Okhee Lee

Contact Information

Department of Teaching and Learning
Steinhardt School of Culture, Education, and Human Development
New York University
239 Greene Street, Room 620
New York, NY 10003
olee@nyu.edu

https://steinhardt.nyu.edu/people/okhee-lee
https://www.nyusail.org/
https://en.wikipedia.org/wiki/Okhee_Lee
https://www.okheelee.com/
https://www.youtube.com/channel/UCmptRBGO6G6yl4Ph0n7Pr_w/featured

Personal Information

Birthplace: Daegu, South Korea
Citizenship: USA

Education

Academic Positions

Awards And Honors

Award announcement:
https://www.isdde.org/prize/2026-okhee-lee/

Award acceptance speech:
https://www.youtube.com/watch?v=wa5tFI-pWZc

Commencement speech:
https://youtu.be/2g2GREd3T4M

Award ceremony:
https://www.aera.net/Events-Meetings/AERA-2021-Awards-Virtual-Celebration

Note: This work was supported by the Next Generation Science Standards and Achieve, Inc.

Note: This annual award was given to three to five faculty members across the University of Miami

Fellowships

Refereed Journal Articles

142. Lee, O., Haas, A., Schwenger, A., Grapin, S. E., & Park, J. (in press). Professional development programs guided by teacher feedback on integrating science and language with multilingual learners. Science and Children.

141. Haas, A., Schwenger, A., Grapin, S. E., Park, J., & Lee, O. (in press). Teacher professional learning to promote science and language integration with multilingual learners: A 2-year curriculum-based professional development intervention. School Science and Mathematics.

140. Kang, E., Rosado-Barringer, T., Leece, C., O’Brien, S., Stoker, Y., Haas, A., Grapin, S., & Lee, O. (in press). Addressing sustainability in science instruction with multilingual learners: Plastics across local and global scales. Science Scope.

139. Lee, O., Haas, A., Schwenger, A., & Grapin, S. E. (2026). Teacher feedback guiding professional development programs: A 2-year field trial integrating science and language with multilingual learners. Journal of Science Teacher Education, 37(2), 297-316. https://doi.org/10.1080/1046560X.2025.2547419

138. Lee, O., Boals, T., & Grapin, S. E. (2025). WIDA 2020 edition: Conceptual shifts for English language proficiency or development standards aligned with content standards. NYS TESOL Journal, 12(1), 3-21. https://journal.nystesol.org/index.php/NYSTJ/article/view/228

137. Lee, O., & Grapin, S. E. (2025). STEM education with a focus on equity and justice: Traditional, contemporary, and proposed future approach. Journal of Research in Science Teaching. 62(10), 2255-2269. https://doi.org/10.1002/tea.70013

136. Lee, O., & Grapin, S. E. (2025). Justice-centered STEM education with multilingual learners to address societal challenges: A conceptual framework. Journal of Research in Science Teaching, 62(5), 1202-1231. https://onlinelibrary.wiley.com/doi/10.1002/tea.21999

135. Prasai, A., Mogami, M., Lee, C. S., Jung, S., Okazaki, S., Cherng, H.-Y. S., Flores, S. M., Hsin, A., & Lee, O. (2025). Facilitators and barriers in the college pathways of working-class immigrant-origin youth of color in New York City. Journal of Diversity in Higher Education, 18(1), S573-S585. https://doi.org/10.1037/dhe0000596

134. Grapin, S. E., Plumley, C., Banilower, E., Sterenberg Mahon, A. J., Craven, L., Malzahn, K., Pasley, J., Schwenger, A., Haas, A., & Lee, O. (2025). Development of a questionnaire on teachers’ beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners. Science Education, 109(1), 128-156. https://doi.org/10.1002/sce.21905

133. Cherng, H.-Y. S., Moreno, M., Carroll, T., Okazaki, S., Lee, O., Hsin, A., & Flores, S. M. (2024). A flawed policy metaphor: An empirical test of earlier academic promise and later STEM outcomes. American Journal of Education, 131(1), 93-124. https://doi.org/10.1086/732393

132. Schwenger, A., Grapin, S. E., Altamirano, N., Haas, A., & Lee, O. (2024). Translanguaging in formative assessment: Formative assessment from a translanguaging perspective in the NGSS classroom. Science and Children, 61(4), 48-54. https://doi.org/10.1080/00368148.2024.2366011

131. Lee, O., & Grapin, S. E. (2024). Transforming STEM by focusing on justice. Educational Leadership, 81(7), 65-68. https://ascd.org/el/articles/transforming-stem-by-focusing-on-justice

130. Lee, O., & Grapin, S. (2024). English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other. Science Education, 108(2), 637-658. https://doi.org/10.1002/sce.21843

129. Grapin, S. E., Llosa, L., & Lee, O. (2024). Disciplinary practices with multilingual learners in the content areas: Investigating grasp of practice in fifth-grade science. Journal of Language, Identity & Education, 23(4), 590-605. https://doi.org/10.1080/15348458.2021.2008253

128. Taylor, J. A., Hanuscin, D., Lee, O., Lynch, S., Stuhlsatz, M. A. M., & Talbot, R. (2023). Sources and consequences of teacher attrition in large-scale impact studies. Research in Education, 116(1), 43-66. https://doi.org/10.1177/00345237231155835

127. Haas, A., Grapin, S. E, Llosa, L., & Lee, O. (2023). Computational modeling with multilingual learners: Integration across four science units. Science and Children, 60(7), 64-70. https://www.nsta.org/science-and-children/science-and-children-fall-2023/computational-modeling-multilingual-learners

126. Grapin, S. E., Haas, A., Llosa, L., Wendel, D., Pierson, A., & Lee, O. (2023). Multilingual learners’ epistemologies in practice in the context of computational modeling in an elementary science classroom. Journal of Research in Science Teaching, 60(9), 1998-2041. https://doi.org/10.1002/tea.21850

Note: This article was recognized with the Research Worth Reading Award by the National Association for Research in Science Teaching and National Science Teaching Association in 2024.

125. Lee, O., Grapin, S., & Haas, A. (2023). Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework. Science Education, 107(5), 1302-1323. https://doi.org/10.1002/sce.21807

124. Grapin, S. E., Haas, A., McCoy, N., & Lee, O. (2023). Justice-centered STEM education with multilingual learners: Conceptual framework and initial inquiry into pre-service teachers’ sense-making. Journal of Science Teacher Education, 34(5), 522-543. https://doi.org/10.1080/1046560X.2022.2130254

123. Nordine, J. C., & Lee, O. (2023). On the nature and utility of crosscutting concepts. Education Sciences, 13(7). https://doi.org/10.3390/educsci13070640

122. Haas, A., Schwenger, A., Master, L., Grapin, S. E., & Lee, O. (2023). Walking the walk and talking the talk: Symmetry in NGSS teacher professional learning. Science and Children, 60(5), 60-63. https://www.nsta.org/science-and-children/science-and-children-mayjune-2023/walking-walk-and-talking-talk

121. Grapin, S. E., Dudek, S., & Lee, O. (2023). Justice-centered STEM education with multilingual learners: Computational modeling to address COVID-19 disparities. Science Scope, 46(5), 36-44. https://www.nsta.org/science-scope/science-scope-mayjune-2023/justice-centered-stem-education-multilingual-learners

120. Grapin, S. E., Haas, A., Llosa, L., & Lee, O. (2023). Developing instructional materials for English learners in the content areas: An illustration of traditional and contemporary materials in science education. TESOL Journal, 14(1), e673. https://doi.org/10.1002/tesj.673

119. Grapin, S. E., Llosa, L., Haas, A., & Lee, O. (2022). Affordances of computational models for English learners in science instruction: Conceptual foundation and initial inquiry. Journal of Science Education and Technology, 31(1), 52-67. https://link.springer.com/article/10.1007/s10956-021-09930-3

118. Lee, O., & Grapin, S. E. (2022). The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches. Journal of Research in Science Teaching, 59(7), 1301-1309. https://doi.org/10.1002/tea.21776

Note: See commentary by Adah Miller, E., Makori, H., Akgun, S., Miller, C., Li, T., & Codere, S. (2022). Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin. Journal of Research in Science Teaching, 59(9), 1726-1732. https://doi.org/10.1002/tea.21805

117. Lee, O., Bauler, C. V., Kang, E. J. S., & Ocol, T. (2022). “Doing” science, using language: Professional development to promote science and language integration with a focus on multilingual learners. NYS TESOL Journal, 9(1), 3-15. https://journal.nystesol.org/index.php/NYSTJ/article/view/25

116. Lee, S., Russell, J., Campbell, J., & Lee, O. (2022). Student agency through engineering. Science and Children, 59(3), 44-51. https://doi.org/10.1080/00368148.2022.12291751

