Dr. Gregory Kelly

Dr. Gregory Kelly
Phone: 8148631489
Office Address:
241 Chambers Bldg
University Park, PA 16802
Campus: University Park

Title

Associate Dean for Research, Outreach, and Technology
Professor of Science Education

Department

Dean's Office

Programs

Curriculum and Instruction: Science Education

Biography

Greg Kelly is a professor of science education and the Associate Dean for Research, Outreach, Technology in the College of Education. He was a physics and mathematics teacher and served for four years as a Peace Corps Volunteer. His research explores issues of knowledge and discourse in science education settings. Greg teaches course on teaching and learning science in secondary schools and uses history, philosophy, and sociology of science in science education. Recent research includes development of theories of epistemic cognition and analysis of engineering classrooms.

Research Gate    Google Scholar   Researcher ID

 Current research projects and representative publications include:

 • Studies of engineering education in elementary classrooms:

Cunningham, C. M., & Kelly, G. J. (2017). Framing engineering practices in elementary school classrooms. International Journal of Engineering Education, 33(1), 295-307.

Kelly, G. J., Cunningham, C. M., & Ricketts, A. (2017). Engaging in identity work through engineering practices in elementary classrooms. Linguistics & Education, 38, 48-59. Available at the following through 7.9.2017: https://authors.elsevier.com/a/1V4Nr3CKC~pAFV

Hertel, J. D., Cunningham, C. M., & Kelly, G. J. (2017). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. International Journal of Science Education.  http://dx.doi.org/10.1080/09500693.2017.1317864.   Available at: http://www.tandfonline.com/eprint/65YZ5bQnSTUjIdBmt4fj/full 

 • Studies examining the role of epistemic practices in the construction of knowledge: 

Kelly, G. J. (2016). Methodological considerations for the study of epistemic cognition in practice. In J. A. Greene, W. A. Sandoval, & I. Braten (Eds.) Handbook of epistemic cognition (pp. 393-408). New York: Routledge. 

Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering for education. Science Education, 101, 486-505. Doi.org/10.1002/sce.21271. 

• Studies of classroom discourse practices as applied in science settings: 

Kelly, G. J. (2014). Discourse practices in science learning and teaching. In N. G. Lederman & S. K. Abell (eds.), Handbook of research on science education, volume 2, (pp. 321-336). Mahwah, NJ: Lawrence Erlbaum Associates.

Kelly, G. J. (2014). The social bases of disciplinary knowledge and practice in Productive Disciplinary Engagement. International Journal of Education Research, 64, 211-214. http://dx.doi.org/10.1016/j.ijer.2013.07.008.

Areas of Expertise

Age Levels

Adolescence
Adult

Curriculum Areas

Science Ed

Education Levels

Middle School/Junior High
Primary/Elementary
Secondary/High School

Education Types

Public Ed

Learning

Curriculum

Methodological Research

Discourse Analysis
Interpretive Research
Qualitative Research

Teacher Preparation

Pre-service Teachers

Education History

Cornell University, Ph.D., 1994. State University of New York at Albany, B.S., 1986

Activities and Honors

Outstanding Researcher, College of Education, Penn State University (2015)

Fellow of the American Educational Research Association (2014)

Outstanding Reviewer for Educational Researcher (2007)

National Academy of Education Postdoctoral Fellow (1998)

Early Career Research Award, National Association for Research in Science Teaching (1999)

Marvin and Ruth Glock Research Award for Outstanding Ph.D. Dissertation, Department of Education, Cornell University (1994)

Presidential Award for Undergraduate Research, State University of New York at Albany (1986)