Joseph Taylor, PhD
Dr. Joseph Taylor is an Assistant Professor in the Department of Leadership, Research, and Foundations at the University of Colorado, Colorado Springs. Dr. Taylor's research centers on quantitative research methodology and knowledge accumulation considerations for education research. He teaches intermediate and advanced quantitative research methods in the Educational Leadership, Research, and Policy PhD Program.
Ph.D. Science Education
The Pennsylvania State University – 2001
M.Ed. Mathematics Education
Ohio University - 1992
B.S. Physics Education
California University of Pennsylvania - 1991
LEAD 8100 Advanced Quantitative Research and Statistics
LEAD 7100 Intermediate Quantitative Research and Statistics
LEAD 5220 Data-Driven Program Evaluation and Curriculum Assessment
LEAD 7000 Master's Research Laboratory in Leadership
Taylor, J., Kowalski, S., Polanin, J., Askinas, K., Stuhlsatz, M., Wilson, C., Tipton, B., & Wilson, C. (in press). Investigating Science Education Effect Sizes: Implications for Power Analyses and Programmatic Decisions. AERA Open 4(3), 1-19. doi:10.1177/2332858418791991
Roth, K., Bintz, J., Wickler, N., Hvidsten, C., Taylor, J., Beardsley, P., Caine, A., & Wilson, C. (2017). Design principles for effective video-based professional development. International Journal of STEM Education, 4(31). doi:10.1186/s40594-017-0091-2
Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2017). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 1-20. doi: 10.1080/09500693.2016.1265158
Taylor, J. A., Roth, K., Wilson, C. D., Stuhlsatz, M. A., & Tipton, E. (2017). The effect of an analysis-of-practice, videocase-based, teacher professional development program on elementary students' science achievement. Journal of Research on Educational Effectiveness, 10(2), 241-271. doi:10.1080/19345747.2016.1147628
Taylor, J., Furtak, E., Kowalski, S., Martinez, A., Slavin, R., Stuhlsatz, M., & Wilson, C. (2016). Emergent themes from recent research syntheses in science education and their implications for research design, replication, and reporting practices. Journal of Research in Science Teaching, 53(8), 1216-1231. doi:10.1002/tea.21327
Spybrook, J., Westine, C. D., & Taylor, J. (2016). Design Parameters for Impact Research in Science Education. AERA Open, 2(1), doi:2332858415625975
Taylor, J. A., Getty, S. R., Kowalski, S. M., Wilson, C. D., Carlson, J., & Van Scotter, P. (2015). An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development. American Educational Research Journal, 52 (5), doi:0002831215585962
Kirschner, S., Taylor, J., Rollnick, M., Borowski, A., & Mavhunga, E. (2015). Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches. In A. Berry, P. Friedrichsen, & J. Loughran (eds.), Re-examining pedagogical content knowledge in science education, New York, NY: Routledge.
Westine, C., Spybrook, J., & Taylor, J. (2014). An Empirical Investigation of Variance Design Parameters for Planning Cluster Randomized Trials of Science Achievement. Evaluation Review 37(6), 490-519.
Gardner, A.L., Bybee, R.W., Liu, E., & Taylor, J. (2014). Analyzing the coherence of science curriculum materials. Curriculum and Teaching Dialogue, 28(1-2), 65-86.
Taylor, J., Kowalski, S., Wilson, C., Getty, S. and Carlson, J. (2013), Conducting causal effects studies in science education: Considering methodological trade-offs in the context of policies affecting research in schools. Journal of Research in Science Teaching, 50 (9), 1127-1141.
Taylor, J., Carlson, J., & Bess, K. (2013). Rethinking the continuing education of science teachers: An example of transformative, curriculum-based professional development. In R. E. Yager (Ed.), Exemplary science: Best practices in Professional Development (2nd Ed.) Arlington, VA: NSTA Press.
Wilson, C., Taylor, J., Kowalski, S., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301.
Taylor, J., Stuhlsatz, M., & Bybee, R. (2009). Windows into high-achieving science classrooms. In R. Bybee & B. McCrae (Eds.), PISA science 2006: Implications for science teachers and science teaching. Arlington, VA: National Science Teachers Association.
Taylor, J., Gardner, A.L., & Bybee, R.W. (2009). The role of curriculum materials in reform. In J. Gess-Newsome, J. Luft, & R. Bell (Eds.), Reforming secondary science instruction. Arlington, VA: National Science Teachers Association.
Spiegel, S., Bintz, J., Taylor, J., Landes, L., & Jordan, D.L. (2009). Chapter 4: Science. In S. McConachie & A. Petrosky (Eds.), Task, text, and talk: Disciplinary literacy for middle and high school students. San Francisco: Jossey Bass.
Taylor, J. (2008). Selecting curriculum materials: A critical step in science program design. In B. B. Berns & J. O. Sandler (Eds.), Making science curriculum matter: Wisdom for the reform road ahead (pp. 23–34). Thousand Oaks, CA: EDC/Corwin Press.
Taylor, J., Van Scotter, P., & Coulson, D. (2007). Bridging research on learning and student achievement: The role of instructional materials. The Science Educator, 16(2), 44–50.
Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs, CO: BSCS.
McConachie, S., Hall, M., Resnick, L., Ravi, A., Bill, V., Bintz, J., & Taylor, J. (2006). Task, text, and talk: Literacy for all subjects. Educational Leadership, 64(2), 8–14.
Taylor, J., Powell, J., Bess, K., & Lamb, T. (2005). Examining the professional growth of out-of-field physics teachers: Findings from a pilot study. Journal of Physics Teacher Education, 2(4), 16–22.