115. Grapin, S. E., & Lee, O. (2022). WIDA English language development standards framework, 2020 edition: Key shifts and emerging tensions. TESOL Quarterly, 56(2), 827-839. https://doi.org/10.1002/tesq.3092

114. Grapin, S. E., Llosa, L., Haas, A., & Lee, O. (2021). Rethinking instructional strategies with English learners in the content areas. TESOL Journal, 12(2), e557. https://doi.org/10.1002/tesj.557

113. Haas, A., Januszyk, R., Grapin, S. E., Goggins, M., Llosa, L., & Lee, O. (2021). Developing instructional materials aligned to the Next Generation Science Standards for all students, including English learners. Journal of Science Teacher Education, 32(7), 735-756. https://doi.org/10.1080/1046560X.2020.1827190

112. Haas, A., Grapin, S., Simon, K., Llosa, L., & Lee, O. (2021). Teaching teachers: Integrating computational modeling into science instruction with English learners. Science and Children, 58(5), 74-79. https://doi.org/10.1080/19434812.2021.12291679

111. Lee, O. (2021). Asset-oriented framing of science and language with multilingual learners. Journal of Research in Science Teaching, 58(7), 1073-1979. https://doi.org/10.1002/tea.21694

110. Lee. O. (2020). Science and language instructional shifts with second-language learners. Asian-Pacific Science Education, 6(2), 263-284. https://doi.org/10.1163/23641177-BJA10005

109. Lee, O., & Campbell, T. (2020). What science and STEM teachers can learn from COVID-19: Harnessing data science and computer science through the convergence of multiple STEM subjects. Journal of Science Teacher Education, 31(8), 932-944. https://doi.org/10.1080/1046560X.2020.1814980

108. Lee, O. (2020). Making everyday phenomena phenomenal: Using phenomena to promote equity in science instruction. Science and Children, 58(1), 56-61. https://www.nsta.org/ science-and-children/science-and-children-septemberoctober-2020/making-everyday-phenomena

107. Lee, O., & Stephens, A. (2020). English learners in STEM subjects: Contemporary views on STEM subjects and language with English learners. Educational Researcher, 49(6), 426-432. https://doi.org/10.3102/0013189X20923708

106. Haas, A., Grapin, S., Wendel, D., Llosa, L., & Lee, O. (2020). How fifth-grade English learners engage in systems thinking using computational models. Systems, 8(4), 47. https://doi.org/10.3390/systems8040047

105. Lee, O. (2019). Aligning English language proficiency standards with content standards: Shared opportunity and responsibility across English learner education and content areas. Educational Researcher, 48(8), 534-542. https://doi.org/10.3102/0013189X19872497

Note: See the related American Educational Research Association video, https://www.youtube.com/watch?v=RkDi0rNGuDs&feature=youtu.be

Note: See the Education Week blog on this article, https://www.edweek.org/policy-politics/for-english-learners-to-excel-more-collaboration-needed-researcher-argues/2019/10

Note: Listen to Conversations with Tim: Examining How the 2020 Edition Impacts Multilingual Learner Education, https://wida.wisc.edu/about/news/conversations-tim-examining-how-2020-edition-impacts-multilingual-learner-education

104. Lee, O., & Januszyk, R. (2019). Formative assessment of English language proficiency in the science classroom. Science and Children, 56(9), 80-85. https://www.nsta.org/science-and-children/science-and-children-july-2019/formative-assessment-english-language

103. Lee, O., Llosa, L., Grapin, S., Haas, A., & Goggins, M. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education, 103(2), 317-337. https://doi.org/10.1002/sce.21498

102. Grapin, S., Haas, A., Goggins, M., Llosa, L., & Lee, O. (2019). Beyond general-purpose talk moves: Using discipline-specific probes with English learners in the science classroom. Science and Children, 57(4), 36-43. https://www.nsta.org/science-and-children/science-and-children-novemberdecember-2019/beyond-general-purpose-talk-moves-0

101. Grapin, S. E., Llosa, L., Haas, A., Goggins, M., & Lee, O. (2019). Precision: Toward a meaning-centered view of language use with English learners in the content areas. Linguistics and Education, 50(1), 71-83. https://doi.org/10.1016/j.linged.2019.03.004

100. Goggins, M., Haas, A., Grapin, S., Llosa, L., & Lee, O. (2019). Integrating crosscutting concepts into science instruction. Science and Children, 57(1), 56-61. https://www.nsta.org/science-and-children/science-and-children-september-2019/integrating-crosscutting-concepts-0

99. Lee, O. (2018). English language proficiency standards aligned with content standards. Educational Researcher, 47(5), 317-327. https://doi.org/10.3102/0013189X18763775

98. Lee, O. (2017). Common Core State Standards for ELA/literacy and Next Generation Science Standards: Convergences and discrepancies using argument as an example. Educational Researcher, 46(2), 90-102. https://doi.org/10.3102/0013189X17699172

Note: See the Education Week blog on this article, http://blogs.edweek.org/edweek/curriculum/2017/04/science_standards_common_core.html

97. Diamond, B. S., Maerten-Rivera, J., & Lee, O. (2017). Effects of a multiyear curricular and professional development intervention on elementary teachers’ science content knowledge. Florida Journal of Educational Research, 55(2), 1-24. https://feraonline.org/journal/journal-contents/?issue=2017-volume-55

96. Lee, O., Llosa, L., Jiang, F., Haas, A., O’Connor, C., & Van Booven, C. D. (2016). Elementary teachers’ science knowledge and instructional practices: Impact of an intervention focused on English language learners. Journal of Research in Science Teaching, 53(4), 579-597. https://doi.org/10.1002/tea.21314

95. Lee, O., Llosa, L., Jiang, F., O’Connor, C., & Haas, A. (2016). School resources in teaching science to diverse student groups: An intervention’s effect on elementary teachers’ perceptions. Journal of Science Teacher Education, 27(7), 769-794. https://doi.org/10.1007/s10972-016-9487-y

94. Caswell, L., Martinez, A., Lee, O., Berns, B. B., & Rhodes, H. (2016). Analysis of the National Science Foundation’s Discovery Research K–12 on mathematics and science education for English learners. Teachers College Record, 118(5), 1-48. https://doi.org/10.1177/016146811611800502

93. Maerten-Rivera, J., Ahn, S., Lanier, K., Diaz, J., & Lee, O. (2016). Effect of a multiyear intervention on science achievement of all students including English language learners. The Elementary School Journal, 116(4), 600-623. https://doi.org/10.1086/686250

92. Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C. D., & Kieffer, M. J. (2016). Impact of a large-scale science intervention focused on English language learners. American Educational Research Journal, 53(2), 395-424. https://doi.org/10.3102/0002831216637348

91. Januszyk, R., Miller, E. C., & Lee, O. (2016). Addressing student diversity and equity: The Next Generation Science Standards are leading a new wave of reform. Science Scope, 39(8), 16-19. https://www.jstor.org/stable/43827310

90. Maerten-Rivera, J. L., Huggins-Manley, A. C., Adamson, K., Lee, O., & Llosa, L. (2015). Development and validation of a measure of elementary teachers’ science content knowledge in two multiyear teacher professional development intervention projects. Journal of Research in Science Teaching, 52(3), 371-396. https://doi.org/10.1002/tea.21198

89. Haas, A., Hollimon, S., & Lee, O. (2015). Methods & strategies: Deep assessment. Science and Children, 53(3), 73-77. https://www.jstor.org/stable/43692233

88. Miller, E., Januszyk, R., & Lee, O. (2015). NGSS in action. Science and Children, 53(2), 64-70. https://www.jstor.org/stable/43691981

87. Miller, E. C., Januszyk, R., & Lee, O. (2015). Engineering progressions in the NGSS diversity and equity case studies. Science Scope, 38(9), 27-30. https://www.jstor.org/stable/43691290

86. Llosa, L., Van Booven, C. D., & Lee, O. (2015). Teaching content standards to English language learners: Elementary science teachers’ use of language development and home language strategies. NYS TESOL Journal, 2(2), 6-19. https://journal.nystesol.org/index.php/NYSTJ/article/view/136/112

85. Buxton, C., Salinas, A., Mahotiere, M., Lee, O., & Secada, W. (2015). Fourth-grade emergent bilingual learners’ scientific reasoning complexity, controlled experiment practices, and content knowledge when discussing school, home, and play contexts. Teachers College Record, 117(2), 1-36.

