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Sherry A. Southerland

Sherry A. Southerland

D-Index & Metrics

Social Sciences and Humanities

D-Index
40
Citations
7167
World Ranking
5343
National Ranking
2524

Research.com Recognitions

  • 2007 - Fellow of the American Association for the Advancement of Science (AAAS)

Overview

Sherry A. Southerland is affiliated with Florida State University in the United States. The main fields of study emerge around Social Sciences and Psychology, with a strong emphasis on Education and Developmental and Educational Psychology within these domains.

The research topics covered by Southerland show a consistent focus on Science Education and Pedagogy, Education and Critical Thinking Development, and Educational Strategies and Epistemologies. Additional areas of interest include Innovative Teaching Methods, Teacher Education and Leadership Studies, Educational Games and Gamification, and Online Learning and Analytics.

Among recent scholarly contributions, notable publications include:

  • "Emotions in the doing of science: Exploring epistemic affect in elementary teachers' science research experiences" (2020, Science Education)
  • "Cultivating Science Teachers' Understandings of Science as a Discipline" (2021, Science & Education)
  • "Exploring science teaching in interaction at the instructional core" (2022, Journal of Research in Science Teaching)
  • "Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence-supported virtual simulation" (2024, British Journal of Educational Technology)
  • "Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity" (2021, Journal of Research in Science Teaching)

Frequent co-authors collaborating with Southerland include Jennifer Schellinger, Lama Z. Jaber, Miray Tekkumru-Kisa, Nuodi Zhang, and Fengfeng Ke. These collaborations often focus on intertwining educational theory, science teaching, and technology integration within teaching practices.

Contributions to the scientific community are further evidenced by multiple publications in venues such as Proceedings., Science Education, Journal of Research in Science Teaching, International Journal of Science Education, and Education Sciences.

Southerland's book publication includes the 2024 title "Mathematics Integrated with Computer Science through Scratch: Curricular Modules for the Middle Grades", released by Florida State Open Publishing eBooks.

The career also includes recognition as a Fellow of the American Association for the Advancement of Science (AAAS), an award granted in 2007.

Best Publications

  • Intentions and beliefs in students' understanding and acceptance of biological evolution

    Gale M. Sinatra;Sherry A. Southerland;Frances McConaughy;James W. Demastes

  • Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction

    Margaret R. Blanchard;Sherry A. Southerland;Jason W. Osborne;Victor D. Sampson

  • Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

    Julie Gess-Newsome;Sherry A. Southerland;Adam Johnston;Sonia Woodbury

  • Belief, Knowledge, and Science Education

    Sherry A. Southerland;Gale M. Sinatra;Michael R. Matthews

  • No silver bullet for inquiry: Making sense of teacher change following an inquiry‐based research experience for teachers

    Margaret R. Blanchard;Sherry A. Southerland;Ellen M. Granger

  • Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings

    John Settlage;Sherry A. Southerland;Leigh K. Smith;Robert Ceglie

  • Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform

    Leigh K. Smith;Sherry A. Southerland

  • Teaching Science to Every Child: Using Culture as a Starting Point

    John Settlage;Sherry A. Southerland

  • Understanding students' explanations of biological phenomena: Conceptual frameworks or p‐prims?

    Sherry A. Southerland;Eleanor Abrams;Catherine L. Cummins;Julie Anzelmo

  • The role of discourse in group knowledge construction: A case study of engineering students

    Julie M. Kittleson;Sherry A. Southerland

  • Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge

    Sherry A. Southerland;Julie Gess‐Newsome

  • The Efficacy of Student-Centered Instruction in Supporting Science Learning

    E. M. Granger;T. H. Bevis;Y. Saka;S. A. Southerland

  • Becoming a Member of a School Community while Working toward Science Education Reform: Teacher Induction from a Cultural Historical Activity Theory (CHAT) Perspective.

    Yavuz Saka;Sherry Southerland;Jeffrey Scott Brooks

  • Retaining Undergraduate Women in Science, Mathematics, and Engineering.

    Ajda Kahveci;Sherry A. Southerland;Penny J. Gilmer

  • Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practice

    Sherry A. Southerland;Julie Gess-Newsome;Adam Johnston

  • The how's and why's of biological change: how learners neglect physical mechanisms in their search for meaning

    Eleanor Abrams;Sherry Southerland;Catherine Cummins

  • Epistemic Universalism and the Shortcomings of Curricular Multicultural Science Education.

    Sherry A. Southerland

  • Understanding the Induction of a Science Teacher: The Interaction of Identity and Context

    Yavuz Saka;Sherry A. Southerland;Julie Kittleson;Todd Hutner

  • Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform

    Sherry A. Southerland;Scott Sowell;Margaret Blanchard;E. M. Granger

  • A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA

    Louis S. Nadelson;Sherry A. Southerland

  • Teaching Science to Every Child Using Culture as a Starting Point, 3rd Edition

    John Settlage;Sherry A Southerland;Lara K Smetana;Pamela S Lottero-Perdue

Frequent Co-Authors

Gale M. Sinatra
Gale M. Sinatra University of Southern California
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Frederick J. Morrison
Frederick J. Morrison University of Michigan–Ann Arbor
Patricia H. Hawley
Patricia H. Hawley Texas Tech University
Michael R. Matthews
Michael R. Matthews University of New South Wales
Jason W. Osborne
Jason W. Osborne Miami University
Sara E. Brownell
Sara E. Brownell Arizona State University
Michael J. Reiss
Michael J. Reiss University College London

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