Science and Mathematics.

Dogan, S., Pringle, R. & Mesa, J. (2015). The impacts of professional learning communities on science teachers’ knowledge, practice, and student Learning: A review. Professional Development in Education.

Pringle, R, Ritzhaupt, A. & Dawson, K. (2014). Integrating Science and Technology:  Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers. Journal of Science Education and Technology (JOST).

Mesa, J., Pringle, R. M. & King, N. (2014). Surfacing students’ prior knowledge in middle school science classrooms: Exception or the rule? Middle Grades Research Journal: STEM Special Issue, 9(3), 61-72. 

Nunez, E. A., Pringle, R. M. & Showalter, K. T. (2012). Evolution in the Caribbean classroom: A critical analysis of the role of biology teachers and science standards in shaping evolution instruction in Belize. International Journal of Science Education, 34:15, 2421-2453.

Pringle, R. M., Milton, K. L., Archer-Banks, D., West-Olatunji, C., & Adams, T. (2011). Elementary Teachers’ Actions and Perceptions on the Developing Positionalities of African American Girls’ as Science and Mathematics Learners. School Science and Mathematics.

Pringle, R., Klosterman, M., Milton, K., & Hayes, L. (2010). Collaborative learners from a distance: Videoconferencing to sustain professional development among teachers. Science and Children 47(9), 52-57.

West-Olatunji, C., Shure, L, Pringle, R., Adams, T., Lewis, D., & Cholewa, B. (2010). Exploring how school counselors position low-income African American girls as mathematics and science learners, Professional School Counseling, 13(3): 184-195.