84. Januszyk, R., Miller, E., & Lee, O. (2014). Guest editorial: NGSS case studies: Economically disadvantaged students developing conceptual models. Science Scope, 38(4), 6-11. https://www.jstor.org/stable/43691208

83. Lee, O., Miller, E. C., & Januszyk, R. (2014). Next Generation Science Standards: All standards, all students. Journal of Science Teacher Education, 25(2), 223-233. https://doi.org/10.1007/s10972-014-9379-y

82. Turkan, S., De Oliveira, L. C., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching academic content to English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3), 1-30. https://doi.org/10.1177/016146811411600303

81. Maerten-Rivera, J., Myers, N. D., & Lee, O. (2014). Studying longitudinal change in teacher practices using the multilevel model and latent growth model with an examination of alternative covariance structures. International Journal of Quantitative Research in Education, 2(2), 89-112. https://doi.org/10.1504/IJQRE.2014.064395

80. Cone, N., Buxton, C., Lee, O., & Mahotiere, M. (2014). Negotiating a sense of identity in a foreign land: Navigating public school structures and practices that often conflict with Haitian culture and values. Urban Education, 49(3), 263-296. https://doi.org/10.1177/0042085913478619

79. Diamond, B. S., Maerten-Rivera, J., Rohrer, R. E., & Lee, O. (2014). Effectiveness of a curricular and professional development intervention at improving elementary teachers’ science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching, 51(5), 635-658. https://doi.org/10.1002/tea.21148

78. Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233. https://doi.org/10.3102/0013189X13480524

Note: See the related American Educational Research Association video, https://www.youtube.com/watch?v=Ch05eSKObUM

77. Lee, O., & Buxton, C. A. (2013). Teacher professional development to improve science and literacy achievement of English language learners. Theory Into Practice, 52(2), 110-117. https://doi.org/10.1080/00405841.2013.770328

76. Lee, O., & Buxton, C. A. (2013). Integrating science and English proficiency for English language learners. Theory Into Practice, 52(1), 36-42. https://doi.org/10.1080/07351690.2013.743772

75. Adamson, K., Santau, A., & Lee, O. (2013). The impact of professional development on elementary teachers’ strategies for teaching science with diverse student groups in urban elementary schools. Journal of Science Teacher Education, 24(3), 553-571. https://doi.org/10.1007/s10972-012-9306-z

74. Buxton, C. A., Salinas, A., Mahotiere, M., Lee, O., & Secada, W. G. (2013). Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners’ science problem solving. Teaching and Teacher Education, 32(1), 31-42. https://doi.org/10.1016/j.tate.2013.01.003

73. Diamond, B. S., Maerten-Rivera, J., Rohrer, R., & Lee, O. (2013). Elementary teachers’ science content knowledge: Relationships among multiple measures. Florida Journal of Educational Research, 51(1), 1-20. https://journals.flvc.org/fjer/article/view/133606

72. Lee, O., & Maerten-Rivera, J. (2012). Teacher change in elementary science instruction with English language learners: Results of a multiyear professional development intervention across multiple grades. Teachers College Record, 114(8), 1-44. https://doi.org/10.1177/016146811211400805

71. Emdin, C., & Lee, O. (2012). Hip-hop, the “Obama effect,” and urban science education. Teachers College Record, 114(2), 1-24. https://doi.org/10.1177/016146811211400205

70. Lee, O., Penfield, R. D., & Buxton, C. A. (2011). Relationship between “form” and “content” in science writing among English language learners. Teachers College Record, 113(7), 1401-1434. https://doi.org/10.1177/016146811111300707

69. Lee, O., & Buxton, C. (2011). Engaging culturally and linguistically diverse students in learning science. Theory Into Practice, 50(4), 277-284. https://doi.org/10.1080/00405841.2011.607379

68. Adamson, K., Secada, W., Maerten-Rivera, J., & Lee, O. (2011). Measurement instruction in the context of scientific investigations with diverse student populations. School Science and Mathematics, 111(6), 288-299. https://doi.org/10.1111/j.1949-8594.2011.00089.x

67. Lewis, S., Maerten-Rivera, J., Adamson, K., & Lee, O. (2011). Urban third grade teachers’ practices and perceptions in science instruction with English language learners. School Science and Mathematics, 111(4), 156-163. https://doi.org/10.1111/j.1949-8594.2011.00073.x

66. Lewis, S., Lee, O., Santau, A., & Cone, N. (2010). Student initiatives in urban elementary science classrooms. School Science and Mathematics, 110(3), 160-172. https://doi.org/10.1111/j.1949-8594.2010.00018.x

65. Maerten-Rivera, J., Myers, N., Lee, O., & Penfield, R. (2010). Student and school predictors of high-stakes assessment in science. Science Education, 94(6), 937-962. https://doi.org/10.1002/sce.20408

64. Penfield, R. D., & Lee, O. (2010). Test-based accountability: Potential benefits and pitfalls of science assessment with student diversity. Journal of Research in Science Teaching, 47(1), 6-24. https://doi.org/10.1002/tea.20307

63. Santau, A. O., Secada, W., Maerten-Rivera, J., Cone, N., & Lee, O. (2010). US urban elementary teachers’ knowledge and practices in teaching science to English language learners: Results from the first year of a professional development intervention. International Journal of Science Education, 32(15), 2007-2032. https://doi.org/10.1080/09500690903280588

62. Lee, O., Mahotiere, M., Salinas, A., Penfield, R. D., & Maerten-Rivera, J. (2009). Science writing achievement among English language learners: Results of three-year intervention in urban elementary schools. Bilingual Research Journal, 32(2), 153-167. https://doi.org/10.1080/15235880903170009

61. Lee, O., Penfield, R., & Maerten-Rivera, J. (2009). Effects of fidelity of implementation on science achievement gains among English language learners. Journal of Research in Science Teaching, 46(7), 836-859. https://doi.org/10.1002/tea.20335

60. Lee, O., Maerten-Rivera, J., Buxton, C., Penfield, R., & Secada, W. G. (2009). Urban elementary teachers’ perspectives on teaching science to English language learners. Journal of Science Teacher Education, 20(3), 263-286. https://doi.org/10.1007/s10972-009-9133-z

59. Kitchen, R. S., Roy, F. C., Lee, O., & Secada, W. G. (2009). Comparing teachers’ conceptions of mathematics education and student diversity at highly effective and typical elementary schools. Journal for Urban Mathematics Education, 2(1), 52-80. https://doi.org/10.21423/jume-v2i1a24

58. Maerten-Rivera, J., Penfield, R., Myers, N., Lee, O., & Buxton, C. A. (2009). School and teacher predictors of science instruction practices with English language learners in urban elementary schools. Journal of Women and Minorities in Science and Engineering, 15(2), 93-118. https://doi.org/10.1615/JWomenMinorScienEng.v15.i2.10

57. Buxton, C. A., Lee, O., & Mahotiere, M. (2009). The role of language in academic and social transition of Haitian children and their parents to urban U.S. schools. Bilingual Research Journal, 31(1-2), 47-74. https://doi.org/10.1080/15235880802640573

56. Penfield, R. D., Alvarez, K., & Lee, O. (2008). Using a taxonomy of differential step functioning form to improve the interpretation of DIF in polytomous items. Applied Measurement in Education, 22(1), 61-78. https://doi.org/10.1080/08957340802558367

55. Bessell, A. G., Burke, M. C., Plaza, M. P., Lee, O., & Schumm, J. S. (2008). The educational reform rating rubric: Example of a new tool for evaluating complex school reform initiatives. Field Methods, 20(3), 283-295. https://doi.org/10.1177/1525822X07313838

54. Buxton, C., Lee, O., & Santau, A. (2008). Promoting science among English language learners: Professional development for today’s culturally and linguistically diverse classrooms. Journal of Science Teacher Education, 19(5), 495-511. https://doi.org/10.1007/s10972-008-9103-x

53. Luykx, A., Lee, O., & Edwards, U. (2008). Lost in translation: Negotiating meaning in a beginning ESOL science classroom. Educational Policy, 22(5), 640-674. https://doi.org/10.1177/0895904807307062

52. Lee, O., & Buxton, C. (2008). Science curriculum and student diversity: A framework for equitable learning opportunities. The Elementary School Journal, 109(2), 123-137. https://doi.org/10.1086/590522

51. Lee, O., Adamson, K., Maerten-Rivera, J., Lewis, S., Thornton, C., & LeRoy, K. (2008). Teachers’ perspectives on a professional development intervention to improve science instruction among English language learners. Journal of Science Teacher Education, 19(1), 41-67. https://doi.org/10.1007/s10972-007-9081-4

50. Lee, O., Lewis, S., Adamson, K., Maerten-Rivera, J., & Secada, W. G. (2008). Urban elementary school teachers’ knowledge and practices in teaching science to English language learners. Science Education, 92(4), 733-758. https://doi.org/10.1002/sce.20255

