Dr. Danielle Teodora Keifert
MPES 2 Cohort 3
Doctor of Philosophy
BiographyDanielle Keifert earned her PhD from the Learning Sciences program at Northwestern, where she was also a MPES fellow. Her committee included Drs. Reed Stevens (chair), Bruce Sherin, and James Spillane. Before attending Northwestern University, she received her undergraduate degree from Swarthmore College with a special major in astronomy education (advisors Drs. Lisa Smulyan and Eric Jensen). During her time at Swarthmore she worked in the field of public science education at the Franklin Institute of Philadelphia Fels Planetarium before moving after graduating to New York City to teach middle school math and science for five years. Since graduating Northwestern University, Danielle has worked as a learning scientist/post-doctoral research for the Exploratorium (2015-2016), and as a post-doctoral researcher at University of California Los Angeles with Dr. Noel Enyedy (2016-present). She continues to be interested in understanding and supporting young children's science learning across multiple settings.
Curriculum VitaeView Danielle Keifert's CV.
- 2015 - Educational Sciences Certificate
- 2014 - American Educational Research Association Division C Graduate Student Seminar
- 2014 - International Conference of the Learning Sciences Doctoral Consortium
- 2012 - Best Student Paper Award at the International Conference of the Learning Sciences
- 2012 - Graduate School & Department Travel Grant, Northwestern University
- 2010 - Multidisciplinary Program in Education Sciences Fellowship (2010-2013), Institute of Education Sciences Training Grant to Northwestern University
- 2003 - Joel Dean Social Sciences Research Grant, Swarthmore College
|2015||PhD, Learning Sciences||Northwestern University|
|2004||BA, Special Major Astronomy Education||Swarthmore College|
|2015||Young Children Participating in Inquiry: Moments of Joint Inquiry and Questioning Practices at Home and in School|
Selected PublicationsKeifert, D. (2012). Young children's everyday inquiry: A field study of a young girl's play across contexts. Proceedings of the 10th International Conference of the Learning Sciences: Sydney, Australia. 1: 315-322.
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Selected PresentationsKeifert, D. (April, 2016). Seeing the Science in Young Children's Activity Through an Interactionally Grounded Account of Inquiry. Poster presented at the American Educational Research Association Conference. Washington DC.
Keifert, D. (April, 2016). Geographies of Attention: Shaping Young Children's Ways of Perceiving and Knowing. Paper presented at the American Educational Research Association Conference. Washington DC.
Andrews, J., & Keifert, D., (April, 2015). Productive Disagreeing: Collaborators’ Exploration of Ideas During Moments of Contested Knowledge. Poster presented at the American Educational Research Association Conference. Chicago, IL.
Keifert, D. (June, 2014). Co-constructing opportunities for inquiry: A cross-context and developmental ethnography of young children's inquiry. Proceedings of the 11th International Conference of the Learning Sciences, Boulder CO, 3, 1753.
Keifert, D., & Stevens, R. (March, 2014). Searching for Family Inquiry Practices Over Time. Poster presented at the National Science Foundations 7th inter-Science of Learning Center Student and Post-Doc Conference. Pittsburg, PA.
Keifert, D., & Stevens, R. (February, 2013). Young children's everyday inquiry: An analytical framework for tracing practices across contexts. Poster presented at the National Science Foundations 6th inter-Science of Learning Center Student and Post-Doc Conference, Philadelphia, PA.
Keifert, D., & Stevens, R. (2013). Affording inquiry practices: Tracing the practices of one young girl across contexts. In the symposium Science Trajectories: Tracing Young People's Participation in Science Across Settings. Symposium organized and chaired at the American Educational Research Association. San Francisco, CA.
Keifert, D., & Stevens, R. (2013). "Yeah! I'm an an-phibian. Cause I'm a frog!" Associating science with everyday inquiry. In the symposium What does 'Science' shift? The positioning of activities and identities with respect to the domain of science. Symposium organized and chaired at the American Educational Research Association. San Francisco, California.
Keifert, D. (2012). Young children everyday inquiry: A field study of a young girl's play across contexts. Proceedings of the 10th International Conference of the Learning Sciences, 1, 315-322. Sydney, Australia.
Keifert, D., & Stevens, R. (2012). Block building at home and preschool. In the symposium Everyday Interactions and Activities: Field Studies of Early Learning Across Settings. Proceedings of the 10th International Conference of the Learning Sciences, 2, 91-98. Sydney, Australia.
Keifert, D., & Stevens, R. (2011). Co-constructed activity during family play. In the symposium Field Studies of Early Learning: Home, School, & Media. Symposium presented at the Jean Piaget Society Annual Meeting. Berkeley, CA.
Danielle is interested in exploring children's participation in inquiry, particularly around STEM-related phenomena across multiple settings. She seeks to broaden participation, not just by including more individuals from non-dominant communities in STEM fields, but also by expanding what we understand as science and productive for science learning.
Her dissertation work explored the following questions: (1) Where and when in everyday activity do young children learn to engage with others in noticing, questioning, and exploring? (2) What patterns in family activity—family practices—help us understand children's ways of perceiving and knowing the world around them? (3) How can we understand children's experiences trying to engage others in these ways of perceiving and knowing in preschool? These questions allowed Danielle to develop a definition of inquiry as a members’ phenomenon, explore patterns in children’s engagement in inquiry in their families, and better understand the bridges and barriers faced by young children as they draw upon familiar ways of perceiving and knowing in their classrooms. This work also developed an analytical process for identifying and tracing family practices. This supported the analysis of children's lived experiences across multiple instances, settings, and over time as captured in video-ethnographic observations, interviews, and participant-collected video. Tensions in children’s experience can be recognized as opportunities for innovative designs in the future.
In her ongoing endeavors, Danielle continues a focus on participant experience in engaging in inquiry and understanding and supporting a diversity of sense-making resources for science learning. She does this through both video-ethnographic studies and studies of designs for learning.
Lab AffiliationsLearning in Informal & Formal Environments (LIFE) Center; NSF Science of Learning Center (2010-15)
Interaction Analysis Lab; Rogers Hall at Vanderbilt University (2015)
Lab Affiliations during tenure at SESP at Northwestern (2009-15)
Learning, Interaction, & Media Everyday; Reed Stevens at Northwestern University (2009-15)
Multidisciplinary Program in Education Sciences methods group; IES Fellowship (2010-13)
Peer Re:View student video-analysis research group; Northwestern University (2013-16)
|2016||American Educational Research Association - SIG Informal Learning Environments Research||Communications Chair|
|2014||International Conference of the Learning Sciences||Co-Coordinator of Early Childhood Research Affinity Gathering|
|2012||Learning Sciences, School of Education and Social Policy at Northwestern University||Student Representative on the Invited Speaker (Brown Bag) Series Committee|
|2012||Learning Sciences, School of Education and Social Policy at Northwestern University||Coordinator for New Student Orientation|
|2012 - 2013||Learning Sciences Invited Speaker Committee||Student representative|
|2016 - Current||
Post-doctoral Researcher, University of California Los Angeles
Los Angeles CA
Post-doctoral Researcher/Learning Scientist, Exploratorium
San Francisco CA
Learning Sciences Doctoral Student, Northwestern University
United States of America
Middle School Teacher of Math and Science, Rodeph Sholom Independent School
178 West 79th St.
New York NY 10024
United States of America
Fels Planetarium Volunteer and Program Intern, Franklin Institute
222 North 20th Street
Philadelphia PA 19103
United States of America
Last Updated: 2016-10-03 12:14:33