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Faculty
Brian Hancock
Title
Assistant Professor of Education
Department
Education
Contact Info
Biography
Dr. James Brian Hancock II is an assistant professor of teacher education. Brian enjoys teaching educational foundations and science methods courses as well as integrated science content courses at Alma College.
Brian’s research focuses on preservice teachers learning to elicit, make sense of and respond to K-12 students’ thinking about natural phenomena, as well as engaging preservice secondary science teachers in authentic research experiences. Brian is the principal investigator on an NSF Improving Undergraduate STEM Education (IUSE) grant that investigates if and how learning progression-based modules support preservice elementary teachers’ science understandings. He is also the principal investigator on an NSF Noyce Research Experiences in Stem Settings (RESS) grant that provides opportunities for future secondary science teachers to engage in mentored summer research at Alma College.
Brian is interested in Ambitious Science Teaching and continually learning how to better support preservice teachers in engaging K-12 students in high-quality science learning experiences.
In addition to teaching and research, Brian enjoys working with in-service K-12 teachers looking to improve their science instruction in the summer as part of the e-STEM Cooperative Research Experience (CORE) for teachers.
Educational Background:
- B.S. Physics, Alma College (2005)
- M.S. Physics, Central Michigan University (2012)
- Ph.D. Curriculum, Instruction and Teacher Education, specializing in science teacher education, Michigan State University (2020)
Signature Courses:
PK-6 Science Methods; Integrated Science I and II.
My Expertise
Science teacher education.
Recent Work and Accomplishments
Hancock, J.B., II. & Poling, J.T.* (2023). Physics Teachers’ Perceptions of Administrative Support for Professional Learning During COVID-19. Issues in Teacher Education. 32(2), 6-23.
Stroupe, D. & Hancock, J. B., II (2022). Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies. Teaching and Teacher Education, 109. https://doi.org/10.1016/j.tate.2021.103558
Gotwals, A., Hancock, J. B. II, & Stroupe, D. (2020). Lessons and challenges from three years of preservice teachers’ “macroteaching.” In D. Stroupe, K. Hammerness, & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education. Harvard Education Press.
*Denotes undergraduate student