49. Lee, O., Maerten-Rivera, J., Penfield, R. D., LeRoy, K., & Secada, W. G. (2008). Science achievement of English language learners in urban elementary schools: Results of a first-year professional development intervention. Journal of Research in Science Teaching, 45(1), 31-52. https://doi.org/10.1002/tea.20209

48. Lee, O., Deaktor, R., Enders, C., & Lambert, J. (2008). Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 45(6), 726-747. https://doi.org/10.1002/tea.20231

47. Lee, O., Luykx, A., Buxton, C., & Shaver, A. (2007). The challenge of altering elementary school teachers’ beliefs and practices regarding linguistic and cultural diversity in science instruction. Journal of Research in Science Teaching, 44(9), 1269-1291. https://doi.org/10.1002/tea.20198

46. Lee, O., Lester, B. T., Ma, L., Lambert, J., & Jean-Baptiste, M. (2007). Conceptions of the greenhouse effect and global warming among elementary students from diverse languages and cultures. Journal of Geoscience Education, 55(2), 117-125. https://doi.org/10.5408/1089-9995-55.2.117

45. Luykx, A., Lee, O., Barnett, J. E. H., Mahotiere, M., Lester, B., & Deaktor, R. (2007). Cultural and home language influences on children’s responses to science assessments. Teachers College Record, 109(4), 897-926. https://doi.org/10.1177/016146810710900403

44. Luykx, A., & Lee, O. (2007). Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework. Journal of Research in Science Teaching, 44(3), 424-447. https://doi.org/10.1002/tea.20127

43. Shaver, A., Cuevas, P., Lee, O., & Avalos, M. (2007). Teachers’ perceptions of policy influences on science instruction with culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 44(5), 725-746. https://doi.org/10.1002/tea.20151

42. Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636. https://doi.org/10.1002/tea.20141

Note: This article was selected by the National Science Teachers Association Committee on Research in Science Education as one of 10 articles from the past 10 years that teachers should read.

41. Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315-339. https://doi.org/10.1080/09500690500240100

40. Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, 42(3), 337-357. https://doi.org/10.1002/tea.20053

39. Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., & Enders, C. (2005). An instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42(8), 857-887. https://doi.org/10.1002/tea.20071

38. Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in elementary science instruction with nonmainstream students. American Educational Research Journal, 42(3), 411-438. https://doi.org/10.3102/00028312042003411

37. Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75(4), 491-530. https://www.jstor.org/stable/3516105

36. Lee, O. (2005). Science education and student diversity: Synthesis and research agenda. Journal of Education for Students Placed at Risk, 10(4), 431-440. https://doi.org/10.1207/s15327671espr1004_5

35. Lee, O., Hart, J. E., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021-1043. https://doi.org/10.1002/tea.20037

34. Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41(1), 65-93. https://doi.org/10.1002/tea.10125

33. Hart, J. E., & Lee, O. (2003). Teacher professional development to improve the science and literacy achievement of English language learners. Bilingual Research Journal, 27(3), 475-501. https://doi.org/10.1080/15235882.2003.10162604

32. Lee, O. (2003). Equity for linguistically and culturally diverse students in science education: A research agenda. Teachers College Record, 105(3), 465-489. https://doi.org/10.1111/1467-9620.00247

31. Lee, O., & Avalos, M. A. (2002). Promoting science instruction and assessment for English language learners. The Electronic Journal for Research in Science & Mathematics Education, 7(2), 1-24. https://ejrsme.icrsme.com/article/view/7704

30. Fradd, S. H., Lee, O., Sutman, F. X., & Saxton, M. K. (2001). Promoting science literacy with English language learners through instructional materials development: A case study. Bilingual Research Journal, 25(4), 479-501. https://doi.org/10.1080/15235882.2001.11074464

29. Thurmond, C. K., & Lee, O. (2000). Perceptions of scientific literacy and elementary teacher preparation held by science professors and science education professors. Florida Journal of Educational Research, 40(1), 5-27. https://feraonline.org/fjer/2758/

28. Lee, O., & Paik, S.-H. (2000). Conceptions of science achievement in major reform documents. School Science and Mathematics, 100(1), 16-26. http://dx.doi.org/10.1111/j.1949-8594.2000.tb17316.x

27. Paik, S.-H., & Lee, O. (1999). Science achievement: Synthesis of current conceptions in major reform documents in the United States and Korea. Elementary Science Education (South Korea), 18(2), 1-19.

26. Westby, C., Dezale, J., Fradd, S. H., & Lee, O. (1999). Learning to do science: Influences of culture and language. Communication Disorders Quarterly, 21(1), 50-64. https://doi.org/10.1177/152574019902100107

25. Lee, O. (1999). Science knowledge, world views, and information sources in social and cultural contexts: Making sense after a natural disaster. American Educational Research Journal, 36(2), 187-219. https://doi.org/10.3102/00028312036002187

24. Lee, O. (1999). Equity implications based on the conceptions of science achievement in major reform documents. Review of Educational Research, 69(1), 83-115. https://doi.org/10.3102/00346543069001083

23. Fradd, S. H., & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28(6), 14-20, 42. https://doi.org/10.3102/0013189X028006014

22. Paik, S.-H., & Lee, O. (1998). Analysis of the conceptions of science achievement in major reform documents in the United States and Korea. Journal of the Korean Association for Research in Science Education, 18(4), 571-587.

21. Fradd, S. H., & Lee, O. (1998). Development of a knowledge base for ESOL teacher education. Teaching and Teacher Education, 14(7), 761-773. https://doi.org/10.1016/S0742-051X(98)00023-7

20. Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English- language backgrounds. Educational Researcher, 27(4), 12-21. https://doi.org/10.3102/0013189X027004012

19. Lee, O. (1997). Diversity and equity for Asian American students in science education. Science Education, 81(1), 107-122. https://doi.org/10.1002/(SICI)1098-237X(199701)81:1%3C107::AID-SCE6%3E3.0.CO;2-M

18. Fradd, S. H., Lee, O., Cabrera, P., del Rio, V., Leth, A., Morin, R., . . . Mathieu, T. (1997). School-university partnership to promote science with students learning English. TESOL Journal, 7, 35-40.

17. Fradd, S. H., & Lee, O. (1997). Teachers’ voices in program evaluation and improvement: A case study of a TESOL program. Teaching and Teacher Education, 13(6), 563-577. https://doi.org/10.1016/S0742-051X(97)80001-7

16. Anderson, C. W., & Lee, O. (1997). Will students take advantage of opportunities for meaningful science learning? Phi Delta Kappan, 78, 720-724.

15. Brett, A., Lee, O., & Sorhaindo, L. (1997). Effect of field-based technology laboratory on preservice teachers’ knowledge, attitudes, and infusion of technology. Florida Journal of Educational Research, 37(1), 1-16. https://journals.flvc.org/fjer/article/view/133643

14. Lee, O., & Fradd, S. H. (1996). The interplay among language, science knowledge, and cognitive strategy use with linguistically diverse students. Journal of the New York State Association for Bilingual Education, 11, 26-45.

13. Lee, O., & Fradd, S. H. (1996). Interactional patterns of linguistically diverse students and teachers: Insights for promoting science learning. Linguistics and Education, 8(3), 269-297. https://doi.org/10.1016/S0898-5898(96)90024-8

12. Lee, O., & Fradd, S. H. (1996). Literacy skills in science learning among linguistically diverse students. Science Education, 80(6), 651-671. https://doi.org/10.1002/(SICI)1098-237X(199611)80:6%3C651::AID-SCE2%3E3.0.CO;2-I

11. Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33(3), 303-318. https://doi.org/10.1002/(SICI)1098-2736(199603)33:3%3C303::AID-TEA4%3E3.0.CO;2-X

10. Lee, O., Fradd, S. H., & Sutman, F. X. (1995). Science knowledge and cognitive strategy use among culturally and linguistically diverse students. Journal of Research in Science Teaching, 32(8), 797-816. https://doi.org/10.1002/tea.3660320804

9. Fradd, S., & Lee, O. (1995). Science for all: A promise or a pipe dream for bilingual students? Bilingual Research Journal, 19(2), 261-278. https://doi.org/10.1080/15235882.1995.10668605

8. Lee, O. (1995). Subject matter knowledge, classroom management, and instructional practices in middle school science classrooms. Journal of Research in Science Teaching, 32(4), 423-440. https://doi.org/10.1002/tea.3660320409

7. Fradd, S. H., Burns-Hoffman, R., Lee, O., & Evelyn, V. (1994). Action research and the professional development of ESOL teachers. Gulf TESOL Journal, 9, 23-28.

