Assistant Professor

Biography

Dr. Stacey Britton is an Assistant Professor of Science Education in the Department of Early Childhood through Secondary Education. After graduating from the University of Georgia in 2011, Dr. Britton began her career in academia as an Assistant Professor at the University of Mississippi. After five years away from home, Stacey came to the University of West Georgia in the Fall of 2016 and teaches primarily early childhood science education courses. A key focus of her teaching involves helping preservice teachers see the connection between classroom learning and the world around them. As a former high school science teacher, specifically biology and environmental science, with teaching experiences in Mississippi and rural Alaska, Dr. Britton helps students explore the natural world and cultural knowledge that can serve as the foundation for integrated learning in the elementary classroom. Stacey's current research focuses on ecojustice pedagogy, online learning platforms for science instruction, and the integration of science into multiple subject areas. Dr. Britton has family in the area, including eight nieces and nephews who attended or currently attend school in Carrollton. She has a dog named Molly, a handful of cows, and a few chickens. When not reading, writing, or teaching, she enjoys spending time with her family, cooking, and quilting.

Education / Degrees

  • B.S., Biological Science, University of Southern Mississippi, 1998
  • M.S., Science Education, University of Southern Mississippi, 2001
  • Ph.D., Science Education, University of Georgia, 2011
  • Courses Taught
  • Course Sections and Syllabi

    Fall 2018 Sections

    • ECED-4262 (Tch Content/Process:Science Ed) Section: 01
    • ECED-7260 (Investig Science Meth/Material) Section: E01
    • ECSE-7276 (STEM Invest thru Ecojustice) Section: E01

    Summer 2018 Sections

    • ECED-7260 (Investig Science Meth/Material) Section: E01
    • ECED-7260 (Investig Science Meth/Material) Section: E02

    Spring 2018 Sections

    • ECED-4262 (Tch Content/Process:Science Ed) Section: 01
    • ECSE-4762 (Science Dual Certificate) Section: 02
    • ECED-7260 (Investig Science Meth/Material) Section: E01

    Fall 2017 Sections

    • ECED-4262 (Tch Content/Process:Science Ed) Section: 01
    • ECSE-4762 (Science Dual Certificate) Section: 01
    • ECED-7260 (Investig Science Meth/Material) Section: E01

    Summer 2017 Sections

    • ECED-7260 (Investig Science Meth/Material) Section: E02
    • ECED-7260 (Investig Science Meth/Material) Section: E01

    Spring 2017 Sections

    • ECED-4262 (Tch Content/Process:Science Ed) Section: 01
    • ECED-4262 (Tch Content/Process:Science Ed) Section: 02
    • ECED-7260 (Investig Science Meth/Material) Section: E01

    Fall 2016 Sections

    • ECED-4262 (Tch Content/Process:Science Ed) Section: 01 Download Syllabus [DOC]
    • ECED-4262 (Tch Content/Process:Science Ed) Section: 02 Download Syllabus [DOC]
    • EDSE-7273 (Earth & Space Sci In-Serv Elem) Section: 41
    • EDSE-7274 (Pedagog Strat & Res Elem Sci) Section: 41
  • Publication List

    Britton, S. A., Carpenter-McCullough, A., Ortwein, M., Parker, M. (2016). The “nature” of Common Core: Connecting science and literature through the natural world. Science Activities: Classroom Projects and Curriculum Ideas, 53(1), 4-12, DOI: 10.1080/0

    Britton, S. A., Cheng, Q., Hill-Cunningham, P. R., & Carpenter-McCullough, A. (2015). Feet to the Fire: Becoming a Teacher While Still a Student. National Teacher Education Journal, 8(3), 91-99.

    Tippins, D.J., Pate, P.E., Britton, S., & Ammons, J. (2015). A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene. In Educating Science Teachers for Sustainability (pp. 69-87). Springer Internati

    Britton, S.A. & Tippins, D.J. (2015). Teaching with Citizen Science—It’s More than Just Putting Out Fires! In M.P. Mueller & D.J. Tippins (Eds.) Ecojustice, Citizen Science, and Youth Activism: Environmental Discourses Science Education, (pp. 207-222)

    Britton, S. A., & Tippins, D. J. (August, 2014). Practice or Theory: Situating Science Teacher Preparation within a Context of Ecojustice Philosophy. Research in Science Education, 45(3), 425-443. DOI 10.1007/s11165-014-9430-1.

    Tippins, D., & Britton, S. A. (2014). Ecojustice Pedagogy. In Encyclopedia of Science Education (pp. 1-6). Springer Netherlands.

    Britton, S. (2014). A look into secondary science teacher preparation using citizen science. Brazilian Journal of Research in Science Education, 14(2), 57-66.

    Ortwein, M. J., Britton, S., & McCullough, A.. (2014) Does publish or perish academic culture foster intellectual vice? Teachers College Record, Date Published: March 28, 2014 http://www.tcrecord.org ID Number: 17479, Date Accessed: 4/4/2014

    Britton, S. (2013). Citizen science for the k-12 teacher. Georgia Science Teachers Association: Fall newsletter. [View Publication]

  • Skills and Resources

    Qualitative Research Methodology

    I earned a qualitative certification from UGA in 2011 which included classes on intro to methods, data collection, interviewing, participant observation, data analysis, and a capstone course. Additionally, I have taught qualitative methodology at the doctoral level for several years and successfully guided graduate students in completing a qualitative dissertation.

    Environmental Education

    I have worked to train teachers in effectively implementing environmental education at the k-16 level. This includes working extensively with local high school students to conduct field work and co-instruct with local teachers on best practices for developing a greater understanding of ecosystem functions, biotic and abiotic factors influencing systems. While similar to graduate training in biology, this involves a more hands-on approach to helping high school students see the relevance and value in the environment and guiding them with language that is not beyond their understanding.

    Environmental Education for Teachers

    I am able to provide teacher training on the following environmental curricula: Project WET, Project Learning Tree, Project WILD, Project Aquatic WILD. These curricula are based on national standards, are interdisciplinary, utilized on an international scale, and applicable for k-12 classroom instruction.