Daniel Levin

II. Research, Scholarly, Creative, and Professional Activities

II.A.  Books

II.A.1.  Books Authored

Levin, D.M., Hammer, D., Elby, A., and Coffey, J. (2012).  Becoming a responsive science teacher:  Focusing on student thinking in secondary science.  Arlington VA:  NSTA Press.  ISBN:  978-1-936959-05-1.

II.B.  Chapters

II.B.1  Books

Levin, D.M., Chumbley, A.K., Jardine, H.E., Grosser-Clarkson, D., and Elby, A. (in press).  Professed vs. enacted beliefs about responsive science teaching:  Three cases from a practice-based middle level teacher certification program. In P. B. Howell, S. A. Faulkner, J. P. Jones, & J. Carpenter (Eds.)., Preparing middle level educators for 21^st Century Schools:  Enduring beliefs, changing times, evolving practices.  Charlotte, NC:  Information Age Publishing. 

Robertson, A. D., Atkins, L. J., Levin, D. M., and Richards, J. (2016). What is responsive teaching? In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds), Responsive teaching in science.  London:  Routledge.

Zeyer, A., Levin, D.M., and Keselman, A. (2015).  For the mutual benefit: Health information provision in a science classroom.  In Smith, C.A. and Keselman, A. (Eds.) Crucial conversations: Meeting health information needs outside of healthcare.  Cambridge, UK:  Chandos Publishing.

II.C. Refereed Journals

II.C.1.  Refereed Journal Articles

Walkoe, J. and Levin, D.M. (2017).  On the importance of noticing model practice:  Pre-service teachers propose mathematical questions in a LessonSketch experience.  Manuscript submitted for publication.

Neel, M.A. and Levin, D.M. (2017). Learning to elicit students’ historical reasoning.  Manuscript submitted for publication.

Richards, J., Elby, A., Luna, M., Robertson, A. D., Levin, D. M., and Nyeggen, C. (2017). Reframing the responsiveness challenge: What prevents novice teachers from attending and responding to the substance of students' thinking?  Manuscript submitted for publication.

De La Paz, S., Levin, D. M., Lee, Y., and Nadal, E.  (2017).  Use of a cognitive apprenticeship model of instruction to support middle school students’ construction and critique of written scientific explanations and arguments.  Manuscript submitted for publication.

Jardine, H.E., Levin, D.M., Quimby, B.B., and Cooke, T.J. (in press, 2017). Collaborative learning in an undergraduate life-sciences living-learning program:  Case studies at multiple grains of focus.  Learning Communities Journal.  

De La Paz, S., and Levin, D. M. (published online, June, 2017). Beyond “They cited the text”: Middle school students and teachers’ written critiques of scientific conclusions. Research in Science Education.

Jardine, H. E., Levin, D. M., Quimby, B. B., and Cooke, T. J. (2017). Group active engagement exercises: Pursuing the recommendations of Vision and Change in an introductory undergraduate science course. Journal of College Science Teaching, 46(5), 20.

Cooke, T.J., Quimby, B.B, Horvath, N.F., Jardine, H.E., Levin, D.M.  (2016).  Integrated Life Sciences (ILS):  A new honors living-learning program at the University of Maryland.  Honors in Higher Education. 1: 1-30.

Tang, X., Coffey, J., and Levin, D.M.  (2015).  Instructional use of scoring rubrics in high school biology classrooms:  A help or hindrance to student learning?  American Biology Teacher 77(9):  23-29.

Wenger, J.J., Levin, D.M., Sparks, W.O., Eastman, B.A., Tanu, E.D., and Keselman, A.  (2015). “Nor any drop to drink”: Students construct solutions for desalinating ocean water.  Science Scope 38(8):  42-51.

Hundal, S., Levin, D.M., and Keselman, A.  (2014).  Lessons of researcher-teacher co-design of an environmental health afterschool club curriculum.  International Journal of Science Education. 36(9): 1-21.

Keselman, A., Levin, D.M., Hyundal, S., Kramer, J.F., Matzkin, K., and Dutcher, G.  (2012). Teaching environmental health science for informed citizenship in the science classroom and afterschool clubs.  The International Journal of Science in Society, 3(3), 31-44.

Levin, D.M., Kramer, J.F., Keselman, A., and Barnes-Whitlock, B.  (2012) Making the argument.  The Science Teacher 79(5), 46-50.  

Levin, D.M., Grant, T., and Hammer, D.  (2012).  Attending and responding to student thinking in science.  American Biology Teacher, 74(3), 158-162.

