Director and Donna R. and David E. Sterling Endowed Professor in Science Education
George Mason University
Dr. Erin E. Peters-Burton’s research agenda is focused on helping all students build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learning theory in science and engineering, as well as how inclusive STEM schools can help students succeed.
- STEM Road Map Curriculum Series
- Teachers' integration of scientific and engineering practices in primary classrooms.
- Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time
- A policy-relevant instrumental case study of an inclusive STEM-focused high school: Manor New Tech High.