Jamie Wallace

Jamie Wallace

Senior Education Researcher

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Jamie Wallace_CV

Education

  • University of Oxford, M.Phil., Material Anthropology and Museum Ethnography, 2003
  • Brandeis University, B.A., Anthropology and Sociology, 2000

Professional Experience

Jamie Wallace is Senior Education Researcher in the Education Department’s Research and Evaluation Group at The American Museum of Natural History. She is part of the research and evaluation team for the Museum’s MAT teacher residency program and works on multiple evaluation and research studies across education programs and exhibitions. Some of her current research projects focus on studying culturally responsive science education and conceptions of mentoring practice. Her background is in cultural and material anthropology and museum studies. She has worked at AMNH for more than 10 years and has worked as a researcher, evaluator, and teacher in schools and informal learning environments in the United States and internationally.

Selected Publications and Presentations

Howes, E.V., & Wallace, J. (Eds.) (2024). Culturally Responsive and Sustaining Science Teaching: Teacher Research and Investigation from Today’s Classrooms. Routledge. https://doi.org/10.4324/9781003397977 

Wallace, J., & Howes, E.V. (2024). What do we mean by culturally responsive and sustaining science education?: Grounding our professional learning group in theory and research. In E. Howes & J. Wallace (Eds.), Culturally responsive and sustaining science teaching: Teacher research and investigation from today’s classrooms. Routledge. https://doi.org/10.4324/9781003397977-2  

Wallace, J., Howes, E.V., Pincus, M., Tsoi, K., Nweiran, R., Sylvester, S. B., Funk, A. F., Monahan, C. T., Swift, S., Krepski, S. (2024). When the world tilted differently: Exploring science teachers’ pandemic stories through a culturally responsive and sustaining science lens. In E. Howes & J. Wallace (Eds.), Culturally responsive and sustaining science teaching: Teacher research and investigation from today’s classrooms. Routledge. https://doi.org/10.4324/9781003397977-15  

Matsko, K. K., Wallace, J., Feiman-Nemser, S., Hammerness, K., & Kavanagh, S. (2024). Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning. Teaching and Teacher Education 138, 104410. https://doi.org/10.1016/j.tate.2023.104410 

Wallace, J., Cooke-Nieves, N., Gupta, P., Abowd, N., & Howes, E. (2023). Museums as sites for culturally responsive and sustaining teacher preparation. In E. Woods (Ed.), A New Role for Museum Educators: Purpose, Approach and Mindset. Routledge. https://doi.org/10.4324/9781003347712 

Hammerness, K., MacPherson, A., Gupta, P., Wallace, J., Chaffee, R., & Jain, N. (2023). What We’ve Learned: A Research Agenda for a Museum, Seven Years Later. Curator: The Museum Journal 66(4), 533-713. https://doi.org/10.1111/cura.12568

Kavanagh, S.S., Feiman-Nemser, S., Hammerness, K., Matsko, K.K., & Wallace, J. (2023). Stepping in or stepping on: Mentor teachers’ preferences for mentoring inside and outside of interactive teaching. Journal of Teacher Education,74(3), 274-287. https://doi.org/10.1177/00224871221142843

Wallace, J., Howes, E.V., Funk, A., Krepski, S., Pincus, M., Sylvester, S., Tsoi, K., Tully, C., Sharif, R., & Swift, S. (2022). Stories that teachers tell: Exploring culturally responsive science teaching. Education Sciences 12(6), 401. https://doi.org/10.3390/educsci12060401 

Wallace, J. & Ingber, J.D. (2022). Sparking imaginations: Exploring science teachers’ perspectives and experiences of play and early learning at dioramas. In S.D. Tunnicliffe & T. Kennedy (Eds.), Play and STEM Education in the Early Years: International Policies and Practices, pp. 459-495. Springer. https://doi.org/10.1007/978-3-030-99830-1_22    

Cooke-Nieves, N., Wallace, J., Gupta, P., & Howes, E. (2022). The magic of informal settings: A literature review of partnerships and collaborations that support preservice science teacher education across the globe. In J. Luft & G. Jones (Eds.)., Handbook of Research on Science Teacher Education. Routledge. https://doi.org/10.4324/9781003098478 

Howes, E. & Wallace, J. (2022, August 9). Exploring culturally responsive science teaching through turbulence and challenge: Starting a multi-year research study during the pandemic. AAAS Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) ADAPTATIONS.

Teaching Experience

  • American Museum of Natural History, New York, NY, Co-instructor for School of Visual Arts course Visual Sciences Workshop for two semesters, Spring and Fall 2013
  • Prodesco Gie Cours de Langues, Bamako, Mali, English Teacher, 2003-2004
  • Brandeis University, Waltham, MA, Teaching Assistant in the Departments of Sociology, Humanities, and Comparative Literature for five courses including Sociology of Birth and Death; Topics in Myth, Literature and Folklore; and Imagining Ourselves East and West, 1998-2000