Dr. Xavier Fazio

Associate Professor (EdD), Department of Teacher Education

Please contact regarding availability for graduate advisement

Dr. Xavier Fazio, Faculty of Education, Brock University

St. Catharines, ON
Office: WH 368
905 688 5550 x5209
xavier.fazio@brocku.ca

  • EDUC 8Y28: Junior/Intermediate Science and Technology Education
  • EDBE 8F79: Intermediate/Senior Science-Biology Education- Part 1
  • EDBE 8P88: Intermediate/Senior Science-Biology Education- Part 2
  • EDUC 8L09: Principles and Practices for Professional Certification
  • EDUC 5P32: Learning and the Mind
  • EDUC 5P48: Science in the Curriculum
  • Science and Environmental Education
  • Science teacher education; Professional development for science teachers
  • Teacher cognition and practices
  • Literacy in science
  • Assessment literacy
  • Action research
  • Complexity and systems theory in education

Book Chapters

Fazio, X. & Karrow, D. (2015). The Commonplaces of Schooling and Citizen Science. In Michael P. Mueller, Deborah J.Tippins, and Arthur J. Stewart (Eds.). EcoJustice, Citizen Science and Youth Activism Situated Tensions for Science Education (pp. 179-192). Dordrecht, NLD: Springer Publications.

Fazio. X., & Volante, L. (2015). Practicum/School Experience/Field Work. R. Gunstone (Ed.) Encyclopedia of Science Education (pp. 764-766). Springer Publications. ISBN: 978-94-007-2149-4 (Print) 978-94-007-2150-0 (Online)

Fazio, X., & Karrow, D. (2013). From local observations to global relationships. In Michael P. Mueller, Deborah J. Tippins, and Arthur J. Stewart (Eds.), Assessing Schools for Generation R (Responsibility): A Guide to Legislation and School Policy in Science Education Dordrecht, NLD: Springer Publications (pp. 333-346)

Refereed Journal Articles and Edited Contributions

Fazio, X. (2016, March). Science Learning With/in Communities. Education Canada 56(1). Available: http://www.cea-ace.ca/education-canada/article/science-learning-and-communities

Karrow, D., & Fazio, X. (2015). Curricular critique of an environmental education policy framework: ‘Acting today, Shaping tomorrow’. Brock Education: a Journal of Educational Research and Practice (24(2); Available: https://brock.scholarsportal.info/journals/brocked/home/article/view/404

Fazio, X., & Karrow, D. (2014). Exploring the professional characteristics and contexts of school-based EE ‘leaders’. Alberta Journal of Educational Research. 59(4), 613-629.

Fazio, X., & Gallagher, T. (2013). Morphological development levels of science content vocabulary: Implications for science-based texts in elementary classrooms. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-013-9470-4

Fazio, X., & Karrow, D. (2013). Negotiating the constraints of schools: Environmental education practices within a school district. Environmental Education Research 19(5), 639-655. [P]

Fazio, X., & Karrow, D. (2013, June). Science Takes a Back Seat: An unintended consequence of prioritizing literacy and numeracy achievement. Education Canada 53(3). Available: http://www.cea-ace.ca/education-canada/article/science-takes-back-seat

Melville, W., Fazio, X. & Bartley, A. (2012). Scaffolding the inquiry continuum and the constitution of identity. International Journal of Science and Mathematics Education [online]. DOI: 10.1007/s10763-012-9375-7

Fazio, X., Melville, W., & Bartley, A. (2010). The problematic nature of the practicum: a key determinant of pre-service teachers’ emerging inquiry-based science practices. Journal of Science Teacher Education, 21(6), pp. 665 – 681.

Karrow, D., & Fazio, X. (2010). Viewpoint: ‘NatureWatch’, schools and environmental education practice. Canadian Journal for Science, Mathematics, and Technology Education, 10(2), pp. 1-13.

Volante, L., & Fazio, X. (2009). Exploring teachers’ and administrators’ assessment literacy: Implications for classroom practice and professional development. Journal of the International Society for Teacher Education, 13(2), 32-42.

Fazio, X. (2009). Development of a community of science teachers: Participation in a collaborative action research project. School Science and Mathematics, 109(2), 95-107.

Fazio, X. (2009). Teacher development using group discussion and reflection within a collaborative action research project. Reflective Practice-International and Multidisciplinary Perspectives, 10(4), 529-541.

Fazio, X., & Gallagher, T. (2009). Identifying complexity characteristics that support learning in two teacher development collectives. Complicity: An International Journal of Complexity and Education, 6(2), 1-19.

Fazio, X., & Melville, W. (2008). Science teacher development through collaborative action research. Teacher Development, 12(3), 193-209.