Dr. Gary Holliday

Gary M. Holliday Ph.D.

Assistant Director; Associate Professor Curricular & Instructional Studies
LeBron James Family Foundation School of Education (Middle Level and AYA Science)

Publications

  1. Keough, T., Sweeney, J.K., & Holliday, G.M. (2002). Circle of the sea: Creations from Oceania. Museum of Natural History, Roger Williams Park. Providence, RI.
  2. Zilker, I., Holliday, G.M., Fischer, H.E., Kauertz, A., Lederman, J.S., & Lederman, N.G. (2010). Are historical contexts suitable for assessing students' competences in the field of nature of science and scientific inquiry? In M.F. Taşar & G. Çakmakcı (Eds.), Contemporary science education research: International perspectives (pp. 237-244). Ankara, Turkey: Pegem Akademi.
  3. Lederman, J.S., Holliday, G.M., & Lederman, N.G. (2012). The impact of exhibit-based professional development on teacher’s pedagogical content knowledge. In Understanding Interactions at Science Centers and Museums: Sociocultural Perspectives. Sense Publishers: The Netherlands.

  4. Holliday, G.M., & Lederman, N.G. (2014). Informal science educators' views about nature of scientific knowledge. International Journal of Science Education, Part B: Communication and Public Engagement, 4 (2), 123-146.

  5. Holliday, G.M., Lederman, N.G., & Lederman, J.S. (2014). Comfort and content: Considerations for informal science professional development. International Journal of Science Education, Part B: Communication and Public Engagement, 4 (4), 356-375.

  6. Holliday, G.M., Lederman, J.S., & Lederman, N.G. (2014). “Wow! Look at that!”: Discourse as a means to improve teachers’ science content learning in informal science institutions. Journal of Science Teacher Education. DOI: 10.1007/s10972-014-9409-9

  7. Makki, N., & Holliday, G.M. (2016). Going beyond the status quo: A longitudinal self-study of a school based science teacher preparation program. In G.A. Buck & V.L. Akerson (Eds.), Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice (pp. 271-288). New York, NY: Springer.

  8. Lederman, J.S., & Holliday, G.M. (2017). Addressing nature of scientific knowledge in the preparation of informal educators. In P.G. Patrick (Ed.), Preparing informal science educators (pp. 509-525). New York, NY: Springer.

  9. Holliday, G.M. (2018). Inquiry: How is it presented during professional development at an informal science institution? The Ohio Journal of Teacher Education, 32(1), 60-73.