Dr. Xavier Fazio

Faculty of Education




Dr. Xavier Fazio

Associate Professor (EdD)
Department of Teacher Education
Available for Graduate Advisement

Courses Taught

EDUC 8Y28: Junior/Intermediate Science and Technology Education
EDUC 8P86: Intermediate/Senior Science-Biology Education
EDUC 8L09: Principles and Practices for Professional Certification

Research Interests

Scientific and environmental literacy; Initial science teacher education; Professional development for science teachers; Teacher cognition and practices; Assessment literacy; Action research; Complexity and systems theory

Select Publications
Book Chapters

Fazio, X., & Karrow, D. (2011). From local observations to global relationships. In Michael P. Mueller, Deborah J. Tippins, and Arthur J. Stewart (Eds.), Assessing Schools for Generation R (Responsibility): A Guide to Legislation and School Policy in Science Education (pp. xx-xx). Dordrecht, NLD: Springer Publications.

Karrow, D., & Fazio, X. (2010). Educating-within-place: Enactments of care within citizen science for ecojustice. In Michael P. Mueller, Deborah J. Tippins (Eds.), The Confluence of Ecojustice, Place-based Education and Indigenous Knowledge Systems (pp. xx-xx). Dordrecht, NLD: Springer Publications (23 pages).

Fazio, X., Garcia, P., & Panizzon, D. (2008). Comparative analysis of elementary science teacher preparation in Australia, Brazil, and Canada. The Use of Science and Technology Education for Peace and Sustainable Development. Proceedings of the XIII International Organization for Science and Technology Education (IOSTE) Symposium (pp. 451-456).

Refereed Journal Articles

Fazio, X., Melville, W., & Bartley, A. (2010). The problematic nature of the practicum: a key determinant of pre-service teachers' emerging inquiry-based science practices. Journal of Science Teacher Education, 21(6), pp. 665 - 681.

Karrow, D., & Fazio, X. (2010). Viewpoint: ‘NatureWatch’, schools and environmental education practice. Canadian Journal for Science, Mathematics, and Technology Education, 10(2), pp. 1-13.

Volante, L., & Fazio, X. (2009). Exploring teachers’ and administrators’ assessment literacy: Implications for classroom practice and professional development. Journal of the International Society for Teacher Education, 13(2), 32-42.

Fazio, X. (2009). Development of a community of science teachers: Participation in a collaborative action research project. School Science and Mathematics, 109(2), 95-107.

Fazio, X. (2009). Teacher development using group discussion and reflection within a collaborative action research project. Reflective Practice-International and Multidisciplinary Perspectives, 10(4), 529-541.

Fazio, X., & Gallagher, T. (2009). Supporting students’ writing in elementary science: Tools to facilitate revision of inquiry-based compositions. Electronic Journal of Literacy and Science, 8(1), Fall '08 - Spring '09.

Fazio, X., & Gallagher, T. (2009). Identifying complexity characteristics that support learning in two teacher development collectives. Complicity: An International Journal of Complexity and Education, 6(2), 1-19.

Fazio, X., & Melville, W. (2008). Science teacher development through collaborative action research. Teacher Development, 12(3), 193-209.

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Xavier Fazio, profile photo behind blue background
Dr. Xavier Fazio
Faculty of Education

Brock University
St. Catharines, On.

Office: WH 368
T: 905 688 5550 x5209
E: xavier.fazio@brocku.ca

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