John Rudolph-Main Page

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Curriculum & Instruction
School of Education
UW-Madison
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Dr. John Rudolph

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Dr. John Rudolph

Department Chair
Curriculum and Instruction (CI)

Department Chair
Curriculum and Instruction (CI)

226D Teacher Education Building  binoculars icon
225 N Mills St
Madison, WI 53706-1707

john.rudolph@wisc.edu
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Curriculum Vitae

Personal Biography

Professor Rudolph received his Ph.D. from the University of Wisconsin-Madison in curriculum and instruction. He also holds a master's degree in the history of science. Prior to his appointment in the department, he spent a number of years teaching physics, chemistry, and biology in middle schools and high schools across Wisconsin. He has been in the department since 1999 and holds, in addition, affiliate appointments in the Department of Educational Policy Studies and the Holtz Center for Science and Technology Studies on campus.


Education

Ph D, Curriculum and Instruction
University of Wisconsin-Madison
Madison, WI

MA, History of Science
University of Wisconsin-Madison
Madison, WI

BS, Secondary Science Education, Summa cum laude
University of Wisconsin-Milwaukee
Milwaukee, WI


Research Interests

Professor Rudolph’s main area of research focuses on the history of science education in American high schools. He also writes on issues related to the nature of science in the present-day school curriculum and on how the history, philosophy, and sociology of science have been used in science education research.

Publications

  • Rudolph, J.L. (2019). How We Teach Science: What's Changed, and Why It Matters. Cambridge: Harvard University Press.
  • Rudolph, J.L., & Horibe, S. (2016). What Do We Mean by Science Education for Civic Engagement? Journal of Research in Science Teaching. 53(2016), 805-820.
  • Rudolph, J.L. (2014). 'Science as Method' A Century Later: Reviving Science Education for Civic Ends. American Education Research Journal. 51, 1056-1083.
  • Rudolph, J.L. (2014). Why Understanding Science Matters: The IES Research Guidelines as a Case in Point. Invited contribution for a special section on "What Should Count as Quality Education Research in Education? Continuing the Discussion". Educational Researcher. 43(1), 15-18.
    Abstract: Invited contribution for a special section on "What Should Count as Quality Education Research in Education? Continuing the Discussion."
  • Rudolph, J.L. (2012). Instructional Materials and the Fate of Dynamic Biology in American Classrooms after Sputnik. Technology and Culture. 53, 1-36.
  • Nelson, A.R., & Rudolph, J.L. (2010). Education and the Culture of Print in Modern America. In A. R. Nelson & J. L. Rudolph (Eds.), Madison, WI: University of Wisconsin Press.
  • Rudolph, J.L. (2008). Historical Writing on Science Education: A View of the Landscape. Studies in Science Education. 44, 63-82.
  • Rudolph, J.L. (2005). Epistemology for the Masses: The Origins of 'the Scientific Method' in American Schools. History of Education Quarterly. 45, 341-376.
  • Rudolph, J.L. (2005). Turning Science to Account: Chicago and the General Science Movement in Secondary Education, 1905-1920. Isis. 96, 353-389.
  • Rudolph, J.L. (2002). Scientists in the Classroom: The Cold War Reconstruction of American Science Education. New York, NY: Palgrave Macmillan.

Awards and Honors

  • Other
    Organization: Other
    Purpose: Scholarship/Research
    Scope: International
    Description: Awarded for the best article in the history of education published in journals from 2004-2005. "Epistemology for the Masses: The Origins of 'the Scientific Method' in American Schools." History of Education Quarterly 45 (2005): 341-376.
    Date(s): 2006
  • Other
    Organization: Other
    Purpose: Scholarship/Research
    Scope: International
    Date(s): 2004 - 2005
  • Other
    Organization: Other
    Purpose: Scholarship/Research
    Scope: International
    Description: Honorable Mention for "Scientists in the Classroom: The Cold War Reconstruction of American Science Education"
    Date(s): 2003
  • Outstanding Book Award
    Organization: Other
    Purpose: Scholarship/Research
    Scope: International
    Description: Honorable Mention for "Scientists in the Classroom: The Cold War Reconstruction of American Science Education"
    Date(s): 2003
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