| Dr. Charles J. Eick Associate Professor
 Charles J. Eick is an Associate Professor of Elementary Science Education in the Department of Curriculum & Teaching at Auburn University. Dr. Eick supervises interns and teaches science methods and program courses for elementary education undergraduate and graduate students. He also conducts research on teacher education and writes grants to fund small and large projects. His work with the Auburn City Schools Professional Development System has helped to forge greater links between the College of Education and Auburn City Schools for improved student learning and teaching. He also works closely with Auburn University's College of Mathematics and Science in teacher development on the Alabama Math, Science, and Technology Initiative (AMSTI) for grades K-8. Dr. Eick's personal research interests lie in understanding and strengthening the articulation between preservice teacher education and beginning teaching. He currently studies preservice teachers' lives as a window to professional development.
Dr. Eick's brief vita: 1. Academic Degrees
2. Professional Experience
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2004-Present |
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Associate Professor of Science Education, Auburn University |
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1999-2004 |
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Assistant Professor of Science Education, Auburn University |
| 1996-1997 | Science Teacher, Troup County Public Schools, LaGrange, Georgia | |
| 1989-1996 | Middle and High School Science Teacher, Cobb County Public Schools, Cobb County, Georgia |
3. Selected Publications
Book Chapters
Eick, C. & Ware, F. (2005). Coteaching in a science methods course: An apprenticeship model for early induction to the secondary classroom. In W-M Roth & K. Tobin (Eds.), Teaching together, learning together.
Eick, C. (2002). Personal histories supporting retention of beginning science teachers. In J. Rhoton & P. Bowers (Eds.), Issues in science education: Science teacher retention (pp. 85-92).
Peer Refereed Research Manuscripts (* Denotes Student Contribution)
Jones, M. T. & Eick, C. J. (in press). Providing bottom-up support to middle school science teachers' reform efforts in using inquiry-based kits. Journal of Science Teacher Education.*
Tripp, L. O. & Eick, C. J. (in review). Match-making to enhance the mentoring relationship in student teaching: Learning from a simple personality instrument. Electronic Journal of Science Education.
Jones, M. T. & Eick, C. J. (2007). Implementing inquiry-based kits: Obstacles, pedagogy, and practical knowledge development in two middle school science teachers. Science Education, 91 492-513.*
Eick, C. & Dias, M. (2005). Building the authority of experience through coteaching: Studying methods students' thinking on practice in inquiry classrooms. Science Education, 89 (3), 470-491.
Ott, J., Belcher, A., Aldridge, R., & Eick, C. (2004). Teaching interactive science lessons to remedial classes: Learning to help at risk students pass a high stakes graduation examination. ARExpeditions [on-line]. Available: www.arexpeditions.montana.edu *
Eick, C., Ware, F., Jones, M. (2004). Coteaching in a secondary science methods course: Learning through a coteaching model that supports early teacher practice. Journal of Science Teacher Education, 15, 197-209.*
Eick, C., Ware, F., & Williams, P. (2003). Coteaching in a science methods course: A situated learning model of becoming a teacher. Journal of Teacher Education, 54, 74-85.*
Eick, C. (2002). Job sharing their first year: A narrative of two partnered teachers induction into middle school science teaching. Teaching and Teacher Education,18, 887-904.
Eick, C. & Reed, C. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86, 401-416.
Eick, C. (2002). Studying career science teachers' personal histories: A methodology for understanding intrinsic reasons for career choice and retention. Research in Science Education, 32, 353-372.
Eick, C. (2002). Science curriculum in practice: Student teachers' use of hands-on activities in high-stakes testing schools. National Association of Secondary School Principals Bulletin, 86 (30), 72-85.
Eick, C. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. The Electronic Journal of Science Education [on-line], 4, (3). Available: http://unr.edu/homepage/crowther/ejse/eick.html.
Peer Reviewed Practitioner Articles (* Denotes Student Contribution)
Deutsch, W., Eick, C., & Fuller, J. (under review). Protecting our local waterways: Alabama Water Watch trains and supports teachers and students as citizen monitors. The Science Teacher.*
Eick, C., Meadows, L., Balkcom, R. (2005). Breaking into inquiry: Scaffolding supports beginning efforts to implement inquiry in the classroom. The Science Teacher, 72 (7), 49-53.*
Hayes, L., Smith, M., & Eick, C. (2005). Habits of mind for the science laboratory. The Science Teacher, 72 (6), 24-29.*
Eick, C., Ewald-Howard, M., Kling, E., Shaw, L. (2005). Reaching out to outreach. Science Scope, 28 , (7), 36-37.*
Eick, C. (2003). Changing an alternative teacher education program: Making every course count. Planning and Changing, 34, 84-100.
Eick, C. & Vining, L. (2003). Advocating aquaculture education for scientific literacy. Agriculture Education Magazine, 76 (3), 24-25.
Trautmann, N. M., Carlsen, W. S., Eick, C. J., Gardner, F. E., Kenyon, L., Moscovici, H., Moore, J. C. Thomson, M. West, S. S. (2003). Online peer review: Learning science as science is practiced. Journal of College Science Teaching, 32 (7), 443-447.
Eick, C. (2001). The democratic science classroom: Science teaching that can improve student behavior and enhance inquiry. Science Scope, 25 (3), 27-31.
Eick, C. & Samford, K. (1999). Techniques for new teachers. The Science Teacher, 66 (8), 34-37.*
Eick, C. (1998). Growing With the Standards. Science Scope, 21 (7), pp. 10-14.