Published on Brock University (http://www.brocku.ca)
Associate Professor (EdD)
Department of Teacher Education
Available for Graduate Advisement
EDUC 8Y28: Junior/Intermediate Science and Technology Education
EDUC 8P86: Intermediate/Senior Science-Biology Education
EDUC 8L09: Principles and Practices for Professional Certification
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
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.