Rosemary Russ

Medical imaging Carillon Tower Glass blowing Laptop and lecture A smiling student Sunrise over the Education Building Chairs on the Memorial Union Terrace Bascom hall staircase Graduating students in silhouette Crowd of people on Bascom Hill A student tutoring Student with diploma Dance Department performance Night view of Bascom in the winter Memorial Union Terrace in autumn Memorial Union Terrace chairs Dance department performance Bucky Badger in front of a parade float Bascom Hall in the summertime Lincoln statue Students walking in the snow University of Wisconsin - Madison Crest Lincoln statue in the snow Forward Logo Student at graduation Bicycle in the snow Rathskellar Fireplace Sailboat with Capitol Building in the background A sailboat at the Memorial Union Bascom Hill in Autumn Bucky Badger studying with a student. Students among blooming trees at UW-Madison Bucky reading a book University flag on Bascom Hill Video camera view screen Student on a frozen lake Lincoln Statue on Bascom Hill Bascom Hill in winter Students collaborating Memorial Union Terrace chairs in the snow Kohl Center logo Graduates with diplomas A hands-on project Stacked, illuminated figures View from the top of Van Hise


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Rosemary Russ

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Rosemary Russ

Curriculum and Instruction (CI)

226-C Teacher Education Building  binoculars icon
225 N. Mills St.
Madison, WI 53706
Office: 608/263-4638
Fax: 608/263-9992

Curriculum Vitae

Personal Biography

Dr. Russ earned her Ph.D. in Physics at the University of Maryland, working with the Physics Education Research Group to explore K–16+ student science learning. Prior to her appointment in the School of Education, she spent 5 years in the Learning Sciences Program at Northwestern as a postdoctoral fellow and then Research Assistant Professor modeling teacher and student cognition in science and mathematics. In 2010 she was awarded the National Academy of Education/Spencer Post-doctoral fellowship for work examining the interplay between knowledge and discourse interactions.


Ph D, Physics, Physics Education
University of Maryland
College Park, MD

BS, Physics, Applied Mathematics, Statistics, Summa cum laude
North Carolina State University
Raleigh, NC

Research Interests

Colloquially speaking, I am interested in how students reason about the physical world and how teachers make sense of that reasoning. Stated more formally, I study the phenomenology of scientific reasoning in K–12 classrooms and develop underlying models of teacher and student cognition that give rise to that phenomenology. My research is grounded in the assumption that peoples’ tacit understandings of knowledge and learning impact their reasoning and the knowledge they draw on during reasoning. That is, I assume the existence of interplay between epistemological and conceptual knowledge during science teaching and learning, and I explore that interplay in both student and teacher thinking. Analysis, clinical interviews, qualitative methods, theory development, philosophy of science

Grants and Sponsorships

  • 2010-2011 - Amount: $200,000.00, "Developing A Video Club Curriculum: Supporting Teacher Reflection On Mathematics Learning," Awarded By: Arthur Vining Davis Foundations, Sponsor Type: Private, Rosemary Russ; Miriam Gamoran Sherin; Penelope Peterson.


  • Russ, R., & Luna, M.J. (2013). Inferring teacher epistemological framing from local patterns in teacher noticing. Journal of Research in Science Teaching.
  • Russ, R., Lee, V.R., & Sherin, B.L. (2012). Framing in cognitive clinical interviews: Student understandings of the interview interaction. Science Education.
  • Sherin, M.G., Russ, R., & Colestock, A. Accessing mathematics teacher' in-the-moment noticing. Unpublished Manuscript, University of Wisconsin, Madison. New York: Routledge.
  • Russ, R., Sherin, B., & Sherin, M.G. (2011). Images of Expertise in mathematics teaching. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. New York: Springer.
  • Russ, R., Coffey, J., Hammer, D., & Hutchison, P. (2009). Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic reasoning. Science Education.
  • Russ, R., Scherr, R.E., Hammer, D., & Mikeska, J. (2008). Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science. Science Education. 92, 499-525.
  • Russ, R., & Sherin, B.L. (2008). Reframing research on intuitive knowledge. Proceedings of the International Conference of the Learning Sciences.

Awards and Honors

  • Other
    Organization: Other
    Date(s): August 2010 - August 2012
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