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Maria Rivera Maulucci

Associate Professor of Education

Maria S. Rivera Maulucci, Assistant Professor of Education, joined the faculty of Barnard in 2004. She combines expertise in science pedagogy and teacher education with experience at the elementary, secondary and postsecondary levels. Her accomplishments include both excellent teaching and original scholarship on the art of teaching in general, and science teaching in particular.  Her courses include Contemporary Issues in Education, Urban School Practicum, Multicultural Secondary Pedagogy and Science in the City: Science Content and Pedagogical Methods. She is also affiliated with Barnard's Urban Studies Program. Professor Rivera is the Principal Investigator for the Barnard College Noyce Teacher Scholars Program funded by the National Science Foundation. Professor Rivera also serves as the Evaluation Consultant on the Bridge Program, a joint project with Teachers College to prepare mathematics and science teachers and teacher leaders for New York City Public Schools.

The Barnard College Robert Noyce Teacher Education Scholars Program (BNTSP) is a partnership engaging the following New York City high-need schools:  Bronx School of Law and Finance, Central Park East Secondary School, James Baldwin High School, and the Emily Dickinson Elementary School (PS 75).  The project recruits, certifies, and mentors 16 high-achieving undergraduate mathematics and science majors to become K- 12 teachers.  As a college for women, the BNTSP works to increase the number of women who teach and serve as role models and mentors for girls in STEM fields.  The BNTSP serves as a model for recruitment, preparation, induction, and retention of high-quality science and mathematics teachers for high-need schools, including the design, implementation, and evaluation of a collaborative, web-based, STEM teacher learning environment, which provides scholars with peer, faculty, and mentor support during student teaching and their first two years of teaching.

Internships, scholarships, and a funded ninth semester option ensure that teacher candidates in mathematics and science can complete requirements for their STEM major and initial New York State certification in elementary or secondary education.  BNTSP’s STEM Colloquia, which bring STEM experts to the campus for a series of talks or workshops focused on STEM educational issues, are open to the school partners, the university, and the public, ensuring broad participation in the presentation, dissemination, and discussion of K-12 STEM education issues. The associated STEM Discussion course, which enrolls Barnard and Columbia undergraduates, provides students with interest in STEM education a venue to explore those interests in greater depth with other students who share their interests. By hosting BNTSP’s STEM Field Explorations, faculty members have the opportunity to share their science and mathematics expertise with teachers from partner schools, members of Barnard’s New Teacher Network, and potential Barnard Noyce scholars.  STEM Field Explorations contribute to building teachers’ expertise by modeling use of the unique resources of New York City to teach science and mathematics.

Scholarly publications emanating from the BNTSP focus on the impact of the project on teacher’s self-efficacy in terms of their beliefs about their: a) knowledge of science content; b) knowledge of science teaching methods; c) ability to respond to students’ questions; d) ability to impact student learning in science or mathematics; and e) confidence in teaching students from underrepresented groups in high-need schools. The comprehensive project evaluation plan ensures the development of evidence-based assertions about the impact of program initiatives and innovations on STEM teacher recruitment, development, and retention.

 

 

Academic Focus: 

Urban Education

Science Education and Pedagogy

Qualitative Research and Evaluation

Courses: 
  • Science in the City: Science Content and Pedagogical Methods
  • Student Teaching in Urban Schools
  • Urban School Practicum
  • Secondary Multicultural Pedagogy
  • Contemporary Issues in Education

 

Awards & Honors: 

National Association for Research in Science Teaching Equity and Ethics Scholar (2007)

 

 

Professional Affiliations: 
  • National Association for Research in Science Teaching
  • Association for Science Teacher Education
  • American Educational Research Association
  • National Science Teachers Association
  • National Council of Teachers of Mathematics

 

Presentations / Recent Lectures: 

Rivera Maulucci, M. S. (2012, May). A critique of the pipeline model for STEM education: Implications for teacher preparation. A keynote presentation at the Consortium for Excellence in teacher education STEM Conference, Bryn Mawr, PA.

Rivera Maulucci, M. S. (2012, March). Making room for play in the world of kit-based science. A paper presented at the National Association of Research in Science Teaching Annual Meeting, Indianapolis, IN.

Rivera Maulucci, M. S. (2012, March). Emotions and identity in teaching for social justice in science education. A symposium paper presented at the National Association of Research in Science Teaching Annual Meeting, Indianapolis, IN.

Rivera Maulucci, M. S. (2012, January). The role of video in learning to teach linguistically diverse children. A workshop presented at the Association for Science Teacher Education International Conference, Clearwater Florida.

Rivera Maulucci, M. S. (2012, January). Evaluating the value-added of video reflection in an elementary science methods course. A paper presented at the Association for Science Teacher Education International Conference, Clearwater Florida

Rivera Maulucci, M. S. & Edstrom, L. (2011, October). Partnering with local institutions to enhance STEM teaching/learning: The Science in the City and Math and the City models. Consortium for Excellence in Teacher Education Annual Meeting.

Rivera Maulucci, M. S. & Edstrom, L. (2011, October). Use of technology in teaching and research: VITAL (Video Interactions for Teaching and Learning). Consortium for Excellence in Teacher Education Annual Meeting.

Rivera Maulucci, M. S. (2011, April). Discussant: Assessing schools for generation r (responsibility): Reimagining legislation and school policy for environmental science education, Annual Meeting of the American Educational Research Association, New Orleans, LA.

Rivera Maulucci, M. S. (2011, April). Discussant: Toward culturally and socially relevant science education, American Educational Research Association, New Orleans, LA.

