Faculty Research Overview
>> Horton, Cheryl
Cheryl Horton’s research interests use the theoretical framework of Vygotsky to study the role of social interactions in student understanding. Her most recent interest centers on the impact of pre-service and in-service teacher belief systems in science education.
She has published in the Journal of Research in Science Teaching and co-authored chapters in From Oppression to Grace: Women of Color and Their Dilemmas within the Academy; and Conceptualizing African and African American Families and Identity Development: Intra-cultural, Inter-cultural and Cross-cultural Perspectives – A Postmodern Era (forthcoming).