Levin, D.M and Richards, J. (2011). Learning to attend to the substance of student thinking in science.  Science Educator 20(2), 1-11. 

Coffey, J., Hammer, D., Levin, D.M., and Grant, T. (2011). The missing substance of formative assessment.  Journal of Research in Science Teaching, 48(10), 1109–1136

Keselman, A., Levin, D.M., Kramer, J.F., Matzkin, K., Dutcher, G.  (2011). Educating young people about environmental health for informed social action.  Umwelt und Gesundheit Online, 4, 1-8. http://www.electronic-health-journal.com.

Levin, D.M.  (2010). The invented cell: Supporting students' reasoning about structure, function, and mechanism. The Science Teacher, 77(9), 64-65. 

Levin, D.M.  (2010).  Explaining biological phenomena.  The Science Teacher 77(6), 66-67.

Levin, D.M., Hammer, D., and Coffey, J.E.  (2009). Novice teachers’ attention to student thinking.  Journal of Teacher Education 60(2): 142-154. 

Tang, X., Coffey, J., Elby, A., and Levin, D.M. (2009). Scientific inquiry and scientific method:  Tensions in teaching and learning. Science Education 94(1):  29-47.

Brasaemle, D.L., Levin D.M., Adler-Wailes, D.C., and Londos, C., (2000).  The lipolytic stimulation of 3T3-L1 adipocytes promotes the translocation of cytosolic hormone-sensitive lipase to the lipid storage droplet.  Biochim. Biophys. Acta., 1483.  251-262.

Londos, C., Brasaemle, D.L., Schultz, C.J., Adler-Wailes, D.C., Levin, D.M., Kimmel, A.R., Rondinone, C.M., (1999).  On the control of lipolysis in adipocytes.  Annals of the New York Academy of Sciences, 892 (The Metabolic Syndrome X).  155-168.

Londos, C., Brasaemle, D.L., Gruia-Gray, J., Servetnick, D.A., Schultz, C.J., Levin, D.M., and Kimmel, A.R., (1995).  Perilipins:  Unique proteins associated with intracellular neutral lipid droplets in adipocytes and steroidogenic cells.  Biochemical Society Transactions, 23.  609-613.

Birchler, J., & Levin, D.M., (1991).  Directed synthesis of a segmental chromosomal transposition:  An approach to the study of chromosomes lethal to the gametophyte generation in maize.  Genetics, 127.  609-618.

Birchler, J., Chalfoun, D.J., & Levin, D.M., (1990).  Recombination in the B chromosome of maize to produce A-B-A chromosomes.  Genetics 126.  723-733.

Kaufman, E., Nelson, T., Fales, H., & Levin, D.M., (1988).  Isolation and characterization of a hydroxyacid-oxoacid transhydrogenase from rat kidney mitochondria.  Journal of Biological Chemistry, 263.  116872-116879.

II.D.  Published Conference Proceedings

II.D.1.  Refereed Conference Proceedings

Levin, D.M., and Richards, J.  (2010).  Exploring how novice teachers learn to attend to student thinking in analyzing case studies of classroom teaching and learning.  Proceedings of the International Conference of the Learning Sciences.  1: 41-48.

Tang, X., Coffey, J., Levin, D.M., and Hammer, D.  (2008).  The scientific method and scientific inquiry:  Tension as in teaching and learning.  Proceedings of the International Conference of the Learning Sciences.  2: 374-381.

II.E.  Conferences, Workshops, and Talks

II.E.1.  Keynotes

Levin, D.M. (2016).  Responsive teaching in science:  Implications for teaching and teacher education.  Keynote:  Science and Mathematics Education Conference (SMEC 18).  American University of Beirut.  Beirut, Lebanon, March 12, 2016.

Levin, D.M. (2010).  Educating the responsive teacher. Keynote. Regional Project on Science Education in Primary and Secondary Schools in the U.S.  The Graduate School, U.S. Department of State.  March 15, 2010.

II.E.2.  Invited Talks

Grosser-Clarkson, D., Fleming, E.E., and Levin, D.M.  (2017).  Developing profiles of middle-level mathematics teacher candidates’ responsiveness with avatars.  Center for Mathematics Education Colloquium Series, University of Maryland, College Park.  September 29, 2017.

Levin, D.M.  (2017).  Disciplinary literacy in middle school biology.  Maryland Mathematics and Science Institute.  Terrapin Teachers, University of Maryland, College Park.  June 23, 2017.

