Math and Science Ed – Lindsay Lightner

Short Bio

Lindsay Lightner’s research focuses on preservice elementary teachers’ integration of university coursework and field studies as they develop self-efficacy and utilize funds of knowledge in teaching science.  She also researches English language learners’ language development in the science classroom.

Lindsay coordinates WSU’s teacher certification program for paraprofessionals and is project director for the Socio-Environmental Science Investigations (SESI) project.  She has served as a middle school earth science teacher in New York City, an English instructor and advisor at Pennsylvania State University, and a lecturer in education at Canterbury Christ Church University.  Lindsay holds a BA in geology from Carleton College and an MA from the Writing Seminars at the Johns Hopkins University.

SELECTED PRESENTATIONS AND PUBLICATIONS

• Lightner, L. K. (2021, Aug. 30-Sept. 3). Exploring funds of identity in early career elementary science teachers. In McLeod, E., & Holmegaard, H. T. (Chairs), Upcoming research in science teacher identities [Symposium]. European Science Education Research Association Conference 2021, Braga, Portugal/virtual.
• Lightner, L. K., Ardasheva, Y., Morrison, J. A, Carbonneau, K. J., Ernst-Slavit, G., Newcomer, S., & Morrison, S. (2021, April). Investigating prior learning assessments in an alternative route teacher certification program. Roundtable paper presented at the annual meeting of the American Educational Research Association, Orlando, FL/virtual.
• Ernst-Slavit, G., Newcomer, S.N., Morrison, S.J., Lightner, L.K., Morrison, J.A., Ardasheva, Y., Carbonneau, K.J. (2021). Latina paraeducators’ stories of resistance, resilience, and adaptation in an Alternative Route to Teaching program. Journal of Career Development, 1-18. https://doi.org/10.1177/08948453211005000
• Morrison, J., Ardasheva, Y., Newcomer, S., Lightner, L., Ernst-Slavit, G., & Carbonneau, K. (2020). Supporting science learning for English language learners. The Journal of Educational Research and Practice, 10(1), 254-274. https://doi.org/10.5590/JERAP.2020.10.1.17
• Newcomer, S. N., Ardasheva, Y., Morrison, J. A., Ernst-Slavit, G., Morrison, S.J., Carbonneau, K. J., & Lightner, L. K. (2020). ““Whoa… Welcome to America!”: Supporting refugee background students’ socioemotional well-being, English language development, and content area learning. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2020.1734697
• Ardasheva, Y., Newcomer, S. N., Ernst-Slavit, G., Morrison, S. J., Morrison, J. A., Carbonneau, K. J., & Lightner, L. K. (2019). Decision-making practices of experienced upper-elementary teachers during small group instruction to support English learners.  The Elementary School Journal. https://doi.org/10.1086/704392
• Lightner, L. K., & Morrison, J. A. (2019, April).  The transition from paraprofessional to teacher: The paraprofessional’s voice.  Paper presented at the annual meeting of the American Educational Research Association, Toronto, ON.

• Lightner, L. K., & Morrison, J. A. (2019, January).  The relationship of teaching beliefs to paraprofessional preservice teachers’ self-efficacy for teaching elementary science.  Paper presented at the Association for Science Teacher Education International Conference, Savannah, GA.
• Lightner, L. K. & Morrison, J. A. (2018, March).  Striking balances: Influences on paraprofessional preservice elementary teachers’ science teaching self-efficacy. Poster presented at the National Association for Research in Science Teaching International Conference, Atlanta, GA.
• Morrison, J., & Lightner, L. (2017).  Putting paraeducators on the path to teacher certification.  Phi Delta Kappan, 98(8), 43-47.  https://doi.org/10.1177/0031721717708294