Rivera Maulucci, M. S. & Sprague, S. (2011, April). The role of affirmations and challenges in science teacher identity development. A paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Rivera Maulucci, M. S. (2011, April). Using VITAL (Video Interactions for Teaching and Learning) to foster preservice science teacher reflection and identity development. A symposium paper  presented at the National Association of Research in Science Teaching Annual Meeting, Orlando, FL.

Rivera Maulucci, M. S. (2011, April). NARST Equity and Ethics Committee: Mentoring scholars of color in the organization and in the academy.  A paper presented at the National Association of Research in Science Teaching Annual Meeting, Orlando, FL.

Sabbatical: 

 

Publications: 

Journal Articles

Rivera Maulucci, M. S. (In press). Emotions and positional identity in becoming a social justice science teacher: Nicole’s story. Journal of Research in Science Teaching.

Hagiwara, S., Rivera Maulucci, M. S., Ramos, S. L. (Online First). Forum: Reflections on urban science teacher-student self-efficacy dynamics. Cultural Studies of Science Education.

Rivera Maulucci, M. S. (2011) Language experience narratives: Linking identity, language, power, and emotions in becoming an urban science teacher. Cultural Studies of Science Education, 6(2), 413-434.

Rivera Maulucci, M. S. & Brotman, J. S. (2010). Teaching science in the city: Exploring Linkages between teacher learning and student learning across formal and informal contexts. The New Educator, 6, 196-211.

Rivera Maulucci, M. S. (2010). Forum: Excavating silences and tensions of agency|passivity in science education reform. Cultural Studies of Science Education, 5(4), 985-991.

Rivera Maulucci, M. S. (2010). Resisting the marginalization of science in an urban school: Coactivating social, cultural, material, and strategic resources. Journal of Research in Science Teaching, 47(7), 840-860.

Geelan, D., Moore Mensah, F., Rahm, J., & Rivera Maulucci, M. S. (2010). Forum: Roles, caring and learning to teach science. Cultural Studies of Science Education, 5(3), 649-663.

Rivera Maulucci, M. S. (2010). Navigating role forces and the aesthetic│authentic caring dialectic: A novice urban science teacher’s developmental trajectory. Cultural Studies of Science Education, 5(3), 625-647.

Milne, C., Rubel, L., Rodriguez, A. J. Emdin, C. Rivera Maulucci, M. S., Locke, D. Tan, E. Clairmont, N. & Upadhyay, B. (2009). Key Contributors: Celebrating Jhumki Basu’s contributions to science education as a scholar and an activist: Voices from the field. Cultural Studies of Science Education, 4(2), 399-407.

Rivera Maulucci, M. S. (2008). Immigration, language, and identity in teaching science for social justice:  A teacher candidate’s journey. Cultural Studies of Science Education, 3(1), 17-42.

Book Chapters

Rivera Maulucci, M. S. (In press). Re-Imagining the goals of science education: What role should assessment play? In M. P. Mueller, D. J. Tippins, & A. J. Stewart (Eds.) A guide to school policy and legislation in science education: Assessing schools for Generation R (Responsibility). New York: Springer International.

Rivera Maulucci, M. S. (In press). Exploring linkages between identity and emotions in science teacher education. In M. Varelas (Ed.) Identity construction and science education research: Learning, teaching, and being in multiple contexts.

Rivera Maulucci, M. S. & Moore Mensah, F. (2012). NARST Equity and Ethics Committee: Mentoring scholars of color in the organization and in the academy.  In Bianchini, J., Akerson, V. A., Calabrese Barton, A., Lee, O., & Rodriguez, A. J. (Eds.) New York: Springer International.

Rivera Maulucci, M. S. (2011). Social justice research in science education: Positioning, methodologies, and implications for future research. In Fraser, Barry J.; Tobin, Kenneth; McRobbie, Campbell (Eds.) Second International Handbook of Science Education. Springer International.

Rivera Maulucci, M. S. (2010). Invoking the sacred: Reflections on implications of ecojustice for science education. In Tippins, D. J., Mueller, M. P., van Eijck, M., & Adams, J. D. (Eds.) Cultural Studies and Environmentalism: The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems. Springer International.

Rivera Maulucci, M. S. (2010). Becoming an urban science teacher: Teacher learning as the collective performance of conceptions. In W. M. Roth & K. Tobin (Eds.) Re/structuring science education: Reuniting  sociological and psychological perspectives. Springer International.

Rivera Maulucci, M. S. (2008). Teaching for social justice in urban science education: margins, centers, and questions of fit. In W. M Roth & K Tobin, (Eds.). World of Science Education: North America (pp 491-511). Rotterdam: The Netherlands: Sense Publishers.

Rivera Maulucci, M. S. (2006). The challenges and possibilities of middle level reform: Equity, expectations, and empowerment in science education. In K. Dhingra & S. Hagiwara (Eds.). Change Agents in Science Education (pp. 17-33). Rotterdam: The Netherlands: Sense Publishers.

Rivera Maulucci, M. S. & Calabrese Barton, A. (2005). Where’s the joy? Justice and caring in science education. In N. M. Michelli & D. L. Keiser (Eds.). Teacher Education for Democracy and Social Justice (pp. 105-129). New York: Routledge

P. Berizzi, R. Pirani, M. Rivera Maulucci, and Wolf, N.  (1998).  Keeping the Green Promise: An Action Plan for New York City’s Urban Forest.  New York, NY: Environmental Action Coalition and Regional Plan Association.

 

Contact: 

336B Milbank Hall
212-854-2121
mriveram@barnard.edu

Barnard Noyce Teacher Scholars Program

bntsp.pdf

Office Hours: 

By Appointment

Education: 
  • BS, Barnard College
  • MFS, Yale School of Forestry & Environmental Studies
  • M.Phil, Teachers College
  • Ph.D., Teachers College

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