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Pringle, Rose

Associate Professor, Science Education
School of Teaching and Learning

College of Education
University of Florida
2-277 Norman Hall
PO Box 117048
Gainesville, FL 32611
Fax: 352-392-9193

Research Biography

I am an associate professor in science education in the School of Teaching and Learning.  My research agenda extends into two parallel, yet related research areas in science education. In one line, I focus on the development of science teachers’ disciplinary content knowledge and their response to professional development.  In my other line of research, I investigate pedagogical content knowledge as a framework for shifting practices and heightening teachers’ stance toward issues of social justice and their roles in positioning learners who are traditionally underrepresented in science — of special concern, the participation of girls of African descent in science and science-related careers. I therefore operate at the nexus between what knowledge teachers need and how it becomes translated into effective and culturally sustaining practices that challenge assumptions and the status quo and lead to increased participation of all groups of learners in science.


Ph.D. – Science Education, Florida State University

M.S. – Science Education, Florida State University

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

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

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

Teacher of the Year, College of Education – University of Florida, 2006


Co-Principal Investigator, (2019). Youth Development Research-Practice Partnership (YDRPP). Funding Agency: United Way.  Amount: $10,000

Co-Principal Investigator, (2017). The Ag21 Project: Connecting High School Science Teachers and Students to 21st Century Innovations in the Food, Agriculture, Natural Resources, and Human Sciences. Funding Agency: USDA-NIFA-AFRI-006354. Amount: $150,743.

Principal Investigator, (2015). University of Florida Unites Teachers to Reform Education in Science: Preparing a New Generation of Middle Grades Science Teacher Leaders (U-FUTuRES 2.0). Funding Agency: National Science Foundation I Corps L # 1546959. Amount: $50,000.

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.

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. Funding Agency: FLDOE. Amount: $967,394.

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

Selected Publications


Pringle, R. M. (2020). Researching practitioner inquiry as professional development: Voices from the field of science teaching. Springer International.

Lowery, R., Pringle, R. M., & Oslick, M. (Eds.). (2019). Land of opportunity:  Immigrant experiences in the North American landscape. New York, NY: Rowman & Littlefield.

Lowery, R., Oslick, M. & Pringle, R. M. (Eds.).  (2019). Immigrant experiences: Expanding the school-home-community dialogue. New York, NY: Rowman & Littlefield.

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. (2020). African American middle school girls in an informal community-based program: Mining rare gems to pursue STEM. In B. Polnick, J. Ballenger, & B. Irby, (Eds.), Girls and women of color in STEM: Navigating the double bind. Charlotte, NC:  Information Age.

Pringle, R. M., Lord, C. G., & Shepard, T. D. (2020). Secondary school STEM learning. In C. Johnson, M. Mohr-Schroeder, T.  Moore, & L. English (Eds.), Handbook of research on STEM education. New York, NY: Routledge.

Lowery, R. M., & Pringle, R. (2019). Voices of Jamaican immigrant parents: Expanding the school-home-community dialogue. In R. M. Lowery, R. M. Pringle, & M. E. Oslick, (Eds.), Land of opportunity: Immigrant experiences in the North American landscape. New York, NY: Rowman and Littlefield.


Pringle, R., Mesa, J., & Hayes, L. (2020). Meeting the demands of science reforms: A comprehensive professional development for practicing middle school teachers. Research in Science Education, 50, 709-737.

Mesa, J., & Pringle, R. (2019). Change from within: Middle school science teachers leading professional learning communities. Middle School Journal, 50(5) 5-14. 

Williams, T., Pringle, R. M., & Kilgore, K. (2019). A practitioner’s inquiry into vocabulary building strategies for native Spanish speaking ELLs in inquiry-based science. Research in Science Education, 49(4), 989-1000.

King, N., & Pringle, R. M. (2018). Black girls speak STEM: Counterstories of informal and formal learning experiences. Journal of Research in Science Teaching, 56(5), 539-569. 

Pringle, R., Mesa, J., & Hayes, L. (2017). Professional development for middle school science teachers: Does an educative curriculum make a difference? Journal of Science Teacher Education, 28(1), 57-72.