Andrea Weinberg

Farmer Ed 310C
Tempe
Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411
Senior Sustainability Scholar
Faculty
TEMPE Campus
Mailcode
5411
Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Andrea Weinberg is an assistant professor in the Mary Lou Fulton Teachers College in the division of teacher preparation. Her scholarship, teaching, and service are grounded in her commitment to enhancing teacher quality and improving teacher retention and satisfaction. Using participatory and interdisciplinary approaches, Professor Weinberg examines practices that have the potential to increase the effectiveness and retention of early-career teachers, both individually and collectively.

Professor Weinberg currently teaches courses in sustainability science for elementary teachers, as well as special education. Her teaching is directly informed by her research as she works to prepare future educators to engage in collaboration and integrated teaching in their own classrooms as a means to better meet the needs of their students, and to continuously improve their own professional practice. She strives to harness the power of intellectual curiosity to ignite passion in teacher candidatesa passion that will enable them to not only excel and persevere in the profession, but become fervent advocates for their students and communities as well as for the profession of teaching.

Education

  • Ph.D. Education and Human Resource Studies, specialization: Research Methods, Colorado State University-Fort Collins 2013
  • M.Ed. Education & Human Resource Studies, specialization: School Leadership, Colorado State University-Fort Collins 2006
  • Teaching Certification, specialization: K-12 Special Education, West Texas A&M University 1999
  • B.B.A. Accounting, West Texas A&M University 1999

Google Scholar

Research Interests

Dr. Weinberg's research focuses on collaboration and collective engagement in K-12 and teacher education. This includes transdisciplinary teaching and learning for sustainable development through collaboration and collective engagement across K-12 and university-based teacher education contexts. She is engaged in youth-oriented PAR alongside an undergraduate students, and is studying the transformative learning experiences of preservice teachers, the extent of their preparedness to implement transformative (e.g., place-based) oriented pedagogies in P-12 classrooms, and the experiences that motivate future teachers toward action in their communities and classrooms. Further, she collaborates with elementary teachers to create and study curriculum centered on community-driven challenges including urban biodiversity loss, food waste, and equitable access to nutritious and culturally relevant foods in schools and in the community. 

 

 

 

Research Activity

Boveda, M., Weinberg, A. E. (accepted). Facilitating Intersectionally Conscious Collaborations in Physics Education. The Physics Teacher.  

Trott, C. D., Weinberg, A. E. (2020). Science education for sustainability: Strengthening science engagement through climate change learning and action. Sustainability. doi: 10.3390/su12166400

Weinberg, A. E., Trott, C. D.., Wakefield, W., Merritt, E. M., Archambault, L. M. (2020). Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science. 1. doi: 10.1007/s11625-020-00831-9

Weinberg, A. E., Sebald, A., Stevenson, C. A., Wakefield, W. (2019). Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education. The Teacher Educator. doi: 10.1080/08878730.2019.165721

Trott, C. D., Sample McMeeking, L. B., & Weinberg, A. E. (2019). Participatory action research experiences for undergraduates: Forging critical connections through community engagement. Studies in Higher Education. doi: 10.1080/03075079.2019.1602759

Wright, D., Balgopal, M. M., Sample McMeeking, L. B., & Weinberg, A. E. (2019). Developing resilient K-12 teachers to broaden participation of students in STEM. Advances in Developing Human Resources. 21(1) 16-34. doi: 10.1177/152342231884483

Trott, C. D., Weinberg, A. E., & Sample McMeeking, L. B. (2018). Prefiguring sustainability through participatory action research experiences for undergraduates: Reflections and recommendations for student development. Sustainability. doi: 10.3390/su10093332

Weinberg, A. E., Trott, C. D., & Sample McMeeking, L. B. (2018). Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education. 102(6) 1155-1175. doi: 10.1002/sce.21453

Weinberg, A. E. & Sample McMeeking, L. B. (2017). Toward meaningful interdisciplinary education: High school teachers’ views of mathematics and science integration. School Science and Mathematics, 117(5), 204-213.

Sample McMeeking, L. B., Weinberg, A. E.,Boyd, K. J., & Balgopal, M. M. (2016). Student perceptions of interest, learning, and engagement from an informal traveling science museum. School Science and Mathematics, 116(5), 253-264.

Courses

Fall 2020
Course Number Course Title
SCN 400 Sustainabl for Sci Teacher
SOS 492 Honors Directed Study
LSE 599 Thesis
DCI 792 Research
Spring 2020
Course Number Course Title
EDP 310 Ed Psychology for Non-Teachers
SCN 400 Sustainabl for Sci Teacher
Fall 2019
Course Number Course Title
SCN 400 Sustainabl for Sci Teacher
BLE 408 SEI for Linguistically Diverse
DCI 792 Research
Spring 2019
Course Number Course Title
SCN 400 Sustainabl for Sci Teacher
Fall 2018
Course Number Course Title
DCI 691 Seminar
Spring 2018
Course Number Course Title
SCN 400 Sustainabl for Sci Teacher
SPE 416 Quality Prac/Collaborative Cls
Fall 2017
Course Number Course Title
MTE 280 Invest Qnty: Number Operations