College of Education Curriculum & Instruction http://education.illinois.edu/frp/ci/m-osbor

Faculty Research Profiles: Margery Osborne

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Professor

Curriculum & Instruction
386 Education Building
1310 S. 6th St. MC 708
Champaign, IL 61820USA
business217 244-1271
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Research Biography

My past research has examined the evolving relationships between teacher, students and subject matter in elementary school classrooms.

My current research examines the qualities necessary for the creation and enactment of socially and culturally sensitive science instruction. This involves, in particular, the exploration of the moral and ethical issues raised by such goals and senstivities.

Degrees

  • Ph.D., Education, Michigan State University, 1993
  • Postdoctoral research, Chemistry, Arizona State University, 1984
  • Ph.D., Geology, University of Western Ontario, 1983
  • A.B., Geology, Wellesley College, 1977

Key Professional Appointments

  • Member, Center for East Asian and Pacific Studies, UIUC, 2006--
  • Associate Professor, Education, University of Illinois, 2000--
  • Faculty Fellow, Bioengineering, Beckman Institution, 1998--
  • Adjunct Professor, Centre for Research in Pedaggy and Practice, Nanyang Technologcal University, Singapore, 2006-2007
  • Associate Professor, Centre for Research in Pedaggy and Practice, National Institute of Education, Singapore, 2004-2006
  • Assistant Professor, Education, University of Illinois, 1993-2000
  • Assistant Professor, Geology, University of Manitoba, 1986-1989
  • Visiting Assistant Professor, Geology, Michigan Technological University, 1985-1986

Activities & Honors

  • Member, Advisory Panel, Third International Mathematics and Science Study, 2000-2001
  • Distinguished Scholar, College of Education, 2000
  • Women Educators Award of recognition for contributions on behalf of girls and women in research, American Educational Research Association, 2000

Selected Publications

  • Link to my publcations More about this publication...
  • Kozoll, R. & Osborne, M. D. (2004). Finding meaning in science: Lifeworld, identity, and self. Science Education, 87(1), 1-16.
  • Barton, A. C. & Osborne, M. D. (2001). Teaching science in diverse settings: Marginalized discourses and classroom practice. New York: Peter Lang.
  • Barton, A. C., & Osborne, M. D. (2001). Constructively confronting science for all in classroom practice. In A. C. Barton, & M. D. Osborne (Eds.), Marginalized discourses and science education: Reframing science for all. New York: Peter Lang.
  • Osborne, M. D, & Brady, D. J. (2001). The magical and the real in science and in teaching: Joy and the paradox of control. In A. C. Barton and M. D. Osborne (Eds.), Marginalized discourses and science education: Reframing science for all. New York: Peter Lang.

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