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Brian Drayton



  • Higher Ed: Science, Teacher: Science, Researcher 


Brian Drayton, Ph.D. is co-principal investigator on MSPnet. Drayton, an ecologist who has conducted research on the population biology of invasive species, has long experience in curriculum development, professional development, and electronic communities at TERC. He is currently PI of the TPC project "Researching science in the wireless high school," and also a coPI on TERC's IMD project "Biocomplexity and the habitable planet." Projects he has led in the past (with Joni Falk) include NSF/REPP "The Inquiry-based classroom in context: bridging the gap between teachers' practice and policy mandates" (REC 9804929); "Eyes to the Future" (NSF/HRD 9906153), a mentoring project linking middle-school girls of all abilities with high school and adult female mentors active in science and technology, and "LSC-Net" (NSF/TE 9812831), an electronic community for PIs, PDs, and lead staff of NSF's Local Systemic Change projects. Drayton has been a project director or researcher on many TERC telecommunications, teacher enhancement, and curriculum development projects for middle and high school, including "Ecology: a systems approach, " "Teacher Enhancement in Pedagogy through Ecology (TEPE), LabNet, TEECH, Global Lab, TERC Star Schools, and others. 


Electronic communities, teacher professional development, science education, ecology education, population biology. 


Drayton, B. and RB. Primack (2012) Success rates for reintroductions of eight perennial species after fifteen years. Restoration Ecology Vol. 20, No. 3, pp. 299-303.

Drayton, B, J. Falk, R. Stroud, K. Hobbs, and J. Hammerman ( 2009) After installation: ubiquitous computing and high school science in three experienced, high-technology schools. Journal of Teaching, Learning, and Assessment.

Drayton, Brian (2007) What's the problem? One key to more meaningful inquiry. Hands On! 30(1):14-17

Drayton, B. and J. Falk (2006) Dimensions that shape teacher-scientist collaborations for teacher enhancement. Science Education 90: 743-761.

Drayton, Brian (2006b) Book Review -- Plant Conservation: A Natural History Approach. Rhodora 108:296-298.

Drayton, Brian. 2005. Book Review: Tropical Rain Forests: An Ecological and Biogeographical Comparison. Rhodora 107: 426-428.

Drayton, B. (2004) Darwin's journals - and yours. Hands On! 27(1):18-20

Drayton, B. (2003) What's in a model? Hands On! 26(2): 8-11

Falk, J.. and B. Drayton, eds. (2009) Creating and sustaining online professional development learning communities. New York: Teachers College Press.

Falk, J. and B. Drayton (2004) State testing and inquiry-based science: Are they competing or complementary reforms? Journal of Educational Change 5:4 344-387

Drayton, B. and J. Falk (2003) Discourse analysis of web texts: initial results from a telementoring project for middle-school girls. Education, communication, and information 2(3):71-104.

Drayton, B, and J. Falk (2002) Inquiry-oriented science as a feature of your school system: What does it take? Science Educator 11(1):9-17.

Drayton, B. and J.K. Falk (2001a) Tell-tale signs of the inquiry-oriented classroom. Bulletin of the National Assoc. of Secondary School Principals. 85 (623): 24-34.

Drayton, B. and R.B. Primack (2000) Rates of success in the reintroduction by four methods of several perennial plant species in eastern Massachusetts. Rhodora 102, No. 911:299-331.

Drayton, B . and R.B. Primack. (1996) Plant species lost in an isolated conservation area in Metropolitan Boston from 1894 to 1993. Conservation Biology 11(1):30-39.

Drayton, B. (1993) "Design for a science network." in Ruopp, R., S. Gal, B. Drayton, M. Pfister (Eds.). LabNet: Towards a Community of Practice. Englewood Cliffs, NJ: Lawrence Erlbaum; pages 145-197.