6. Lee, O., & Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30(3), 585-610. https://doi.org/10.3102%2F00028312030003585

5. Lee, O., & Porter, A. C. (1993). A teacher’s bounded rationality in middle school science. Teaching and Teacher Education, 9(4), 397-409. https://doi.org/10.1016/0742-051X(93)90006-3

4. Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270. https://doi.org/10.1002/tea.3660300304

3. McIntosh, R., Vaughn, S., Schumm J. S., Haager, D., & Lee, O. (1993). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60(3), 249-261. http://dx.doi.org/10.1177/001440299406000306

2. Contreras, A., & Lee, O. (1990). Differential treatment of students by middle school science teachers: Unintended cultural bias. Science Education, 74(4), 433-444. https://doi.org/10.1002/sce.3730740404

1. Lee, O., & Porter, A. C. (1990). Bounded rationality in classroom teaching. Educational Psychologist, 25(2), 159-171. https://psycnet.apa.org/doi/10.1207/s15326985ep2502_4

Books

6. Lee, O., Haas, A., & Grapin, S. E. (2025). Science and STEM education for equity and justice with multilingual learners in elementary school. National Science Teaching Association. https://my.nsta.org/resource/132572

5. Nordine, J., & Lee, O. (Eds.). (2021). Crosscutting concepts: Strengthening science and engineering learning. National Science Teaching Association.

4. Lee, O., Miller, E., & Januszyk, R. (Eds.). (2015). NGSS for all students. National Science Teachers Association.

Note: This book was a 2016 REVERE Awards finalist.

3. Bianchini, J. A., Akerson, V. L., Calabrese Barton, A., Lee, O., & Rodriguez, A. J. (Eds.). (2012). Moving the equity agenda forward: Equity research, practice, and policy in science education. Springer.

Note: This book was supported by the National Association for Research in Science Teaching.

2. Lee, O., & Buxton, C. A. (2010). Diversity and equity in science education: Theory, research, and practice. Teachers College Press.

Note: This book was part of the Multicultural Education Series edited by James A. Banks.

Published reviews:
Bannier, B. J. (2015). Cultural Studies of Science Education, 10, 545-549.

Feinstein, H. (2011). Science Education, 95(3), 571-573.
Riendeau, D. (2011). International Journal of Multicultural Education, 13(1).

Wellik, J. (2011). National Science Teachers Association (January 24).

Monhardt, R. (2010). Teachers College Record (September 13).

1. Lee, O., & Luykx, A. (2006). Science education and student diversity: Synthesis and research agenda. Cambridge University Press.

Note: This book was supported by the Center for Research on Education, Diversity, and Excellence and the National Center for Improving Student Learning and Achievement in Mathematics and Science.

Published review:
Bianchini, J. (2007). Science Education, 91(3), 518-521.

Handbook Chapters

6. Nordine, J., & Lee, O. (2024). Crosscutting concepts and learning progressions. In H. Jin, D. Yan, & J. Krajcik (Eds.), Handbook of research on science learning progressions (pp. 332-345). Taylor & Francis.

5. Buxton, C. A., & Lee, O. (2023). Multilingual learners in science education. In N. G. Lederman, D. Zeidler, & J. Lederman (Eds.), Handbook of research in science education (3rd ed., pp. 290-323). Routledge.

4. Buxton, C. A., & Lee, O. (2014). English language learners in science education. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research in science education (2nd ed., pp. 204-222). Erlbaum.

3. Lee, O., & Luykx, A. (2007). Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (1st ed., pp. 171-197). Erlbaum.

2. Lee, O. (2002). Science inquiry for elementary students from diverse backgrounds. In W. G. Secada (Ed.), Review of research in education (Vol. 26, pp. 23-69). American Educational Research Association.

1. Lee, O., & Yarger, S. J. (1996). Modes of inquiry in research on teacher education. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 14-37). Macmillan.

Book Chapters

33. Crippen, K. J., Zhai, X., & Lee, O. (in press). Responsible and ethical principles for the practice of AI-supported science education. In X. Zhai & K. J. Crippen (Eds.), Advancing AI in science education: Envisioning responsible and ethical practice. Springer Nature.

32. Lee, G., Zhai, X., & Lee, O. (in press). AI-based science assessment: Potential pitfalls and responsible and ethical practices. In X. Zhai & K. J. Crippen (Eds.), Advancing AI in science education: Envisioning responsible and ethical practice. Springer Nature.

31. Kang, E., Haas, A., O’Brien, S., Grapin, S., Rosado-Barringer, T., Stoker, Y., Leece, C., & Lee, O. (2024). Plastic pollution: What happens to the plastics we use every day? In D. Steele & A. K. Mercier (Eds.), Justice-oriented science teaching and learning: Anchoring phenomena in secondary classrooms (pp. 333-353). Springer Nature.

30. Nordine, J., & Lee, O. (2021). What are crosscutting concepts and why are they useful? In J. Nordine & O. Lee (Eds.), Crosscutting concepts: Strengthening science and engineering learning (pp. 3-17). National Science Teaching Association.

29. Goggins, M., Haas, A., Grapin, S. E., Januszyk, R., Llosa, L., & Lee, O. (2021). Broadening access to science: Crosscutting concepts as resources in the Next Generation Science Standards classroom. In J. Nordine & O. Lee (Eds.), Crosscutting concepts: Strengthening science and engineering learning (pp. 43-59). National Science Teaching Association.

28. Nordine, J., Lee, O., & Willard, T. (2021). Conclusions. In J. Nordine & O. Lee (Eds.), Crosscutting concepts: Strengthening science and engineering learning (pp. 377-380). National Science Teaching Association.

27. Lee, O., Goggins, M., Haas, A., Januszyk, R., Llosa, L., & Grapin, S. E. (2019). Making everyday phenomena phenomenal: Next Generation Science Standards-aligned instructional materials using local phenomena with diverse student groups. In P. Spycher & E. Haynes (Eds.), Culturally and linguistically diverse learners and STEAM: Teachers and researchers working in partnership to build a better tomorrow (pp. 211-228). Information Age Publishing.

26. Lee, O., Grapin, S. E., & Haas, A. (2018). How science instructional shifts and language instructional shifts support each other for English learners: Talk in the science classroom. In A. Bailey, C. Maher, & L. Wilkinson (Eds.), Language, literacy and learning in the STEM disciplines: How language counts for English learners (pp. 35-52). Routledge.

25. Lee, O., O’Connor, C., & Haas, A. (2017). Promoting science among English language learners (P-SELL) model: Curricular and professional development intervention in elementary science instruction with a focus on English language learners. In C. A. Buxton & M. Allexsaht-Snider (Eds.), Teaching science to English learners: Research into practice (pp. 15-30). Springer.

24. Maerten-Rivera, J., Llosa, L., & Lee, O. (2017). Promoting science among English language learners (P-SELL) research and evaluation: Measures and outcomes with students and teachers. In C. A. Buxton & M. Allexsaht-Snider (Eds.), Teaching science to English learners: Research into practice (pp. 31-51). Springer.

23. Lee, O., & Miller, E. (2016). Engaging in phenomena from project-based learning in a place-based context in science. In L. C. de Oliveira (Ed.), The Common Core State Standards for literacy in history/social studies, science, and technical subjects for English language learners: Grades 6-12 (pp. 59-73). Teaching English to Speakers of Other Languages.

22. Lee, O. (2015). Preface. In O. Lee, E. Miller, & R. Januszyk (Eds.), NGSS for all students (pp. xi-xiv). National Science Teachers Association.

21. Lee, O., Miller, E., & Januszyk, R. (2015). Conceptual framework guiding the NGSS diversity and equity. In O. Lee, E. Miller, & R. Januszyk (Eds.), NGSS for all students (pp. 37-42). National Science Teachers Association.

20. Januszyk, R., Lee, O., & Miller, E. (2015). Charges of the NGSS diversity and equity team. In O. Lee, E. Miller, & R. Januszyk (Eds.), NGSS for all students (pp. 29-35). National Science Teachers Association.

19. Miller, E., Januszyk, R., & Lee, O. (2015). Using the case studies to inform unit design. In O. Lee, E. Miller, & R. Januszyk (Eds.), NGSS for all students (pp. 171-177). National Science Teachers Association.

18. Miller, E., Januszyk, R., & Lee, O. (2015). Case study utility for classroom teaching and professional development. In O. Lee, E. Miller, & R. Januszyk (Eds.), NGSS for all students (pp. 193-202). National Science Teachers Association.

17. Lee, O. (2014). Diversity and equity in science education. In R. Slavin (Ed.), Proven programs in education: Science, technology, engineering, and mathematics (pp. 98-102). Corwin.

16. Lee, O. (2012). Teaching science with English language and literacy. In M. Calderón (Ed.), Breaking through: Effective instruction and assessment for reaching English learners (pp. 129-142). Solution Tree Press.