Levin, D.M.  (2016).  Encouraging critical literacy in teaching and learning:  Disciplinary literacy in science.  Office of International and Executive Programs.  University of Maryland, College Park.  October 27, 2016.

Levin, D.M.  (2016).  Improving interactions between instructors and learners:  Responsive teaching in science.  Office of International and Executive Programs.  University of Maryland, College Park.  October 20, 2016.

Levin, D.M. (2016).  Responsive teaching in science:  Big ideas and small moments.  Maryland Mathematics and Science Institute.  Terrapin Teachers, University of Maryland, College Park.  June 24, 2016.

Levin, D.M. (2015).  Science education reform and responsive science teaching in the United States.  Faculty of Education, Southwest University, Chongqing, China.  June 29, 2015

Levin, D.M. (2015).  Evolution and the nature of science.  Evolution Revolution, Priddy Library.  The Universities at Shady Grove.  March 25, 2015.

Levin, D.M. (2012). Novice teachers’ attention to students’ thinking.  NIH Science Education Conversations.  National Institutes of Health, Office of Science Education.  December 20, 2012.

Levin, D.M. and Irvine-Belson, S. (2010).  Learning from our students:  How research on our teaching informs practice and policy.  Scholarship on Teaching and Learning Panel Session.  Center for Teaching, Research, and Learning, American University. November 18, 2010.

Levin, D.M. (2010).  Toward responsive teaching practice. "ExPERT" teacher workshop, ExPERT program learning community, University of Maryland, College Park. July 24, 2010.

Levin, D.M. (2009).  Integrating biology content and inquiry.  Howard Hughes Medical Institute Biology Teachers Symposium, University of Maryland, College Park, November 14, 2009.

Levin, D.M.  (2007).  Taking Science to School:  Report from the National Research Council’s Committee on Science Learning K-8.  Mathematics and Science Education Conference.  East Tennessee State University.  Johnson City, TN, May 30, 2007.

II.E.3.  Refereed Presentations

De La Paz., S. Lee, Y., and Levin, D.M. (2017). Teaching struggling and novice writers to construct scientific explanations. Presentation for the Council for Exceptional Children Annual Meeting, Boston, MA.

De La Paz., S., and Levin, D.M. (2017). Teaching novice middle school writers to construct and critique scientific explanations. Paper 17^th Biennale EARLI Conference for Research on Learning and Instruction, Tampere, Finland.

Levin, D.M., De La Paz, S., and Lee, Y.  (2016). Professional development to support teachers’ practices of engaging students in constructing and critiquing explanations in science.  Paper presented at the Annual Meeting of the American Educational Research Association.  Washington, DC.

Jardine, H., Levin, D.M., Quimby, B.B., and Cooke, T.J. (2016). Students' expectations of collaborative learning:  Case studies from an undergraduate life sciences living-learning program.  Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Jardine, H., Levin, D.M., Quimby, B.B., and Cooke, T.J. (2016). Productive collaborative learning in a life sciences living-learning program.  Paper presented at the Annual Meeting of the American Educational Research Association.  Washington, DC.

Jardine, H., Levin, D.M., Quimby, B.B., and Cooke, T.J. (2016). Understanding collaborative learning in a life sciences living-learning program through multiple grains of focus. Paper presented at the Annual Conference of Ethnography in Education, Philadelphia, PA.

Levin, D.M., and Mills, K. (2015).  Practice-based teacher education and the edTPA.  Paper presented at the Annual Conference of the Association for Middle Level Education, Columbus, Ohio

De La Paz, S. and Levin, D.M. (2015).  Writing and evaluating claims in middle school science classrooms.  Paper presented at the Annual Meeting of the American Educational Research Conference, Chicago, Ill.

Levin, D.M., (2014).  Promoting core practices in a middle-level mathematics and science teacher preparation program.  Paper presented at the Annual Conference of the Association for Middle Level Education, Nashville, TN.

Hundal, S., Levin, D.M., and Keselman, A.  (2011).  Lessons of a researcher-teacher co-design of an environmental health afterschool club curriculum.  Paper presented at the Annual Meeting of the American Educational Research Conference, Vancouver, BC, Canada.

Keselman A., Levin, D.M., Kramer, J., Matzkin, K., and Hundal, S.  (2011).  Teaching middle school environmental health science for informed citizenship.  Paper presented at the Third International Conference on Science in Society.  Washington, D.C.

Levin, D.M.  (2011).  Supporting scientific inquiry among students with exceptionalities.  Paper presented at the Annual Ethnography in Education Research Forum, University of Pennsylvania.  Philadelphia, PA.

