John Settlage

John Settlage is a distinguished Professor of Science Teacher Education at the Neag School of Education, University of Connecticut. With a robust academic background, he earned his PhD in Curriculum & Instruction from the University of Missouri, following an MA in BioScience Education from Truman State University. His foundational studies include a BA in Science Education from Northeast Missouri State and a BS in Biology with a focus on Ecology & Evolutionary Biology from NMSU. Professor Settlage's research interests lie at the intersection of STEM Teacher Education, School Organization and Leadership in Science, and the Achievement Gap. His work is driven by a commitment to understanding and addressing disparities in educational outcomes, particularly in science education. He has been successful in securing funding for research projects that explore these critical areas, contributing valuable insights to the field. His scholarly contributions are well-recognized, with numerous publications that delve into the complexities of science teaching and learning. These works not only highlight the challenges but also propose innovative strategies to enhance educational practices and policies. His research has been instrumental in shaping contemporary discussions on the achievement gap and effective science education. Beyond his research, Professor Settlage is actively engaged in professional communities. He is a member of the American Education Research Association, where he collaborates with fellow educators and researchers to advance the field. Additionally, he plays a significant role in the UConn Center for Education Policy Analysis, contributing to policy discussions and initiatives aimed at improving educational systems. John Settlage's dedication to education extends to his involvement in various committees and associations, where he advocates for evidence-based practices and policies. His leadership and expertise continue to influence the development of effective science education programs and the preparation of future educators. Through his work, he remains committed to fostering an equitable and inclusive educational environment for all students.