Angela W. Webb
Assistant Professor, Science Education
As a high school science teacher in North Carolina, Dr. Webb witnessed too many caring and effective science teachers leave her school or the profession. This prompted her interest in studying the preparation and early career development of science teachers. Her research seeks to understand the experiences of beginning science teachers as they prepare to teach and during their first few years in the profession. Specifically, she is interested in the development and identities of beginning science teachers during their induction into the teaching profession. She brings this lens of teacher development to the courses she teaches.
In her time at UNCG and LSU, Dr. Webb has lent her expertise, mentoring emerging scholars and practitioners in the field. Her established relationships with local schools, community partners, and other constituents offer her students hands-on learning experiences. While at LSU, Dr. Webb’s teaching and research have been recognized by colleagues and educational scholars. She was awarded the Tiger Athletic Foundation Undergraduate Teaching Award in 2013. In 2012, the National Science Teachers Association selected one of her co-authored research articles, Assessing equity beyond knowledge- and skills-based outcomes (Carlone, Haun-Frank, & Webb, 2011), as a recommended read for in-service science teachers, bridging the gap between research and practice. Additionally, Dr. Webb’s dissertation research was awarded finalist and first runner-up for the 2014 dissertation award from the American Educational Research Association’s Research on Teacher Induction Special Interest Group.
Webb, A.W. (2015). Creating awareness of science teacher identity: The importance of who newly hired teachers of science are expected to be and who they become during induction. In J.A. Luft & S. Dubois (Eds.) Newly Hired Teachers of Science: A Better Beginning (pp. 99-112). Boston, MA: SensePublishers.
Carlone, H.B., Webb, A.W., Archer, L., & Taylor, M.O. (2015). What kind of boy does science? A critical perspective on the science trajectory of four scientifically talented boys. Science Education, 99(3), 438-464.
Webb, A.W., Barrera, E.S., IV, & Calderon, P.S. (2014). Teaching responsively: Developing an awareness of responsibility to English language learners in pre-service elementary science teachers. eJournal of Literacy and Social Responsibility, 7(1), 20-38.
Journell, W. & Webb, A.W. (2013). When one size methods class doesn’t fit all: A self-study of teaching traditional and alternative licensure students together. Teacher Education and Practice, 26(1), 9-27.
Selected PresentationsWebb, A.W., & Barrera, E.S., IV., Calderon, P.S. (2015, April). Developing an awareness of responsive teaching: Preparing pre-service elementary science teachers for English language learners. Presentation at the 2015 American Educational Research Association (AERA) Annual Meeting, Chicago, IL.
Webb, A.W. (2015, January). The role of alternative certification programs in teacher induction: Understanding the needs of newly hired alternatively licensed science teachers in Louisiana. Presentation at the 2015 Association of Science Teacher Education (ASTE) International Conference, Portland, OR.
Webb, A.W. (2014, January). On the nature of induction: Understanding the needs and induction experiences of alternatively licensed science teachers in Louisiana. Presentation at the 2014 ASTE International Conference, San Antonio, TX
Webb, A.W. (2013, April). Toward an awareness of beginning science teacher identity: A multi-case study of their meaning making and identities during induction. Presentation at the 2013 AERA Annual Meeting, San Francisco, CA.
Webb, A.W. (2013, April). On the nature of induction: Case studies of four beginning secondary science teachers’ induction experiences. Presentation at the 86th NARST Annual International Conference, Río Grande, Puerto Rico.
Selected Grants/Funded Projects
Coastal Roots in Chile – Co-Investigator
College of Human Sciences and Education, Dean’s Internationalization Program, 2014-2015, $6,430.00
Improving Classroom Interest in Science and Mathematics by Preparing Highly Qualified Teacher – Co-Investigator
Louisiana Board of Regents, 2014-2015, $120,000.00
On the Nature of Induction: A Longitudinal Exploration of the Needs and Induction Experiences of Alternatively Licensed Science Teachers in Louisiana – Principal Investigator
College of Human Sciences and Education, Peabody Society’s Dean Circle, 2014-2015, $2,329.00
On the Nature of Induction: Understanding the Needs and Induction Experiences of Alternatively Licensed Science Teachers in Louisiana – Principal Investigator
College of Human Sciences and Education, Peabody Society’s Dean Circle, 2013-2014, $3,100.00
Membership Chair, Research on Teacher Induction SIG, AERA
At-Large Representative, Louisiana Education Research Association Executive Board
Editorial Review Board, Journal of Technology and Teacher Education
Conference Proposal Reviewer, American Educational Research Association
Conference Proposal Reviewer, Association of Science Teacher Education
LSU College of Human Sciences and Education’s Early Career Award (2016)
Finalist and First Runner Up for AERA Research on Teacher Induction SIG’s Dissertation Award (2014)
Tiger Athletic Fund Undergraduate Teaching Award (2013)
North Carolina Teaching Fellow (1999-2003)