Richards, J., Levin, D. M., and Hammer, D. (2011). Supporting preservice teachers’ reform- based practices: The importance of intellectual and emotional support in a teacher certification program.  Paper presented at the Annual Meeting of the American Educational Research Conference, New Orleans, LA.

Richards, J., and Levin, D. M. (2010). Examining the “stickiness” of a teacher certification program focused on attending to student thinking. Paper presented at the 2010 American Educational Research Association Annual Meeting, Denver, CO.

Levin, D.M., and Richards, J.  (2009) Developing a professional vision for science education reform teaching. Paper presented at the Annual Conference of the Association for Science Teacher Education, Hartford, CT.

Levin, D.M., Hutchison, P., and Honda, S. (2005). Teacher thinking about student inquiry.   Paper presented at the Annual Conference of the American Educational Research Association, Montreal, Canada.

Levin, D.M., Azevedo, R., Winters, F.I., and Cromley, J.G. (2004). How does a teacher scaffold students' self-regulated learning during a collaborative science inquiry investigation in GenScope? Paper presented at the Annual Conference of the American Educational Research Association, San Diego, CA.

Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., Levin, D.M., and Fried, D.B. (2004).  Adaptive scaffolding and self-regulated learning from hypermedia:  A developmental study. Paper presented at the Annual Conference of the American Educational Research Association, San Diego, CA. 

II.E.6.  Refereed Posters

De La Paz, S., Man, K., Lee, Y., & Levin, D.M.  (2017). Growth models as logical extensions of Single Case Design with Multiple Participants. (2017). Constructing and critiquing explanations in science with academically diverse students. Structured Poster presentation at the International Conference on Learning Disabilities, Baltimore, MD.  

De La Paz, S., Lee, Y., Y, Man, K. and Levin, D.M. (2017). Constructing and critiquing explanations in science with academically diverse students. Structured Poster presentation at the International Conference on Learning Disabilities, Baltimore, MD.

Levin, D.M., Lee, Y., and De La Paz, S. (2017). Professional development to support a cognitive apprenticeship approach to disciplinary writing in science. Poster presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.

Levin, D.M., Chumbley, A.K., Jardine, H.E., and Elby, A.  (2017).  Learning to teach responsively:  Assessing progress in practice-based middle level science and mathematics teacher education.  Poster presented at the Annual Meeting of the American Educational Research Association.  San Antonio, TX.

Tang, X. and Levin, D.M. (2016). Language as resource in science learning.  Poster presented at the Annual Meeting of the American Educational Research Association.  Washington, DC.

Levin, D.M., and Richards, J.  (2010).  Practices of attending to student thinking can promote collaborative conversations about science.  Poster presented at the Annual Meeting of the Association of Science Teacher Education, Sacramento, CA.

Gillespie, C., Levin, D. M., and Richards, J. (2010). Alex’s honors physics class: A shift from a “science” to an “engineering” epistemological frame. Poster presented at the 2010 American Educational Research Association Annual Meeting, Denver, CO.

Richards, J., and Levin, D. M. (2010). Exploring the relationship between a preservice teacher’s view of students and her practices of attending to the substance of student thinking. Poster presented at the Association for Science Teacher Education 2010 International Conference, Sacramento, CA.

Levin, D.M., Gillespie, C. and Richards, J.  (2009) Understanding how and when novice teachers attend to student thinking. Poster presented at the Annual Conference of American Educational Research Association, San Diego, CA.

Levin, D.M., Hammer, D., and Bybee, M. (2007). Novice teachers’ attention to student thinking:  Confronting stage-based models of teacher development.   Poster presented at the Annual Conference of the American Educational Research Association, Chicago, Ill.

Levin, D.M., Coffey, J., Hammer, D., Sanyal, A., and Hopkins, N.  (2007). Teachers’ attention to student thinking in social and institutional systems.  Poster presented at the Annual Conference of the American Educational Research Association, Chicago, Ill.

Winters, F.I., Azevedo, R., and Levin, D.M. (2004).  How do high-school students regulate their learning when using a computer-based environment to collaboratively engage in inquiry?  Poster presented at the Annual Conference of the American Educational Research Association, San Diego, CA.

II.E.8.  Non-Refereed Presentations

Levin, D.M. and Pritchett, S.R. (2009). PDS partners inquiring into student learning. Maryland Professional Development School (PDS) Conference:  Professional Development Schools: Understanding, Reaching and Teaching a Community of Learners. Baltimore, Maryland, May 2, 2009.

