Jacqueline Barber, Co-Principal Investigator
Jacqueline Barber is the co-principal investigator for Seeds of Science/Roots of Reading, is associate director of the Lawrence Hall of Science (LHS), leading the LHS Center for Curriculum Development and Implementation and the GEMS Program. She has worked in K–12 science and mathematics education for over 25 years, in curriculum and professional development, and is the author of many inquiry science teacher’s guides. She also has a background in scientific research. She has a degree in physiology and did research in endocrinology on a Fulbright scholarship at the University of Strasbourg, France.
Articles and Presentations
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This paper presents a working model of the science-literacy interface. The authors include insights gained from developing the Seeds of Science/Roots of Reading program, and guidance for educators in shaping an appropriate and supportive role for text and for literacy practices in inquiry-based science.
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In this chapter, the authors review the research base that informs the Seeds of Science/Roots of Reading curriculum, and trace the development of the Seeds of Science/Roots of Reading model. Each guiding principle of the curriculum is discussed, along with preliminary assessment results that point to the advantage of integrating science and literacy. The chapter closes with questions around the science-literacy interface that merit further research.
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How can you connect, supplement, and extend students’ firsthand investigations? Look toward your bookshelves for a clue. Books and other textual materials can serve the following roles in support of scientific inquiry: providing context, modeling, supporting firsthand inquiry, supporting secondhand inquiry, and delivering content. Each of these roles are described in this article, and examples that demonstrate how trade books can support students’ (a) involvement in inquiry experienced, (b) grasp of science concepts, and (c) understanding of the nature of science.
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In this white paper, Seeds of Science/Roots of Reading Principal Investigator Jacqueline Barber details the approach to inquiry that underlies all Seeds of Science/Roots of Reading units. At the heart of inquiry is using evidence to make explanations. A discussion of the inquiry cycle used in Seeds of Science/Roots of Reading units, as well as details about how this cycle becomes more complex as students move up through the grades, are included.
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In this presentation at the 2009 STANYS conference in Rochester, NY, Jacquey Barber discusses the importance of explicit instruction in disciplinary literacy practices. She shares the Seeds of Science/Roots of Reading approach, which includes a balance of learning modalities and uses reading and writing in ways that are authentic to science.
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In this March 2010 presentation at the annual ASCD conference, both literacy and science developers discussed the Seeds of Science/Roots of Reading approach to academic language development. Seeds of Science/Roots of Reading helps students develop facility with language by teaching them to think, talk, and write like scientists. Participants learned about this research-validated approach to integrated science/literacy instruction and how it helps all students learn academic language.
