- MSP of SW Pennsylvania
- Roles: Project Professional Developer, Academy Facilitator
- Researcher, Evaluator
BIOJoe, a former high school physics and mathematics teacher, is a Principal Associate/Scientist at Abt Associates, Inc. in Cambridge, MA. Prior to joining Abt, Joe was director of the BSCS Center for Research and Evaluation. Joe earned a Ph. D. in physics education in 2001 from Penn State University.
RECENT PUBLICATIONSTaylor, J., Getty, S., Kowalski, S., Wilson, C., Carlson, J., & Van Scotter, P. (2015). An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development. American Educational Research Journal. Published online 6 May 2015. doi: 10.3102/0002831215585962.
Kirschner, S., Taylor, J., Rollnick, M., Borowski, A., & Mavhunga, E. (2015). Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches. In A. Berry, P. Friedrichsen, & J. Loughran (eds.), Re-examining pedagogical content knowledge in science education, New York, NY: Routledge.
Westine, C., Spybrook, J., & Taylor, J. (2014). An Empirical Investigation of Variance Design Parameters for Planning Cluster Randomized Trials of Science Achievement. Evaluation
Review 37(6), 490-519.
Gardner, A.L., Bybee, R.W., Liu, E., & Taylor, J.A. Analyzing the coherence of science curriculum materials. Accepted for publication in Curriculum and Teaching Dialogue, 28 February 2014.
*Taylor, J., Kowalski, S., Wilson, C., Getty, S. and Carlson, J. (2013), Conducting causal effects studies in science education: Considering methodological trade-offs in the context of policies affecting research in schools. Journal of Research in Science Teaching, 50 (9), 1127-1141.
*This paper won the JRST award for the most significant paper in this journal for 2013.
Taylor, J. A., Carlson, J., & Bess, K. (2013). Rethinking the continuing education of science teachers: An example of transformative, curriculum-based professional development. In R. E.
Yager (Ed.), Exemplary science: Best practices in Professional Development (2nd Ed.) Arlington, VA: NSTA Press.
Wilson, C., Taylor, J., Kowalski, S., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276301.
Taylor, J., Stuhlsatz, M., & Bybee, R. (2009). Windows into high-achieving science classrooms. In R. Bybee & B. McCrae (Eds.), PISA science 2006: Implications for science teachers and science teaching. Arlington, VA: National Science Teachers Association.
Taylor, J. A., Gardner, A.L., & Bybee, R.W. (2009). The role of curriculum materials in reform. In J. Gess-Newsome, J. Luft, & R. Bell (Eds.), Reforming secondary science instruction. Arlington, VA: National Science Teachers Association.
Spiegel, S., Bintz, J., Taylor, J.A., Landes, L., & Jordan, D.L. (2009). Chapter 4: Science. In S. McConachie & A. Petrosky (Eds.), Task, text, and talk: Disciplinary literacy for middle and high school students. San Francisco: Jossey Bass.
Taylor, J. A. (2008). Selecting curriculum materials: A critical step in science program design. In B. B. Berns & J. O. Sandler (Eds.), Making science curriculum matter: Wisdom for the reform road ahead (pp. 2334). Thousand Oaks, CA: EDC/Corwin Press.
Taylor, J. A., Van Scotter, P., & Coulson, D. (2007). Bridging research on learning and student achievement: The role of instructional materials. The Science Educator, 16(2), 4450.
Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N.(2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.
McConachie, S., Hall, M., Resnick, L., Ravi, A., Bill, V., Bintz, J., & Taylor, J. (2006). Task, text, and talk: Literacy for all subjects. Educational Leadership, 64(2), 814.