Daniel Alston

Photo of Daniel Alston
Assistant Professor
COED

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

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: 

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.