II.E.13.  Symposia

Levin, D.M. and Chumbley, A.K. (2017).  Professed vs. enacted beliefs: Cases from a practice-based middle-level teacher certification program.  Symposium on Middle Level Teacher Education at the Annual Meeting of the Association of Middle Level Education.  November, 5, 2017.

Grosser-Clarkson, D., Levin, D.M., Neel, M.A., and Valli, L.  (2016).  Attending to student thinking as an organizing practice of teacher education.  Symposium at the Annual Conference of the American Association of Colleges of Teacher Education, Las Vegas, NV.

Braaten, M., Russ, R., Berland, L., Schwarz, C., Barton, A., Kang, H., Thompson, J., Luna, M., Hutchison, P., and Levin, D.M. (2015).  Developing, refining, and sustaining the next generation of responsive science teaching.  Symposium at the Annual Meeting of the National Association for Research in Science Teaching, Chicago, Ill.

Barnes, S., Demink-Carthew, J., Hyler, M., Levin, D.M., and Valli, L.  (2014).  Re-designing teacher education as a practice-based venture.  Symposium at the Annual Conference of the American Association of Colleges of Teacher Education, Indianapolis, IN.

II.E.14.  Workshops

Levin, D.M.  (2017).  Planning for Integrated STEM Instruction.  Teachers2Teachers International, Santo Domingo de Onzole, Ecuador, July 15-21, 2017.

Levin, D.M.  (2017).  Lesson planning and responsive instruction.  Teachers2Teachers International, Santa Avelina, Guatemala, February 7-8, 2017.

Levin, D.M.  (2017).  What happened to the water tower?  Teachers2Teachers International, El Paredon, Guatemala, February 2-3, 2017.

Levin, D.M.  (2015).  Responsive science teaching (short course).  Faculty of Education, Southwest University, Chongqing, China, July 2-9, 2015.

Levin, D.M.  (2015).  History, philosophy, and impact of school science inquiry in the United States:  Guidance for curriculum and instruction.  Huaxing Primary School, Jiangbei, Chongqing, China, July 6, 2015.

Levin, D.M.  (2012).  Attending and responding to students’ thinking in secondary science, Association of Independent Maryland Schools, November 5, 2012.

Levin, D.M.  (2012).  Learning to listen: Students’ inquiry in the science classroom, Seminars for Teachers, University of Maryland, College Park, October 24 and November 7, 2012.

Levin, D.M., Hammer, D., and Richards, J.  (2010).  Using case studies of student science learning to develop practices of attending to student thinking.  Annual Meeting of the Association for Science Teacher Education.  January 2010.

Levin, D.M.  (2009).  Teaching scientific inquiry, Seminars for Teachers, University of Maryland, College Park, October 14 and October 18, 2009.

Coffey, J. and Levin, D.M.  (2008-9).  Formative assessment, Knowles Science Teaching Foundation, October 17-18, 2008 and April 17-18, 2009.

Levin, D.M. and Lau, M.  (2008).  Everyday assessment, Apple Tree Early Learning Center, August 18, 2008.

Roth, K., Hammer, D., and Levin, D.M.  (2008).  Using videocases to support and study preservice teacher learning: Two approaches, National Association for Research in Science Teaching (NARST), March, 2008.

Levin, D.M., Hutchison, P., and Honda, S.  (2004).  EXPERT teacher workshops, Montgomery County Public Schools/University Maryland Biotechnology Institute “EXPERT” teachers program, Summer 2004.

II. F. Professional and Extension Publications

II.F.9.  Non-Refereed Journal Articles

Levin, D.M., and Mee, M.  (in press).  The boy in the middle:  Attending to the social, intellectual, emotional, and physical needs of the middle school child.  Association of Middle Level Education Magazine.  

Levin, D.M., Fleming, E.E., Napp-Avelli, C., and Storer, A.  (2016, November).  Planning for integration of mathematics and science in middle level classrooms.  Association of Middle Level Education Magazine.  

Levin, D.M., and Mee, M.  (2016, March).  Meeting the vision of This We Believe:  Toward a developmentally responsive, challenging, empowering, and equitable education for young adolescents.  Association of Middle Level Education Magazine. 

II.O.  Research Advisory Board

NSF Award Abstract #1441523.  DIP: ScienceKit for ScienceEverywhere - A Seamless Scientizing Ecosystem for Raising Scientifically-Minded Children.  http://www.nsf.gov/awardsearch/showAward?AWD_ID=1441523.  Tamara Clegg  (Principal Investigator), June Ahn (Co-Principal Investigator), Jason Yip (Co-Principal Investigator).  (2014-Current).