15. Lee, O., Santau, A. O., & Maerten-Rivera, J. (2011). Science and literacy assessments with English language learners. In C. Basterra, E. Trumbull, & G. Solano-Flores (Eds.), Cultural validity in assessment: Addressing linguistic and cultural diversity (pp. 254-274). Routledge.

14. Buxton, C. A., & Lee, O. (2010). Fostering scientific reasoning as a strategy to support science learning for English language learners. In D. Senal, C. Senal, & E. Wright (Eds.), Teaching science with Hispanic ELLs in K-16 classrooms (pp. 11-36). Information Age Publishing.

13. LeRoy, K., & Lee, O. (2008). What research says about science assessment with English language learners. In J. Coffey, R. Douglas, & C. Sterns (Eds.), Science assessment: Research and practical approaches (pp. 341-355). National Science Teachers Association.

12. García, E. E., & Lee, O. (2008). Science instruction for all: Creating a responsive learning community. In A. S. Rosebery & B. Warren (Eds.), Teaching science to English language learners: Building on students’ strengths (pp. 151-161). National Science Teachers Association.

11. Lambert, J., Lester, B., Lee, O., & Luykx, A. (2007). An earth systems inquiry-based approach reshapes teachers’ beliefs about instruction of diverse students. In D. B. Zandvliet (Ed.), Sustainable communities, sustainable environments (pp. 97-114). Sense Publishers.

10. Lee, O. (2007). Implementation and evaluation of scale-up. In B. Schneider & S. McDonald (Eds.), Scale up in education: Issues in practice (Vol. 2, pp. 123-127). Rowman & Littlefield.

9. Lee, O. (2006). Embracing serendipity and celebrating diversity. In K. Tobin & W.-M. Roth (Eds.), The culture of science education (pp. 251-261). Sense Publishers.

8. Colucci, M., Ceballos, M., Smith, M., & Lee, O. (2006). Wind cycle. In A. K. Fathman & D. T. Crowther (Eds.), Science for English language learners: K-12 classroom strategies (pp. 127-129). National Science Teachers Association.

7. Luykx, A., Cuevas, P., Lambert, J., & Lee, O. (2005). Unpacking teachers’ “resistance” to integrating students’ language and culture into elementary science instruction. In A. Rodríguez & R. S. Kitchen (Eds.), Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action (pp. 119-141). Erlbaum.

6. Bessell, A. G., Schumm, J. S., Lee, O., Liftin, E., & Walsh, S. (2003). Beyond standardized test scores: Using case studies to evaluate a reform strategy. In Research perspectives on school reform: Lessons from the Annenberg Challenge (pp. 117-132). Annenberg Institute for School Reform at Brown University.

5. Lee, O., & Fradd, S. H. (2001). Instructional congruence to promote science learning and literacy development for linguistically diverse students. In D. R. Lavoie & W.-M. Roth (Eds.), Models for science teacher preparation: Bridging the gap between research and practice (pp. 109-126). Kluwer Academic Publishers.

4. Fradd, S. H., & Lee, O. (2000). Needed: A framework for integrating standardized and informal assessment for students developing academic language proficiency in English. In J. V. Tenajero & S. Hurley (Eds.), Literacy assessment of bilingual learners (pp. 130-148). Allyn and Bacon.

3. Lee, O. (1996). Children’s science conceptions and worldviews in social and cultural contexts: Making sense after Hurricane Andrew. In S. Sayre & D. Horne (Eds.), Earth, wind, fire and water: Approaching natural disaster (pp. 197-221). Open Door Publishers.

2. Yarger, S. J., & Lee, O. (1994). Teachers as leaders: The development and sustenance of teacher leadership. In D. R. Walling (Ed.), Teachers as leaders: Perspectives on the professional development of teachers (pp. 223-237). Phi Delta Kappan Educational Foundation.

1. Lee, O., & Salwen, M. B. (1994). New York Times’ coverage of education reform during the 1950s and 1980s. In P. Farber, E. F. Provenzo, Jr., & G. Holm (Eds.), Education in the light of popular culture (pp. 131-148). State University of New York Press.

Editorials And Invited Journal Articles

44. Philip, T. M., Morales-Doyle, D., & Lee, O. (2025). In defense of the arts, humanities, and social sciences: A call for a transdisciplinary, transnational, ecological approach to science and science education. Journal of College Science Teaching. 54(4), 353-357. https://doi.org/10.1080/0047231X.2025.2472142

43. Lee, O., Grapin, S. E., & Haas, A. (2023). Teacher professional development programs integrating science and language with multilingual learners. ARISE Blog Series, American Association for the Advancement of Science. https://aaas-arise.org/2023/10/03/teacher-professional-development-programs-integrating-science-and-language-with-multilingual-learners/

42. Borman, G., Ocol, T., & Lee, O. (2023). New York State P-12 Science Learning Standards: Student agency and equity as core of contemporary science education with all students. Impact On Instructional Improvement, 47(2), 27-34. https://issuu.com/nysascd/docs/impactfallwinter2022

41. Ocol, T., Borman, G., & Lee, O. (2023). Integrating science and language with multilingual learners through consensus among policy, research, and practice. Impact On Instructional Improvement, 47(2), 13-19. https://issuu.com/nysascd/docs/impactfallwinter2022

40. Lee, O., Shelton, T., & Grapin, S. E. (2023, January 26). Future approaches to instructional materials in STEM education. National Science Teaching Association. https://www.nsta.org/blog/future-approaches-instructional-materials-stem-education

39. Lee, O., Shelton, T., & Grapin, S. E. (2022, December 21). Future approaches in STEM education. National Science Teaching Association. https://www.nsta.org/blog/future-approaches-stem-education

38. Grapin, S. E., Haas, A., Rasmussen, E., & Lee, O. (2022, November 16). Integrating science, language, and computational thinking with multilingual learners. National Science Teaching Association. https://www.nsta.org/blog/integrating-science-language-and-computational-thinking-multilingual-learners

37. Lee, O., Shelton, T., & Soriano, K. (2022, June 17). Contemporary approaches in science education with all students. National Science Teaching Association. https://www.nsta.org/blog/contemporary-approaches-science-education-all-students

36. Borman, G., Ocol, T., & Lee, O. (2022, June 10). New York City Department of Education takes a systems approach to science education with multilingual learners. National Science Teaching Association. https://www.nsta.org/blog/new-york-city-department-education-takes-systems-approach-science-education-multilingual

35. Lee, O. (2022, February 24). Developing and supporting a strong, diverse science teaching workforce: Policy advocacy for science teaching workforce. National Science Teaching Association. https://www.nsta.org/blog/developing-and-supporting-strong-diverse-science-teaching-workforce?utm_medium=email&utm_source=rasa_io

34. Campbell, D. T., & Lee, O. (2021). Instructional materials designed for A Framework for K-12 Science Education and the Next Generation Science Standards: An introduction to the special issue. Journal of Science Teacher Education, 32(7), 727-734. https://www.tandfonline.com/doi/full/10.1080/1046560X.2021.1975359

33. Haas, A., Januszyk, R., Grapin, S. E., Llosa, L., & Lee, O. (2021). Yearlong fifth-grade science curriculum for all students, including English learners. California Classroom Science: A Publication of the California Association of Science Educators. https://classroomscience.org/articles/fyi/yearlong-fifth-grade-science-curriculum-all-students-including-english-learners-free-download

32. Lee, O. (2021). Integration of science and language with a focus on multilingual learners: Shared opportunities and responsibilities. NYS TESOL Journal, 8(1), 3-14. https://journal.nystesol.org/index.php/NYSTJ/article/view/166/153

31. Lee, O. (2021). Commentary on the special issue, Systems for Systems: Computational Systems Modeling to Promote Equity and Access in K-12 STEM Educational Systems. Systems, 9(2), 30. https://doi.org/10.3390/systems9020030

30. Campbell, D. T., & Lee, O. (2021, February 23). Teaching science to address societally pressing phenomena and challenges. PBS Thinkalong. https://thinkalong.org/teaching-science-to-address-pressing-phenomena/

29. Lee, O., & Campbell, D. T. (2021). How can STEM disciplines and STEM education work in concert to address systemic racism and the COVID-19 pandemic? Creating a new normal for STEM education. ARISE Blog Series, American Association for the Advancement of Science. https://aaas-arise.org/2021/01/26/how-can-stem-disciplines-and-stem-education-work-in-concert-to-address-systemic-racism-and-the-covid-19-pandemic-creating-a-new-normal-for-stem-education/

28. Lee, O. (2020, August 27). Making everyday phenomena phenomenal. National Science Teaching Association. https://www.nsta.org/blog/local-phenomena

27. Lee, O. (2019, March 21). Contemporary instructional approaches to promote STEM learning for English learners. National Science Teaching Association. https://www.nsta.org/blog/contemporary-instructional-approaches-promote-stem-learning-english-learners

26. Lee, O. (2019, January 8). English learners in STEM subjects. National Science Teaching Association. https://www.nsta.org/blog/english-learners-stem-subjects

25. Haas, A., Goggins, M., Grapin, S. E., Llosa, L., & Lee, O. (2018, October 7). Integrating computational thinking and modeling into science instruction. National Science Teaching Association.

