Dr. Holton has a diverse background in education. She began teaching middle school science in Arizona Schools in 1994. During her 23 years in public education, she taught all core contents in middle school, fourth grade, and gifted. She has served as an instructional coach, new teacher mentor, science curriculum specialists, and technology integration specialist. In 2017, she returned to higher education to pursue a PhD. Her research centered on using student talk during science learning as a formative assessment tool. Dr. Holton is passionate about bridging the gap between research and practice. She enjoys working alongside teachers and preservice teachers to support student-centered teaching and learning.
Education
Dr. Holton completed her PhD in Learning, Literacies, and Technologies in 2021 at Arizona State University. She has a masters degree in Educational Leadership from Northern Arizona University, and an undergraduate degree in education from University of Nevada, Reno.
Morales, C., Goss, M., Holton, A., Greenwald, E., & Henderson, J. B. (2022). The Content and the Conversation. Science Scope, 45(3).
Henderson, J. B., Zillmer, N., Holton, A., Weiner, S., Greenwald, E., Goss, M., ... & McNeill, K. L. (2021). How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation. Journal of Science Education and Technology, 30(6), 803-815.
