Faculty of Education

FACULTY OF

Education

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Tom Russell

Professor of Science Education
Office:
A322
Phone:
613-533-3024
Affiliation:
About:

AB (Cornell), MAT (Harvard), PhD (Toronto)

Professor of Science Education and Teacher Development, Graduate Faculty

Web: http://post.queensu.ca/~russellt/

Research Interests
  • Learning to teach
  • Science education
  • Self-study of teacher education practices
  • Action research
  • Improvement of teaching
Recent Publications

Books

Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012). Beginning teaching: Stories from the classroom. Dordrecht, The Netherlands: Springer.

Bullock, S. M., & Russell, T. (Eds.) (2012). Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.

Kitchen, J., & Russell, T. (Eds.) (2012). Canadian perspectives on the self-study of teacher education practices (Vol. 2 in the CATE Polygraph Series). Ottawa, ON: Canadian Association for Teacher Education. Available online at https://sites.google.com/site/cssecate/polygraph-book-series
 

Chapters in Books

Russell, T. (2014). Paradigmatic changes in teacher education: The perils, pitfalls and unrealized promise of the reflective practitioner. In R. Bruno-Jofré and J. S. Johnston (Eds.), Teacher education in a transnational world (pp. 158-176). Toronto, ON: University of Toronto Press.

Russell, T. (2014). One teacher educator’s career-long development of a pedagogy of reflection. In L. Orland-Barak & C. J. Craig (Eds.), International teacher education: Promising pedagogies (Part A) (pp. 55-72). Bingley, UK: Emerald Group.

Russell, T., & Martin, A. K. (2014). Learning to teach science. In N. Lederman & S. Abell (Eds.), Handbook of research on science education, Volume II. London, UK: Routledge.

Russell, T., & Bullock, S. M. (2013). Developing experience-based principles of practice for teaching teachers. In M. A. Flores, A. A. Carvalho, F. Ferreira, & T. Vilaça (Eds.) Back to the future: Legacies, continuities and changes in educational policy, practice and research (pp. 207-218). Rotterdam, The Netherlands: Sense Publishers.

Russell, T., & Martin, A. K. (2013). Challenges to promoting quality in preservice practicum experiences. In M. A. Flores, A. A. Carvalho, F. Ferreira, & T. Vilaça (Eds.), Back to the future: Legacies, continuities and changes in educational policy, practice and research (pp. 219-230). Rotterdam, The Netherlands: Sense Publishers.

Russell, T. (2013). Inspirations and challenges for innovation in teacher education. In K. Goodnough, G. Galway, C. Badenhorst, & R. Kelly (Eds.), Inspiration and innovation in teaching and teacher education (pp. 171-184). Lanham, MD: Lexington Books.

Loughran, J., Korthagen, F, & Russell, T. (2013). Teacher education that makes a difference: Developing foundational principles of practice. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 597-613). Bradford, UK: Emerald Group.

Russell, T., Martin, A., O’Connor, K., Bullock, S., & Dillon, D. (2013). Comparing fundamental conceptual frameworks for teacher education in Canada. In L. Thomas (Ed.), What is Canadian about teacher education in Canada? Multiple perspectives on Canadian teacher education in the twenty-first century (pp. 10-36). Canadian Association for Teacher Education/Association Canadienne pour la Formation à l’enseignement. Published online at https://sites.google.com/site/cssecate/fall-working-conference

Russell, T. (2012). Science teacher education, self-study of teacher education practices, and the reflective turn. In S. M. Bullock, & T. Russell (Eds.), Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.

Russell, T. (2012). Secondary science teacher education. In R. Gunstone (Ed.), Encyclopedia of science education. SpringerReference (www.springerreference.com). Springer-Verlag Berlin Heidelberg, 0. DOI: 10.1007/SpringerReference_303100 2012-10-01 00:35:19 UTC.

Brown, C. L., & Russell, T. (2012). A collaborative self-study of a physics teacher’s first two years of teaching. In S. M. Bullock, & T. Russell, (Eds.) (2012). Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.
 

Articles in Refereed Publications

Russell, T. (2014). La práctica en la formación de profesores: tensiones y posibilidades en la experiencia de aprender a enseñar. Estudios pedagógicos, 40(Especial), 223-238.

Russell, T., & Martin, A. K. (2013). Preservice teacher education. Oxford Bibliographies [online; see http://www.oxfordbibliographies.com/obo/page/education#3].

Russell, T. (2013). Has reflective practice done more harm than good in teacher education? Phronesis, 2(1), 80-88. doi: 10.7202/1015641ar

Russell, T. (2012). Cambios paradigmáticos en la formación de profesores: Peligros, trampas y la promesa no cumplida del profesional reflexive. [Paradigmatic changes in teacher education: The perils, pitfalls, and unrealized promise of the reflective practitioner] Encounters/Encuentros/Rencontres on Education, 13: 71-91.

Russell, T., & Bullock, S. M. (2011). From talk to experience: Transforming the pre-service physics methods course. Brock Education, 20(1), 19-33.