24. Lee, O. (2018, January 16). How children learn science? At a glance, news from the Steinhardt School of Culture, Education, and Human Development.

23. Lee, O. (2017, July 25). How NGSS and CCSS for ELA/literacy address argument. National Science Teaching Association. https://www.nsta.org/blog/how-ngss-and-ccss-elaliteracy-address-argument

22. Lee, O. (2017, March 17). Embracing new ways of teaching science and language with English learners.

21. Llosa, L., Kieffer, M. J., & Lee, O. (2016). How can educational systems better serve English learners? New York University Education Solution Initiative.

20. Lee, O. (2015, May 20). NGSS for all students. National Science Teaching Association.

19. Lee, O., & Llosa, L. (2015). How is the term academic language helpful? How is it imprecise? In G. Valdés, K. Menken, & M. Castro (Eds.), Common Core bilingual and English language learners: A resource for educators (pp. 54-55). Caslon Publishing.

18. Lee, O., & Llosa, L. (2015). What are the language demands for science in the Next Generation Science Standards? In G. Valdés, K. Menken, & M. Castro (Eds.), Common Core bilingual and English language learners: A resource for educators (pp. 164-165). Caslon Publishing.

17. Lee, O., Diaz, J., & Maerten-Rivera, J. (2014). Results from the promoting science among English language learners (P-SELL) project. The FAST Journal: Florida Association of Science Teachers, Spring, 17-18.

16. Lee, O. (2013). Science and technology, teacher preparation for diversity. In J. A. Banks (Ed.), Encyclopedia of diversity in education (Vol. 4, pp. 1904-1907). Sage.

15. Buxton, C. A., & Lee, O. (2013). Introduction to theme issue on diversity and equity in science education. Theory Into Practice, 52(1), 1-5.

14. Lee, O., & Krajcik, J. (2012). Large-scale interventions in science education for diverse student groups in varied educational settings. Journal of Research in Science Teaching, 49(3), 271-281.

13. Lee, O., & Bianchini, J. (2012). Part I introduction: Science education policy. In J. A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education (pp. 1-3). Springer.

12. Rodriguez, A. J., & Lee, O. (2012). Part III introduction: Context and culture. In J. A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education (pp. 127-129). Springer.

11. Lee, O., & Buxton, C. A. (2010, April). Teaching science to English language learners. NSTA Reports!

10. Buxton, C. A., Lee, O., & Penfield, R. D. (2009/2010). Developing English literacy through science instruction. The International Journal of Foreign Language Teaching, 5(2), 11-14.

9. Buxton, C. A., & Lee, O. (2007). Bridging the divide between curriculum theory and practice for non-mainstream students in science education. Journal of Curriculum and Pedagogy, 4(1), 39-44.

8. Fraser-Abder, P., Atwater, M., & Lee, O. (2006). Research in urban science education: An essential journey. Journal of Research in Science Teaching, 43(7), 599-606.

7. Calabrese Barton, A., & Lee, O. (2006). NARST equity and ethics committee: A call to action. Journal of Research in Science Teaching, 43(9), 875-878.

6. Lee, O., & Luykx, A. (2003). Ecological education for students from non-mainstream backgrounds in the climate of accountability. Frontiers in Ecology and the Environment, 1(7), 384-385.

5. Lee, O., & Avalos, M. (2003). Integrating science with English language development. Southwest Educational Development Laboratory Letter, XV(1), 21-28.

4. Bessell, A. G., Sinagub, J. M., Lee, O., & Schumm, J. S. (2003). Engaging families with technology: South Florida’s FamilyTech Program increases parental involvement, student success. T.H.E. Journal, 31(5), 7, 10-13.

3. Lee, O. (2001). Culture and language in science education: What do we know and what do we need to know? Journal of Research in Science Teaching, 38(5), 499-501.

2. Lee, O. (1997). Scientific literacy for all. Journal of Research in Science Teaching, 34, 219-222.

1. Lee, O. (1991). Author’s response to Finkel’s criticism. Science Education, 75(4), 491-492.

Briefs And Monographs

9. Furtak, E. M., & Lee, O. (2023). Equity and justice in classroom assessment of STEM learning. In C. J. Harris, E. Wiebe, S. Grover, & J. W. Pellegrino (Eds.). Classroom-based STEM assessment: Contemporary issues and perspectives (pp. 69-85). Community for Advancing Discovery Research in Education (CADRE). Education Development Center, Inc. https://cadrek12.org/sites/default/files/2023-08/Classroom-Based%20STEM%20Assessment%20FULL%20REPORT.pdf

8. Guzman-Orth, D., Supalo, C., Smith, D., Lee, O., & King, T. (2020). Equitable STEM instruction and assessment: Accessibility and fairness considerations for special populations (ETS Research Report Series No. ETS RR-21-11). http://doi.org/10.1002/ets2.12324

7. Bell, P., Suárez, E., Buxton, C. A., Morrison, D., Rodriguez, A., Lee, O., Bang, M., Tzou, C., & Tesoriero, G. (2018). OpenSciEd design specifications for equitable science instruction for all students. https://tinyurl.com/OpenSciEd-Equity-Specs

6. Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to Next Generation Science Standards for English language learners: What teachers need to know. Stanford University Understanding Language Initiative.

5. Lee, O. (2007). Science achievement gaps: Race/ethnicity, culture, and socioeconomic status. RMC Research Corporation’s Center on Instruction and U.S. Department of Education.

4. Lee, O. (1998). Current conceptions of science achievement in major reform documents and implications for equity and assessment. University of Wisconsin-Madison and National Institute for Science Education.

3. Fradd, S. H., & Lee, O. (Eds.). (1998). Creating Florida’s multilingual work force: Policies and practices for instruction and assessment of English language learners. Florida Department of Education Office of Multicultural Student Language Education.

2. Lee, O. (1998). Science instruction and assessment for English language learners in the state of Florida. In S. H. Fradd & O. Lee (Eds.), Creating Florida’s multilingual work force: Policies and practices for instruction and assessment of English language learners (pp. v, 1-11). Florida Department of Education Office of Multicultural Student Language Education.

1. Lee, O., Eichinger, D., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. C. (1990). Changing middle school students’ conceptions of matter and molecules. Michigan State University Institute for Research on Teaching.

Committee Documents

9. National Science Foundation Broadening Participation Subcommittee of the Advisory Committee for the Education and Human Resources Directorate. (2021). An Education and Human Resources Directorate prototype for identifying common metrics for monitoring broadening participation in National Science Foundation programs. National Science Foundation.

Note: As chair of the subcommittee, I led the development of this report.

8. National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. National Academies Press.

7. Lee, O., Miller, E., Januszyk, R., Okoro, B., O’Day, B., Gutierrez, J., & Jones, N. (2013). All standards, all students: Making Next Generation Science Standards accessible to all students. Achieve, Inc.

Note: As part of this project, I coauthored seven case studies focused on the following:
Economically disadvantaged students
Students from marginalized racial and ethnic groups
Students with disabilities
English language learners
Girls
Students in alternative education
Gifted and talented students

6. Next Generation Science Standards Lead States. (2013). Next Generation Science Standards: For states, by states. National Academies Press.

5. Council of Chief State School Officers. (2012). Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards.

4. Deussen, T., Autio, E., Miller, B., Lockwood, A. T., & Stewart, V. (2008). What teachers should know about instruction for English language learners: A report to Washington State. Northwest Regional Educational Laboratory.

3. Ballantyne, K. G., Sanderman, A. R., & Levy, J. (2008). Educating English language learners: Building teacher capacity roundtable report. National Clearinghouse for English Language Acquisition.

2. National Research Council, Committee on Science Learning, Kindergarten Through Eighth Grade. (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.

1. Lynch, S., Atwater, M., Cawley, J., Eccles, J., Lee, O., Marrett, C., . . . Wiletto, A. (1996). An equity blueprint for Project 2061 science education reform. American Association for the Advancement of Science Project 2061.

