Overview

Deborah Trumbull`s research and teaching interests are intertwined. As a science teacher educator, she is interested in studying new ways to help learners understand science and new ways to help novices become productive science teachers able to use new ways of teaching. Her current NSF-funded Noyce Scholars program allows her to follow up on the development of the department`s graduates teaching in high needs school districts in order to understand better how to prepare new teachers for working in these challenging settings. This work is supplemented by a new project that will look at new teachers, graduates of Cornell, who are working in contrasting districts to determine factors that limit or generate professional development.

Research Focus

Dr. Trumbull`s research focus is to explore how preservice teachers with solid understanding of their disciplinary fields can use this knowledge to plan instruction that will provide opportunites and support for all pupils to learn -to determine how best to ensure that preservice teachers learn methods for reflecting on/evaluating their own teaching through analysis of the work of their pupils -to examine how her own teaching contributes to preservice teachers` development, how that development continues into early years of teaching, and how she should revise her teaching practices -to determine key factors that contribute to practicing teachers` ongoing professional development

Outreach and Extension Focus

Although Dr. Trumbull does not have a formal extension/outreach appointment, her work with area school districts and with new teachers comprises an appreciable outreach effort. Her work with area teachers who work with our students, and each Cornell graduate with whom she works will influence the lives of around 100 young people a year.

Instruction Focus

In her work in the Cornell Teacher Education program, Dr. Trumbull prepares students for their student teaching work, and supervises their work in schools during student teaching. This clinical work involves extensive interactions with the student teachers and the classroom teachers with whom they practice. She also teaches a graduate research methods class, designed for students in education and other social science, who wish to learn to do quality qualitative research.

Additional Links

• Education
• Link to CALS Research portal
• Link to CALS Impact statements

Selected Publications

• Trumbull, D.J. (2009). Interrogating our practices. Studying Teacher Education, 5(2), pages TBD.
• Collins A. & Gillespie, N.(Eds.). (2009) The continuum of secondary science teacher preparation: Knowledge, questions and research recommendations. Rotterdam/Tapei/Boston: Sense
• Nomura, S., Birnholtz, J., Rieger, O., Leshed, G., Trumbull, D., Gay, G. (2008) Cutting into Collaboration: Understanding Coordination in Distributed and Interdisciplinary Medical Research. In ACM CSCW, 427-436.
• Trumbull, D.J. & Fluet, K. (2008). What can be learned from writing about early field experiences? Teaching and Teaching Education. 24(6), 207-215.
• Trumbull, DJ. & Fluet, K. (2007). Slow Research Time and Fast Teaching Time: A Collaborative Self-Study of a Teacher Educator's Unexamined Assumptions. Studying teacher education, 3(2), 207-215
• Trumbull, D. J. (2006). Sharing my teaching journal with my students: learning from each others' reflections. In Teacher Education: The mirror maze. Sandy Schuck and Peter Aubusson, (Eds.) Springer-Kluwer.
• Trumbull, D.J., Scrano, G. & Bonney, R. (2006). The relations among two teachers' practices and beliefs,conceptualizations of the nature of science, and their implementation of student independent inquiry projects. International Journal of Science Education, 28(14), 1717-1750.
• Trumbull, D.J., Grudens-Schuck, N, & Bonney, R. (2005). Developing materials to promote inquiry: lessons learned. Science Education, 89(6), 879-900.
• Trumbull, D.J. (2004). Factors important for the scholarship of self-study of teacher education practices. In International Handbook of Self-Study of teaching and teacher education practices. M.L Hamilton, V.K LaBoskey, J. Loughran, T. Russell (Eds). Kluwer Press.
• Trumbull, D.J. (2004). Factors important for the scholarship of self-study of teacher education practices. In International Handbook of Self-Study of teaching and teacher education practices. M.L Hamilton, V.K LaBoskey, J. Loughran, T. Russell (Eds). Kluwer Press.

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