Ph.D Curriculum and Instruction
Indiana University 2010
M.S. Science Education
Indiana University 2000
Dr. Quigley's interests follows three lines of research—all the in the realm of equity in education. The first line of research is community-based science education for marginalized communities. The second line of research is equitable discourse practices for science education. The third line of research is equitable research methodologies for science education.
Dr. Quigley is also a Service Learning Fellow for the university.
Most recent publications:
Quigley, C. (2011) Pushing the Boundaries of Cultural Congruence Pedagogy in Science Education Towards a Third Space. Cultural Studies of Science Education. Online First. DOI 10.1007/s11422-011-9335-5
Quigley, C. F (2011). With Their Help: How Community Members Construct a Congruent Third Space in an Urban Kindergarten Classroom. International Journal of Science Education. 1-27, iFirst Article
Quigley, C.F., Oliveira, A. W., Curry, A., Horn, N. & Buck, G.A. (2011). Coming to Terms with Language: A Comparative Text Analysis of the Translation Techniques on Technical Terminology in a Science Textbook from English to Khmer. Language, Culture, and Curriculum, 24(2) 159-178
Beeman-Cadawallader, N, Quigley, C.F., Beeman-Cadawallader, N, & Yazzie-Mintz Enacting Decolonized Research: The Doing of Research in Educational Communities. Qualitative Inquiry. Accepted July 26, 2011.
Understanding the Ecological World Through Science Inquiry
Biology for Teachers
Middle School Science Methods
Educational Tests and Measures
Emerging Methods of Qualitative Inquiry
Acquisition of scientific discourse
Equity and ethics in science education
Community involvement to increase participation in science
Translation effects in science texts