B.A. Geology, Spanish,  Franklin & Marshall College

M.A. Geology, Miami  University 

M.Ed. Curriculum and Teacher Leadership, Miami  University 

Ph.D. Science Education,  Temple University

Dr. Burrell is an assistant professor in science education in the Department of Advanced Studies, Leadership & Policy in the School of Education and Urban Studies, at Morgan State University. Dr. Burrell is a socio-cognitive researcher applying both quantitative and qualitative analytical methods to the study of science teaching and learning. With advanced degrees in the geosciences and curriculum and instruction, Dr. Burrell’s research agenda includes: transformative learning experiences, science interest development, self-efficacy, Earth science and geoscience education, environmental justice, and science for social justice. Her research, Understanding the relationship between teacher use of epistemic operations and complexity of students’ explanations (2017) was awarded the Richard C. Anderson Graduate Student Research Award by the National Consortium for Instruction and Cognition. Dr. Burrell’s dissertation work, Towards a geoscience pedagogy: a socio-cognitive model (2019), was awarded the Dr. Rita Wolotkiewicz Phi Delta Kappa Award by Temple University’s College of Education in recognition of outstanding professional achievement.

Dr. Burrell is committed to designing and developing equitable science learning experiences.

Research Interests: equity, geoscience education research, transformative ccience learning experiences, science interest development, self-efficacy, environmental justice, science for social justice

Selected Publications:  

Burrell, S. (2022). A Self-Study in PreK-4  Science Teacher Preparation: Supporting  Teacher Candidates’ Professional Development  and Critical Consciousness Using Science as the  Context. In Self-Studies in Urban Teacher Education:  Preparing US Teachers to Advance Equity and Social  Justice(pp. 115-132). Singapore: Springer Nature  Singapore. 

Jones, T. R., & Burrell, S. (2022). Present in  class yet absent in science: The individual and  societal impact of inequitable science instruction  and challenge to improve science instruction.  Science Education, 106(5), 1032-1053.