University of Florida
G509A Norman Hall
PO Box 117048
Gainesville, FL 32611
My research focuses on interrelated themes within the continuum of science teacher education: Pre-service teachers’ positionality as science learners; science-specific pedagogies of both prospective and practicing science teachers; and the translation of these practices into equitable inquiry-based science experiences for all learners. I believe that professional development for science teachers should target the continuous learning of disciplinary content knowledge as well as how to support the conceptual learning of all children including those who traditionally are from populations underrepresented in science. My longitudinal design-based study of science teachers’ professional development therefore seeks to advance a model that supports teacher learning and teaching practices consistent with current reform efforts in science education. In addition, I am exploring the essence of partnership with scientists, advocating for professional learning communities, and preparing science teacher leaders, who, as change agents will work to effect school-wide transformation while immersed in their own transformative practices. The ultimate outcome of my research is to better facilitate teacher learning that will lead to transformed science teaching practices and increased student achievement. Of particular interest, my quest is to increase the participation of minorities, especially girls of African descent into science related careers.
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.
Fang, Z., Lamme, L., & Pringle, R. (2010). Language and literacy in inquiry-based science classrooms, Grades 3-8. Thousand Oaks, CA: Corwin.
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.