Matthew Kloser is the founding director of the Center for STEM Education and a faculty member and Fellow of the Institute for Educational Initiatives at the University of Notre Dame.
Dr. Kloser’s research focuses on issues of teaching, learning, and assessment in science classrooms with a special focus on biology education. His research includes experimental studies that identify affordances and constraints of learning biology from different text types, mixed methods studies focused on assessment implications for student outcomes, and the relationship between core instructional practices and student outcomes.
Dr. Kloser received his M.Ed. through the Alliance for Catholic Education program at the University of Notre Dame and taught high school physics and math for five years prior to earning his M.S. in biology and Ph.D. in science education from Stanford University.
Doctorate of Philosophy in Education, Science Education - Stanford University
Master of Science, Biology, Stanford University
Master of Education, University of Notre Dame
Kloser, M. (in press). The nature of the teacher’s role in supporting student investigations in middle and high school science classrooms: Creating and participating in a community of practice. A report commissioned by the National Academies of Sciences, Engineering, and Medicine. Washington D.C.
Kloser, M., Wilsey, M., Madkins, T., Windschitil, M., (in press). Connecting the dots: Linking frameworks for facilitating discussion to novice teacher practice. Teaching and Teacher Education.
Kloser, M., Wilsey, M., Hopkins, D., Dallavis, J. W., Lavin, E., and Comuniello, M. (2017). Dual identities: Organizational negotiation in STEM-focused Catholic schools. Cultural Studies in Science Education, 1-31.
Davis, E., Kloser, M., Windschitl, M., Wells, A., Carlson, J., Marino, J-C. (2017). Teaching the practice of leading sense-making discussions in science: Using rehearsals, Journal of Science Teacher Education, 28(3), 275-293.
Kloser, M., Borko, H., Martinez, F., Stecher, B., Luskin, R. (2017). Evidence of middle school science assessment practice from classroom-based portfolios, Science Education, 101(2), 209-231.
Kloser, M. (2016). Alternate text types and student outcomes: An experiment comparing traditional textbooks and more epistemologically considerate texts, International Journal of Science Education, 38(16), 2477-2499.
Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8).
Kloser, M. J. and Brownell, S. E. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 1 – 20.
Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185 – 1217.
Kloser, M. (2013). Exploring high school biology students’ engagement with more and less epistemologically considerate texts. Journal of Research in Science Teaching, 50(10), 1232 – 1257.
Kloser, M., Brownell, S., Fukami, T., Shavelson, R. (2013). Effects of a research-based ecology lab course: A study of non-volunteer achievement, self-confidence and perception of lab course purpose. Journal of College Science Teaching, 42(3), 72 – 81.
Kloser, M. (2012). A place for the nature of biology in biology education. Electronic Journal of Science Education, 16(2), 1-21.
Martinez, J. F., Borko, H., Stecher, B., Luskin, R., Kloser, M. (2012). Measuring quality assessment in science classrooms through artifacts and self-report. Educational Assessment, 17(2-3), 107-131.