Department of Teaching and Learning

Stephen Marlette, Ph.D.

Professor

smarlet@siue.edu

Phone: (618) 650‑2131

Office: Founders Hall 1125

About Dr. Marlette

Stephen M. Marlette, Ph.D., is a Professor in the Department of Teaching and Learning in the School of Education, Health, and Human Behavior at Southern Illinois University Edwardsville. Dr. Marlette joined SIUE in 2002 after obtaining his Ph.D. in Curriculum and Instruction from Kansas State University. He teaches both undergraduate and graduate courses related to science methods, curriculum models, the middle school, assessment, action research, and regularly supervises field experiences. He is also the current director for the Elementary Education Program. Before coming to SIUE, Dr. Marlette served as a graduate teaching assistant at both Kansas State University and North Dakota State University where he supervised a variety of clinical field experiences and worked with their school partnerships including several professional development schools. He has continued his work with school partnerships as part of his contribution to the Elementary Education Program. This includes guiding the program’s field experiences and assessment plan.

Research Profile

Dr. Marlette started his career as a science educator with a focus on standards-based reform. He took a special interest in responding to the marginalization of science in the elementary school curriculum. This has led him to explore topics such as teacher and organizational change and mentoring. The result of these efforts has yielded a variety of scholarly activities including articles, conference presentations and collaborations on grant-funded projects. A unifying theme in all these activities has been empowering teachers to make quality decisions. He has continued this focus throughout his career most recently promoting the Next Generation Science Standards. Since serving as elementary program director he has adjusted his focus on activities to better serve the program. This has resulted in scholarly activities that relate to the integration of subject areas including science with language, the elementary program’s response to high stakes mandates such as the Illinois Licensure Testing System (ILTS)Content Exam and edTPA. Dr. Marlette was recognized as one of SIUE’s Teacher Scholars during the Institution’s 50th Anniversary.

Education:

• Ph.D., 2002, Curriculum and Instruction, Kansas State University, Manhattan, KS
• M.Ed., 1998, General Pedagogy, North Dakota State University, Fargo, ND
• B.S., 1988, Life Science Teaching, Moorhead State University, Moorhead, MN

Specialization:

K-12 Science Education, Middle School Curriculum, Assessment, Inquiry and Problem/Project Based Learning, Curriculum Design, Team Based Problem Solving, Teacher Research

Selected Scholarly Activities:

• Marlette, S., Johnson, B. and Martin, B. (2021). Development and Use of a Formative Assessment Tool to Prepare Preservice Teachers for a High Stakes Performance Examination. Critical Issues in Teacher Education, The Journal of the Illinois Association of Teacher Educators, Volume XXVII, pages 35-45.
• Marlette, S., Johnson, B. and Hill (April 5, 2019). Winners or Losers: Teacher Candidate’s Success in Standardized Licensure Examinations, a poster presentation 33^rd Annual Midwest ATE Spring Conference, West Lafayette, IN
• Johnson, B. and Marlette, S. (2018). Investigating Sources of Language Feature Complexity in Informational Texts about Science, Critical Issues in Teacher Education, The Journal of the Illinois Association of Teacher Educators, Volume XXV, pages 48-61.
• Marlette, S., Johnson, B., and Martin, B. (2017). Using Teacher Candidate’s Self-perception of Competence to Prepare for a Licensure Examination, a paper presented for a roundtable discussion at the 2017 Association of Teacher Educators Annual Meeting, Orlando, Florida, February 3, 2017.
• Locke, S., Thomas, S., Marlette, S., Bracey, G., Mayer, G., Weinberg, J., Holt, J., White, B. (2015). Blended learning training for mentors of STEM team competitions. Proceedings of the 7th International Conference on Computer Supported Education – Volume 2: CSEDU, 331-337, ISBN: 978-989-758-108-3; Digital Object Identifier: 10.5220/0005487003310337
• Marlette, S., Fahsl, A., Mayer, G. & Bracey, G. (2013). Creating a foundation for engineering in five K-12 rural school districts. Proceedings from the Advancing the STEM Agenda: 3^rd Annual Conference, Grand Rapids, MI (An electronic version of this paper is included in the ASQ Library)
• Marlette, S. and Deppe, L. (2012). Promoting 21st Century Skills with a Prairie Restoration Unit, NSTA Indianapolis National Conference, March 29-April 1, 2012.
• Stephen Marlette and Sharon Locke, Project Leads, SIUE / IMSA Partnership, Boeing Teacher Candidate Institute ($40,000 Award). Continuation: (Notified July 2012) Funded: $20,000
• Gary Mayer (PI), School of Engineering; Co_PI’s – Stephen Marlette, Department of Curriculum and Instruction; Jerry Weinberg, Graduate School; Susan Thomas, Provost Office; Brad White, IERC; Sharon Locke, STEM Center. Collaborative Research: Maximizing Mentor Effectiveness in Increasing Student Interest and Success in STEM: An Empirical Approach Employing Robotics Competitions, $156,130, (awarded August 15, 2011). This is an applied research grant funded by the National Science Foundation. It went through a juried review process. Continuation (08/01/2012 to 07/31/2014) Funded: $269,278; Continuation (2014) Funded: $515, 289
• Marlette, S. (Project Director) Department of Curriculum and Instruction, Co-PI’s – Allison Fahsl, Department of Special Education and Communication Disorders & Gary Mayer, School of Engineering, MASLI3 – Rural an Illinois Mathematics and Science Partnership Summer Workshop/ Institute Grant Program (WIP3), $175,000 (submitted January 26, 2011; awarded June 15, 2011). Peer Reviewed. Continuation (10/01/2012 to 09/30/2013) Funded: $99,999
• Marlette, S. (2010). Importance of Mentoring Relationships, Spectrum, 36 (2).
• Marlette, S. and Goldston, M. (2006). Realizing the National Science Education Standards: Channels of Influence Using a State Level Perspective. In D. Sunal, D. and E. Wright, (Eds.), The Impact of State and National Standards on K-12 Science Teaching, Information Age Publishing, Inc., Greenwhich, CT. (This invited refereed book chapter is part of a volume in the Research in Science Education series that presents juried, scholarly work in a specific field of science education)