Dr. Larry Yore

• Language, literacy, and science education
• Inquiry-oriented science teaching
• Science teacher education and professional learning
• Science curriculum and Instruction
• Nature of science and traditional knowledge about nature

Summary of 1970-2011: 41 years of teaching, committee and administrative duties at the University of Victoria and external professional activities

Taught a variety of science foundations, science methods, science and technology literacy, and curriculum and instruction courses to undergraduate students; supervised student teachers in their clinical experiences; taught research design and results in science, mathematics, and social studies education and disciplinary literacy courses to masters and doctoral graduate students; supervised projects, theses, and dissertations for on-campus and distance education graduate students. Graduate student supervision of 20 doctoral students, 53 masters (Arts) students, and 103 masters (Education) students at the University of Victoria and other universities as their program chair or supervisory committee member.

Served on most major committees and in numerous administrative positions: Member of the University of Victoria Board of Governors, President of the University of Victoria Faculty Association, Chair of the Departments of Social and Natural Sciences and Curriculum and Instruction (3 different times), Director of Education Extension (2 different times), Chair of the Constructivist Education Resources Network (CER-Net) Advisory Board; Senate committees, President’s committees, Board of Governors’ committees, Pension Board, Salary Anomalies Committee, Salary Negotiation Committee, Appointment, Reappointment, Promotion, and Tenure Committees (Faculties of Education and Sciences).

Served on many science education association committees (Association for Science Teacher Education [ASTE], National Association for Research in Science Teaching [NARST}, School Science and Mathematics Association [SSMA], National Science Teachers Association [NSTA]), editorial boards/panels (Journal of Research in Science Teaching, Editorial Board, 1989-1993; International Journal of Science and Mathematics Education, Associate Editor 2000–present; Journal of Elementary Science Education; Journal of Science Teacher Education, Review Board 2012– ), and state/provincial/federal steering committees for science education research, curriculum, and assessment (Florida Science, Technology, Engineering, and Mathematics Research Center, 2007–09; BC Ministry of Education Science Curriculum Revision Committee, Chair, 1978–81; BC Ministry of Education Science Curriculum Overview Team, 1995–98; BC Pan-Canadian Framework for Science Committee, 1995–97; and several short-term advisory committees for curriculum, resources, and assessments).

Served as NARST International Committee and Membership and Election Committee chairs, helped organize and deliver the new members symposium at NARST, ESERA (European Science Education Research Association), and ASERA (Australasia Science Education Research Association) international paper sets exchanges, and served as mentor to new members on several occasions. Organized paper sets, workshops, and symposia at the ASTE, NARST, NSTA, ESERA, and EARLI conferences for new researchers to sponsor and support their entry into professional discourse communities. Recent contributions, along with Sharyl Yore, have focused on mentoring 50+ international scholars from African, Asian, Eastern European, and Middle Eastern countries whose first language is not English to publish their research results in the International Journal of Science and Mathematics Education and other journals. This mentoring service is designed to allow non-English voices to be expressed in the science and mathematics discourse and is unique to this journal. Furthermore, promoted the active involvement and growth of new scholars by serving as an external reviewer for appointment, promotion, and tenure decisions.

Major commitment has been active participation in numerous peer review panels:

• Alberta Journal of Educational Research Canadian Journal of Education
• Canadian Journal of Science, Mathematics, and Technology Education
• Chinese Journal of Science Education
• Elementary School Science Journal
• International Journal of Science and Mathematics Education
• International Journal of Science Education
• Journal of Curriculum Studies
• Journal of Elementary Science Education
• Journal of Research on Science Teaching Journal of Science Teacher Education
• L1—Educational Studies on Language and Literature
• Handbook on Science Teaching (2nd edition)
• Reading Research Quarterly
• School Science and Mathematics
• Science
• Science and Education
• Science and Technology Education
• Science Education
• Scientific Study of Reading

• Canadian Who’s Who 1988: University of Toronto Press
• Association for the Education of Teachers in Science, 2005 Science Teacher of the Year Award
• University of Victoria, Distinguished Professor Award 2002 (Emeritus 2011)
• National Association for Research in Science Teaching, 2012 Distinguished Contributions through Research Award
• University of Minnesota, 2013 Outstanding Achievement Award

• Visiting Scholar:     Robert Black College, University of Hong Kong, September 2012; National Taiwan Normal University, June 2013; National Sun Yat-Sen University, Feburary-March 2014

• Associate Editor of the International Journal of Science and Mathematics Education (2000-present)

• Editorial Board of the Journal of Science Teacher Education (2010-present)

• Member, Deans Advisory Council, College of Education and Human Development, University of Minnesota, Minneapolis, MN (2013-2015)

• Board member, British Columbia College of Dietitians, Vancouver, BC (2014-2016)

• Emeritus member, National Association for Research in Science Teaching

2010-2022 Publications (International Refereed Journals)

1. Anthony, R. J., Tippett, C. D., & Yore, L. D. (2010). Pacific CRYSTAL Project: Explicit literacy instruction embedded in middle school science classrooms [Special issue]. Research in Science Education, 40(1), 45-64.