Resources For New York State Education Department

Integrating Science and Language for All Students with a Focus on English Language Learners.
http://www.nysed.gov/bilingual-ed/news/integrating-science-and-language-all-students-focus-english-language-learners

http://www.nysed.gov/bilingual-ed/integrating-science-and-language-all-students-focus-english-language-learners

Resources include an introduction and seven sets of webinars and briefs (2021):
Introduction
Unpacking the New York State P-12 Science Learning Standards
Science and language with English language learners
Science instructional shifts
Language instructional shifts
A classroom example
Science and language assessment shifts
Formative assessment in the science classroom

Kang, E., Ocol, T., Bauler, C., & Lee, O. (2022). CTLE professional development series: Integrating science and language for all students with a focus on English language learners. Collaboration among Adelphi University, New York City Department of Education, and New York University. https://sites.google.com/schools.nyc.gov/nysed-ctle-integrating-science/home

Resources For National Science Teaching Association

NSTA playlists:
Tracking COVID-19 in the United States
https://www.nsta.org/playlist/tracking-covid-19-united-states

Understanding COVID-19 disparities using computational modeling
https://www.nsta.org/playlist/understanding-covid-19-disparities-using-computational-modeling

Computational thinking and modeling
https://www.nsta.org/playlist/computational-thinking-and-modeling

How do ants help the plants and animals of the woods?
https://www.nsta.org/playlist/how-do-ants-help-plants-and-animals-woods

Why do fireflies light up?
https://www.nsta.org/playlist/why-do-fireflies-light

How were the Scablands formed?
https://www.nsta.org/playlist/how-were-channeled-scablands-formed

What happens to our garbage?
https://www.nsta.org/playlist/what-happens-our-garbage

Lee, S., Russell, J., Lee, O., & Campbell, T. (2021). What is a problem you want to design solutions for? What is a problem you see in your community that you want to design solutions for? What would you make? https://www.nsta.org/lesson-plan/what-problem-you-want-design-solutions

Curriculum Development

7. SAIL Research Lab. (2020). Science and integrated language plus computational thinking and modeling (SAIL+CTM): A yearlong fifth-grade science curriculum aligned to the Next Generation Science Standards with a focus on English learners that integrates computational thinking and modeling. New York University. https://www.nyusail.org

SAIL Research Lab. (2019). Science and integrated language (SAIL): A yearlong fifth-grade science curriculum aligned to the Next Generation Science Standards with a focus on English learners. New York University. https://www.nyusail.org

Note: Achieve, Inc. awarded Grade 5: SAIL Garbage Unit the NGSS Design Badge, which is the highest rating for NGSS-aligned curriculum units, https://www.nextgenscience.org/resources/grade-5-sail-garbage-unit

5. Lee, O., and others. (2013). Promoting science among English language learners (P-SELL) science 5th grade (student book and teacher guide). New York University (a comprehensive, stand-alone, year-long science curriculum for fifth grade).

4. Buxton, C. A., Cone, N., Oddone, S., & Lee, O. (2009). Promoting science among English language learners (P-SELL) in middle school science (student book and teacher guide). University of Miami.

3. Lee, O., Buxton, C. A., LeRoy, K., & Secada, W. G. (2008). Promoting science among English language learners (student books and teacher guides). University of Miami. This is a series of nine science curriculum units for third, fourth, and fifth grade: Measurement, States of Matter, Water Cycle and Weather, Energy, Force and Motion, Processes of Life, Nature of Matter, Earth Systems, and Synthesis.

2. Berkheimer, G. D., Anderson, C. W., Lee, O., & Blakeslee, T. C. with Eichinger, D., & Sands, K. (1988). Matter and molecules teacher’s guide: Science book (Occasional Paper No. 121). Michigan State University Institute for Research on Teaching.

1. Berkheimer, G. D., Anderson, C. W., & Blakeslee, T. C. with Lee, O., Eichinger, D., & Sands, K. (1988). Matter and molecules teacher’s guide: Activity book (Occasional Paper No. 122). Michigan State University Institute for Research on Teaching.

Conference Proceedings

4. Rehmat, A. P., Lee, O., Nordine, J., Novak, A. M., Osborne, J., & Willard, T. (2019). Modeling the role of crosscutting concepts for strengthening science learning of all students. In S. J. Fick, J., Nordine, & K. W. McElhaney (Eds.), Proceedings of the summit for examining the potential for crosscutting concepts to support three-dimensional learning (pp. 66-73). University of Virginia. https://par.nsf.gov/servlets/purl/10178633

3. Lee, O. (2010). Equity for culturally and linguistically diverse students in science education: Recommendations for a research agenda. An invited paper presented at the National Institute for Science Education Forum. The Forum was organized by the National Institute for Science Education, Wisconsin Center for Education Research, and University of Wisconsin-Madison with funding from the National Science Foundation (Cooperative Agreement No. RED 9452971).

2. Lee, O. (1996). Science teacher education for the 21st century in South Korea. An invited speech presented at the 20th Anniversary of the Korean Association for Research in Science Education International Seminar and Workshop, Seoul, South Korea.

1. Burns-Hoffman, R., Lee, O., & Fradd, S. H. (1995). Patterns of noun-phrase expression in hands-on instructional conversations in science. In D. MacLaughlin & M. Bernstein (Eds.), Proceedings of the 19th annual Boston University conference on language development. Cascadilla Press.

Forewords And Endorsements

11. Lee, O. (2025). Endorsement of Centering multilingual learners in school curriculum through community asset mapping: A practical guide for teachers by Ching Ching Lin and Huseyin Uysal. Myers Education Press.

10. Lee, O. (2025). Endorsement of Early childhood and the Asian American experience: Exploring intersectionality and addressing misrepresentations by Sohyun Meacham, Su-Jeong Wee, Jinhee Kim, Sophia Han, and Wu-Ying Hsieh. Routledge.

9. Lee, O. (2024). Endorsement of Teaching toward rightful presence in middle school STEM by Edna Tan and Angela Calabrese Barton. Harvard Education Press.

8. Lee, O. (2022). Endorsement of How to prepare for kindergarten by Gabriella S. Rajguru. The Paper House Publishing.

7. Lee, O. (2022). Endorsement of Expanding reading comprehension in grades 3-6 by Katherine A. Doughtery Stahl and Georgia Earnest García. Guilford Press.

6. Lee, O. (2017). Endorsement of Language power: Key uses for accessing content by Margo Gottlieb and Mariana Castro. Corwin Press.

5. Lee, O. (2016). Foreword. In E. G. Lyon, S. Tolbert, J. Solís, T. Stoddart, & G. Bunch, Secondary science teaching for English learners: Developing supportive and responsive learning contexts for sense-making and language development (pp. vii-ix). Rowman & Littlefield.

4. Lee, O. (2015). Endorsement of English language learners and the new standards: Developing language, content knowledge, and analytical practices in the classroom by Margaret Heritage, Aída Walqui, and Robert Linquanti. Harvard Education Press.

3. Lee, O. (2008). Foreword. In K. R. Bruna & K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms (pp. viii-xi). Taylor and Francis.

2. Lee, O. (2000). Foreword. In A. E. Sweeny & K. G. Tobin (Eds.), Language, discourse, and learning in science: Improving professional practice through action research (pp. 9-11). Southeastern Regional Vision for Education.

1. Lee, O. (2000). Foreword. In W. W. Cobern, Everyday thoughts about nature: An interpretive study of 16 ninth graders’ conceptualizations of nature (pp. ix-x). Kluwer Academic Publishers.

Book Reviews

Lee, O. (1996). Review [Review of the book The other side of the Asian American success story, by W. Walker-Mofatt]. World Communication, 25(2), 106.

Lee, O. (1996). Review [Review of the book Asian Americans: Contemporary trends and issues, by P. G. Min]. World Communication, 25(2), 105.

Funded Projects

Note: Funding was awarded based on annual competition:

1999: $18,500

1997-1998: $17,000

1996-1997: $30,000

1995-1996: $14,400

INVITED SPEECHES (306 TOTAL as of May 15, 2026)
International (9)
National (103)
State (96)
School District (28)
Business or Education Organization (34)
Higher Education Institution (36)

Editorships Of Special Issues And Handbook Sections

Committees

National

State

District

Interviews And Podcasts

Part 1: Contemporary Science Education
https://summitk12-4.wistia.com/medias/7efacfrlr6

Part 2: Contemporary Language Education with Multilingual Learners
https://summitk12-4.wistia.com/medias/m52yej4m59

Part 3: Contemporary Approaches to Science and Language Integration with Multilingual Learners
https://summitk12-4.wistia.com/medias/zbtn9zd8va

Part 4: Justice-Centered STEM Education with Multilingual Learners
https://summitk12-4.wistia.com/medias/3vhk6280bi

Ask Matt–NGSS Science Education Advice From an Expert: Part 1 Intentions of the NGSS. Hosts: Eugene Cordero and Matt d’Alessio (February 2)
https://www.buzzsprout.com/282085/7483804-interview-with-dr-okhee-lee-part-1-intentions-of-the-ngss

May 15, 2026