Associate Professor of Education
Teaching & Curriculum
Get Real Science
April Luehmann joined the Warner School community in 2002 as a science educator, teaching in the science teacher preparation and doctoral programs. She completed graduate degrees in science education and industrial and operations engineering, and previously taught mathematics and science to secondary school students in Illinois, Michigan, and Indiana. She also instructed science and math teachers in the Chicago Public Schools in a special professional development initiative at the Illinois Institute of Technology, and served on the Board of Trustees for Girls, Inc., a national nonprofit youth organization dedicated to inspiring all girls to be strong, smart, and bold.
Luehmann focuses her research on the design and use of new media literacies, out-of-school learning contexts and experiences, and innovative teacher development programs to explicitly address issues of equity and social justice through the transformation of participation structures for and between secondary science teachers and all science students, especially those in traditionally disadvantaged schools.
Since coming to Rochester in 2002, she has also designed and worked with graduate students to teach science summer camps and school-year programs to develop or capitalize on girls’ interest in science.
Luehmann’s scholarly work and teaching have received recognition. Most recently, she was presented with the University of Rochester’s 2008 G. Graydon ‘58 and Jane W. Curtis Award for Excellence in Teaching by a Nontenured Member of the Faculty.
Luehmann, A.L. (in press). The Get Real! Science Program: A scaffolded model to prepare reform-minded teachers in Teacher Education: Policy, Practice and Research, Nova Science Publishers, Inc., Hauppauge, NY
Luehmann, A.L. (in press). Urban students’ perspectives of a science enrichment programme: Out-of school inquiry as access. The International Journal of Science Education.
Luehmann, A.L. (2008). Accessing resources for identity development by urban students and teachers: Foregrounding context. Submitted by invitation to Cultural Studies in Science Education, 1871-1502.
Luehmann, A.L. (2008). Blogging as support for teacher learning and development: A case-study. The Journal of the Learning Sciences 17(3) 287.
Luehmann, A.L. (2008). Blogging as support for teachers’ professional identity development: Insights gained from the blog of an urban reform-minded science teacher. The New Educator 4(3) 175-198.
Luehmann, A.L. & Tinelli, L. (2008). Challenges of and resources for reform-based science teacher learning and identity development: A case study of a preservice science teacher. Conference Proceedings. International Conference of the Learning Sciences, Utrecht, Netherlands, June 2008.
MacBride, R. & Luehmann, A.L. (2008). Capitalizing on emerging technologies. A comparative case study of two secondary classroom teachers’ use of blogs. School Science and Mathematics 108(5), 173-183.
Luehmann, A.L. (2007). Professional identity development as a lens to science teacher
preparation. Science Education 91(5), 822-839.
Luehmann, A.L. & Markowitz, D. (2007). Science teachers’ perceived benefits of an out-of-school enrichment programme: Identity needs and university affordances. International Journal of Science Education 29(9) 1133-1161.
Luehmann, A.L. (2007). Blogging as Support for an Urban Science Teacher’s Professional Identity Development. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans.
Luehmann, A.L. (2007). Professional Identity Development Applied to Science Teacher Preparation: A Model. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Luehmann, A.L. (2007). Urban Students and School Science: Out-of-school Inquiry as Access. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans.
Luehmann, A.L. & MacBride, R. (2007). Classroom Blogging in the Service of Student-Centered Learning: A Comparative Case Study of Two High School Teachers’ Use of Blogs. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Barab, S.L. & Luehmann, A.L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education 87(4), 454-467.
Squire, K., MaKinster, J., Barnett, M. Luehmann, A.L., & Barab, S. (2003). A designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education 87(4), 468-489.