2. Yore, L. D., & Hand, B. (2010). Epilogue: Plotting a research agenda for multiple representations, multiple modality, and multimodal representational competency [Special issue]. Research in Science Education, 40(1), 93-101.

3. Hand, B., Yore, L. D., Jagger, S., & Prain, V. (2010). Connecting research in science literacy and classroom practice: A review of science teaching journals in Australia, the United Kingdom, and the United States, 1998–2008. Studies in Science Education, 46(1), 45-68.

4. Anderson, J. O., Chiu, M-H., & Yore, L. D. (2010). First cycle of PISA (2000-2006)—International perspectives on successes and challenges: Research and policy direction [Special issue]. International Journal of Science and Mathematics Education, 8(3), 373-388.

5. Yore, L. D., Anderson, J. O., & Chiu, M-H. (2010). Moving PISA results into the policy arena: Perspectives on knowledge transfer for future considerations and preparations [Special issue]. International Journal of Science and Mathematics Education, 8(3), 593-609.

6. Milford, T. M., Jagger, S., Yore, L. D., & Anderson, J. O. (2010). National influences on science education reform in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 370–381.

7. Yore, L. D., Kottová, A., & Jagger, S. (2010). Book review: “Learning science in informal environments: People, places, and pursuits” by P. Bell, B. Lewenstein, A. W. Shouse, & M. A. Feder (Eds.). International Journal of Environmental and Science Education, 5(3), 377-382.

8. Shymansky, J. A., Wang, T-L., Annetta, L. A., Yore, L. D., & Everett, S. A. (2012). How much professional development is needed to effect positive gains in K-6 student achievement on high stakes science tests? International Journal of Science and Mathematics Education, 10(1), 1-19.

9. Tippett, C. D., & Yore, L. D. (2012). Book review: “Language and literacy in inquiry-based science classrooms, grades 3-8” by Z. Fang, L. L. Lamme, & R. M. Pringle, 2010. Science Education, 96(4), 760-762. doi: 10.1002/sce.21011

10. Yore, L. D., & Hammond-Todd, M. (2012). Book review: “The role of public policy in K-12 science education” by G. E. DeBoer (Ed.), 2011. International Journal of Environmental and Science Education, 7(4), 651-657.

11. Jagger, S., & Yore, L. D. (2012). Mind the gap: Looking for evidence-based practice in science literacy for all in science teaching journals. Journal of Science Teacher Education, 23(6), 559-577.

12. Shymansky, J. A., Annetta, L. A., Yore, L. D., & Everett, S. A. (2013). The impact of a multi-year reform effort on rural elementary school students’ science achievement. School Science and Mathematics, 113(2), 69-79.

13. Yu, S-M., & Yore, L.,D. (2013). Quality, evolution, and positional change of university students’ argumentation about organic agriculture during an argument-critique-argument experience. International Journal of Science and Mathematics Education, 11(5), 1233-1254.

14. Shymansky, J. A., Wang, T.-L., Annetta, L. A., Yore, L. D., & Everett, S. A. (2013). The impact of a multi-year, multi-school district K-6 professional development program designed to integrate science inquiry and language arts on students’ high stakes test scores. International Journal of Science Education, 35(6), 956-979.

15. Jack, B. M., Lin, H-S., & Yore, L.D. (2014).  The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching. 51, 1084-1101

16. Lin, S-F, Lin, H-S, Lee, L. & Yore, L.D. (2015). Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology, International Journal of Science Education, Part B: Communication and Public Engagement, 5(3), 276-294.

17. Wang, H-S., Chen, H-T., Hong, Z-R., & Yore, L.D. (2015). An investigation of Taiwanese college students’ personality traits and self-worth. International Journal of Happiness. 16(6), 1593-1613.

18. Hsin, M-C., Chien, S-P., Hsu, Y-S., Lin, C-Y., & Yore, L.D. (2016). Development and validation of a Taiwanese communication progression in science education. International Journal of Science and Mathematics Education. 14(S1), 125-143.

19. Hsin, M-C., Chien, S-P., Hsu, Y-S., Lin, C-Y., & Yore, L.D. (2016). Development and validation of a Taiwanese communication progression in science Education. International Journal of Science and Mathematics Education, 14(S1), 125-143.

20. Hsu, Y-S., Iannone, P., She, C-H., Hadwin, A., & Yore, L.D. (2016). Epilogue for the IJSME special issue: Metacognition for science and mathematics learning in technology-infused learning environments. International Journal of Science and Mathematics Education. 14(2), 335-344.

21. Lu, Y-Y., CHen, H-T., Hong, Z-R., & Yore, L.D. (2016). Students' awareness of science teachers' leadership, attitudes towards science, and positive thinking. International Journal of Science Education, 38, 2174-2196.

22. Seah, L.H., & Yore, L.D. (2017). The roles of teachers' science talk in revealing language demands within diverse elementary school classrooms: A study of teaching heat and temperature in Singapore. International Journal of Science Education. 2, 135-157.

