Dr. Gregory Kelly

Greg Kelly is a Distinguished Professor of Science Education and Senior Associate Dean for Research in the College of Education at Penn State. He was a physics and mathematics teacher and served as a Peace Corps Volunteer for four years. His research investigates classroom discourse, epistemology, and science learning, focusing on equity in education. His contributions to creating an equitable, inclusive, and diverse community were recognized by Penn State’s Council of College Multicultural Leadership with the University Faculty Way Paver Award in 2018. He is a National Academy of Education member and recipient of the NARST 2021 Distinguished Contributions to Science Education through Research Award.

• Research Gate
• Google Scholar
• ORCID

Recent publications include:

Kelly, G.J., & Green, J. (Eds.). (2019). Theory and methods for sociocultural research in science and engineering education. New York, NY: Routledge. Available through open access at:

https://www.taylorfrancis.com/books/oa-edit/10.4324/9781351139922/theory-methods-sociocultural-research-science-engineering-education-gregory-kelly-judith-green?refId=6eadcff7-3fee-460f-a4a9-cd852dcb0de1&context=ubx

Kelly, G.J., & Cunningham, C.M. (2019). Epistemic Tools in Engineering Design for K-12 Education. Science Education, 103, 1080-1111. https://doi.org/10.1002/sce.21513.

Licona, P., & Kelly, G.J. (2020). Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-019-09946-7.

Kelly, G.J. (2021). Theory, methods, and expressive potential of discourse studies in science education. Research in Science Education, 51, 225-233 DOI: 10.1007/s11165-020-09984-0. https://rdcu.be/cd4fM