Erin A. Hashimoto-Martell 
Science Teacher Educator and Researcher 

Curriculum Vitae (Updated October 2014): 

Ph.D., Curriculum and Instruction, Boston College, 2014 
M.Ed., Curriculum and Instruction, Boston College, 2004 
B.S., Biology: Ecology, Behavior, and Evolution, University of California, San Diego, 1999 

I am the Director of Science at the Dearborn STEM Academy in the Boston Public Schools 
(BPS), a large urban district. Previously, I worked as a science coach for BPS, supporting 
quality science education across the district through one-on-one and team coaching, and 
providing professional development for the district. For ten years, I was an elementary and 
middle school science teacher in Boston, where I combined inquiry, hands-on, and local 
science to help students develop their science knowledge and process skills. 

I have taught undergraduate- and graduate-level elementary science methods courses at 
Wellesley College, Boston College, and the University of Massachusetts Boston (Boston 
Teacher Residency Program), and a graduate-level secondary science methods course at 
Boston University. My syllabi have included lessons on science practices, science assessment, 
standards in science, diversity in science, teaching science to English language learners, 
integrating science across subject areas, and leading science field trips. In teaching elementary 
science methods, I have found that it is important to provide the students with opportunities to 
engage directly in the scientific practices and develop their content knowledge to help them 
build the confidence and skills that would enable them to provide their own students with 
meaningful science lessons. 

My research agenda focuses on the intersection of science education, environmental education, 
and urban education. In particular, I am interested in underrepresented groups’ engagement 
with science and the ability of science education to facilitate social justice. For my dissertation, 
I created and validated a learning progression on environmental thinking and I am interested 
in further research using Rasch models to better understand how students engage with and 
learn science. I have also taken an emic perspective as a researcher, developing my stance 
as a teacher researcher to better understand my practice as an elementary science teacher. 
I am currently the Secretary/Treasurer for the Teacher as Researcher Special Interest Group 
of the American Educational Research Association.