Greg Kelly is a Distinguished Professor of science education and Senior Associate Dean for Research in the College of Education. He was a physics and mathematics teacher and served for four years as a Peace Corps Volunteer. His research investigates classroom discourse, epistemology, and science learning with a focus 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 University Faculty Way Paver Award in 2018. He is a member of the National Academy of Education and recipient of the of the NARST 2021 Distinguished Contributions to Science Education through Research Award.
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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.crcpress.com/Theory-and-Methods-for-Sociocultural-Research-in-Science-and-Engineering/Kelly-Green/p/book/9780815351924
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