Matthew Wilsey

Assistant Professor of the Practice, Institute for Educational Initiatives

Matt Wilsey headshot (updated 2023)
Office
307N Carole Sandner Hall
Notre Dame, IN 46556
Phone
(574) 631-2493
Email
mwilsey@nd.edu

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Research Interests

Teacher education, teacher professional development, science education, assessment, organizational theory, school change

Biography

Matthew Wilsey is an assistant professor of the practice of science education in the Center for STEM Education at the University of Notre Dame. Matt’s research explores teacher learning in schools and the factors that shape the instructional practices of beginning and early-career science teachers. Drawing on his background as a secondary science teacher, he investigates how schools function as teacher educators - through both explicit and implicit norms, routines, and expectations - and how to best support teachers as they navigate varying perspectives on science instruction across time and place. Matt earned his Ph.D. in science education from Stanford University, his M.Ed. through the Alliance for Catholic Education program at the University of Notre Dame, and his B.S. in biological sciences from the University of Notre Dame.

Education

  • Ph.D. in Science Education, Stanford University
  • M.Ed., University of Notre Dame

  • B.S. in Biological Sciences, University of Notre Dame

Courses Taught

  • ESS 43640 - Senior Research Seminar
  • EDU 60785 - Science Teaching Methods II
  • EDU 60795 - Assessment in Science Education
  • EDU 65935 - Capstone Seminar in Teaching
  • EDU 65930 - Clinical Seminar in Teaching
  • EDU 65950 - Supervised Teaching

Selected Publications

  • Pynes, D., Kloser, M., Wagner, C., Szopiak, M., Wilsey, M., Svarovsky, G., & Trinter, C. (2024). Bridging theory and practice: A framework for STEM teacher leadership. School Science and Mathematics, 1-15. https://doi.org/10.1111/ssm.12686
  • Kloser, M., Borko, H., Wilsey, M., & Rafanelli, S. (2022). Leveraging portfolios in professional development for middle school science teachers’ assessment and data-use practice. Science Education, 106(4), 924-955.
  • Brown, B. A., Boda, P. A., Ribay, K., Wilsey, M., & Pérez, G. (2021). A technological bridge to equity: How VR designed through culturally relevant principles impacts students’ appreciation of science. Learning, Media and Technology, 46(4), 546-584.
  • Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development experience. Educational Assessment, 25(2), 136-158.
  • Brown, B. A., Pérez, G., Ribay, K., Boda, P. A., & Wilsey, M. (2020). Teaching culturally relevant science in virtual reality: “When a problem comes, you can solve it with science”. Journal of Science Teacher Education, 32(1), 7-38.

  • Kloser, M., Wilsey, M., Madkins, T., & Windschitl, M. (2019). Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences. Teaching and Teacher Education, 80, 115-127.