Daniel Alston

Daniel Alston

Associate Professor
Reading and Elementary Education

Dr. Daniel Alston joins us from the College of Education at Clemson University. Daniel is passionate about developing pre-service and in-service teachers and seeks to increase their excitement about teaching science through inquiry-based instruction. He is also interested in how emotions and personality influence teachers’ professional growth.

Research Interests:
Inquiry-based Instruction
Science Teacher Professional Development
Affect and the Teaching Profession
Personality and Science Education

Ph.D. – Clemson University, 2016, Curriculum and Instruction: Science Education
M.T. – University of South Carolina, 2007, Secondary Science Education
B.S. – University of South Carolina, 2005, Biology

Teaching Science to Elementary Learners
Teaching and Integrating Science
Middle Grades Science Methods
Environmental Science for Middle School Teachers
Secondary Science Capstone Seminar
Junior Secondary Science Methods

Selected Publications:
Cian, H., Dsouza, N., Lyons, R., & Alston, D.M. (2016). What does it mean to be a critical scholar? A metalogue between science education doctoral students. Cultural Studies of Science Education, 11 (1), 1-15.

Smart, J.B., Marshall, J.C., & Alston, D.M. (2016). Inquiry-based instruction: A possible solution to improving student learning of both science concepts and scientific practices. International Journal of Science and Mathematics Education.

Marshall, J.C., Smart, J.B., & Alston, D.M. (2016). Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness. Teaching and Teacher Education. 59, 159-168.

Zambak, V.S., Alston D.M., Marshall, J.C., & Tyminski, A. M. (2016). Inquiry in motion: An investigation of a professional development program to change teachers’ beliefs. Science Educator.

Marshall, J.C. & Alston, D.M. (2014). Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A five year analysis. Journal of Science Teacher Education, 25 (7), 807-821.

Alston, D.M. & Deaton, C.M. (2014). Teach environmental science with iPads, QR codes, and Storykit. Learning and Leading with Technology, 41 (7), 28-30.