51茶馆

• Inquiry in science
• Electronic communities
• Teacher change
• Ecology and life science curriculum
• Discourse analysis
• Public understanding of science

Brian has been at 51茶馆 since 1986 (with a 4-month hiatus in 1988), working on a wide range of projects, primarily in the following fields:

• Research: (in projects such as聽The Inquiry-Based Science Classroom in Context,听Researching Science in the Wireless High School,听Under the Microscope)
• Curriculum development: (Biocomplexity and the Habitable Planet,听Global Lab,听The Ecology Curriculum,听Astrobiology,听51茶馆 Star Schools,听MBL)
• Teacher Professional Development: (Hands-On Elementary Science,听Teacher Enhancement in Pedagogy through Ecology聽(TEPE),听Lab-net)
• Electronic communities: (Lab-net,听LSC-Net,听Global Lab,听Eyes to the Future,听MSPNet补苍诲听IGERT Resource Center; STEM Videohall)
  A new line of research on vernacular science in community groups such as garden clubs, farmers鈥� associations, parents鈥� groups, and town government is emerging, under the title 鈥淭racing the Invisible Fabric.鈥� The aim is to understand the content, uses, and social structure of science knowledge and discourse in everyday life.

Before coming to 51茶馆, Brian worked as a freelance editor, ran a rest home for 3 years, and worked in the customer education department of LISP Machine, Inc. He has a Ph.D. in Plant Ecology, and undergraduate and graduate degrees in linguistics. Currently residing in the Monadnock region of New Hampshire, he is married to Darcy Drayton, an artist and teacher; and they have two grown sons. Brian is also the author of numerous publications on Quaker spirituality and history.

• 1999, Boston University, Ph.D. Plant Ecology
• 1993, Boston University, M.A. Plant Ecology
• 1978, Harvard University, A.M. Historical and Comparative Linguistics
• 1975 Harvard College, A.B. Linguistics and Celtic

• American Educational Research Association
• British Ecological Society
• Ecological Society of America
• International Society for the Learning Sciences
• National Association for Research in Science Teaching
• Society for Conservation Biology

Drayton, B. (2023) “Vernacular science cultures in a rural New Hampshire school community: construing vaccination before COVID.” AERA Annual Meeting, Chicago, IL.

Drayton, B. (2022) Hands On! Fall 2022.

Puttick, G., Drayton, B., & Gasca, S. (2022) “Innovate to Mitigate: Analysis of student design and rationale in a crowdsourcing competition to mitigate global warming.” International Conference of the Learning Sciences Annual Proceedings 2022.

Drayton, B., Puttick, G., & Gasca, S. (2022)聽Poster鈥�”Innovate to Mitigate: Analysis of student design and rationale in a crowdsourcing competition to mitigate global warming.” International Conference of the Learning Sciences Annual Proceedings 2022.

Drayton, B., Puttick, G., & Gasca, S. (2022) “Innovate to Mitigate: Microgenesis of student design and rationale in a crowdsourcing聽competition to mitigate global warming.” AERA Annual Meeting, San Diego, CA.

Drayton, B. and G. Puttick (2016) Educational Designer. 3:9.

Drayton, B. ( 2015) Interrogating and Reconstructing Practice. Section ii: Present:Within institutions, Introduction. In Eryaman, M.Y. & Bruce, B. C., eds., Handbook of Progressive Education. New York: Peter Lang. pp 231-238.

Drayton, B. and R.B. Primack (2012) Success rates for reintroductions of eight perennial species after fifteen years. Restoration Ecology Vol. 20, No. 3, pp. 299鈥�303