23. Yore, L.D. & Tang, KS. (2022). Foundations, insights, and future considerations of reading in science and mathematics education. International Journal of Science and Mathematics Education, 20 (Supplement 1), 237-260.

2010-2022 Books, Chapters, and Special Issues

1. Norton-Meir, L. A., Tippett, C. D., Hand, B., & Yore, L. D. (2010). Professional development in teaching disciplinary writing in the context of international science reform efforts. In G. A. Troia, R. K. Shankland, & A. Heintz (Eds.), Putting writing research into practice: Applications for teacher professional development (pp. 115-153). New York, NY: Guilford Press.

2. Yore, L. D., Van der Flier-Keller, E., Blades, D. W., Pelton, T. W., & Zandvliet, D. B. (Eds.). (2011). Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned. Rotterdam, The Netherlands: Sense. [267 pages]

3. Yore, L. D., & Van der Flier-Keller, E. (2011). Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned: Overview. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 3-22). Rotterdam, The Netherlands: Sense.

4. Yore, L. D. (2011). Foundations of scientific, mathematical, and technological Literacies—Common themes and theoretical frameworks. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 23-44). Rotterdam, The Netherlands: Sense.

5. Yore, L. D., & Van der Flier-Keller, E. (2011). Epilogue of Pacific CRYSTAL—Lessons learned about science, mathematics, and technology literacy, teaching and learning. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 237-252). Rotterdam, The Netherlands: Sense.

6. Yore, L. D., Shymansky, J. A., Annetta, L. A., & Everett, S. A. (2011). Science cooperatives in Missouri and Iowa (Science Coop): Addressing the needs of small rural school districts of Science Literacy for All. In C. C. Johnson (Ed.), Defining turbulence in STEM educational reform (pp. 47-73). New York, NY: Palgrave Macmillan.

7. Ford, C. L., & Yore, L. D. (2012). Toward convergence of critical thinking, metacognition, and reflection: Illustrations from natural and social sciences, teacher education, and classroom practice. In A. Zohar & J. Dori (Eds.), Metacognition in science education: Trends in current research (Vol. 40, pp. 251-271). Dordrecht, The Netherlands: Springer.

8. Yore, L. D. (2012). Science Literacy For All - More than a slogan, logo, or rally flag! In K. C. D. Tan, M. Kim, & S. Hwang (Eds.), Issues and challenges in science education research: Moving forward (pp. 5-23). Dordrecht, The Netherlands: Springer.

9. Yore, L. D., Francis Pelton, L., Neill, B. W., Pelton, T. W., Anderson, J. O., & Milford, T. M. (2014). Closing the science, mathematics, and reading gaps from a Canadian perspective: Implications for STEM mainstream and pipeline literacy. In J. V. Clark (Ed.). Closing the achievement gap from an international perspective: Transforming STEM for effective education (pp. 73-104). Dordrecht, The Netherlands: Springer.

10. Horsthemke, K., & Yore, L. D. (2014). Challenges of multiculturalism: Indigenisation, internationalisation, and transkulturalitat. In M. R. Mathhews (Ed.), Handbook of history and philosophy of science and science teaching (pp. 1759-1792). Dordrecht, The Netherlands: Springer.

11. Abrams, E., Yore, L. D., et al. (2014). Culturally relevant schooling in science for indigenous learners worldwide: Stressing the all in science literacy for all. In N. Lederman (Ed.). Second handbook for research in science education (pp. 671-696). Mahwah, NJ: Lawrence Erlbaum.

12. Yore, L. D. & Tippett, C. D. (2015). Reading Science. In R. Gunstone (Ed.), Encyclopaedia of Science Education (pp. 821-828). Dordrecht, The Netherlands: Springer. DOI 10.1007/978-94-007-6165-0_130-2

13. Yore, L. D., Treagust, D. F., & Shymansky, J.A. (2015). An international perspective on the people and events shaping Taiwanese science Education—Past, present, and future. In M-H Chui (Ed.). Science Education in Taiwan (Chapter 21, pp. 397-419), Rotterdam, The Netherlands: Springer.

14. Yore, L.D., Shymansky, J.A., & Treagust, D.F. (2016 Chinese edition). An international perspective on the people and events shaping Taiwanese science Education-Past, present, and future. In M-H Chui (Ed.). Science Education in Taiwan (Chapter 21, pp. 397-419), Rotterdam, The Netherlands: Sense Publishers.

15. Yore, L.D. (2018). Commentary on the expanding development of literacy research in science education. In K-S Tang & K. Danielsson (Eds.), Global developments in literacy research for science education (pp. 379-397). Dordrecht, The Netherlands: Springer.

16. Tippett, C.D., Milford, T.M., & Yore, L.D. (2019). Epilogue: The current context of Canadian science education and issues for further consideration. In C.D. Tippett & T. Milford (Eds.). Science education in Canada: Consistencies, Commonalities, and Distinctions (pp. 311-337). Dordrecht, The Netherlands: Springer.