Leveraging Progress, Forging Frontiers

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Radloff, J. & Miller, B. (2024). Leveraging progress, forging frontiers. Innovations in Science Teacher Education, 9(1). Retrieved from https://innovations.theaste.org/leveraging-progress-forging-frontiers/
by Jeffrey Radloff, State University of New York at Cortland (SUNY Cortland); & Bridget Miller, University of South Carolina

We would like to express our gratitude to Drs. Boesdorfer and Darner, as well as their predecessors Drs. Miranda and Hermann, for their outstanding leadership at Innovations. Throughout the pandemic, Drs. Boesdorfer and Darner have been instrumental in guiding this journal and championing innovative strategies to navigate the unprecedented landscape. Under their stewardship, Innovations has remained a cornerstone resource for pioneering forward-thinking approaches to fostering science education.

As the newly appointed editorial team, we wish to take this opportunity to introduce ourselves and outline our vision for Innovations in the upcoming year. Being longtime members of the Association for Science Teacher Education (ASTE), we feel privileged to assume this role. Dr. Bridget Miller holds the position of Associate Professor at the University of South Carolina, specializing in early childhood science education and accessible science, technology, engineering, and mathematics (STEM) for individuals with disabilities. She has been an active member of the Editorial Review Board for Innovations and is a Coeditor of School Science and Mathematics. Dr. Jeffrey Radloff is an Assistant Professor at the State University of New York at Cortland (SUNY Cortland), where he specializes in childhood science education and focuses on supporting pre- and in-service teachers’ integration of interdisciplinary STEM instruction. He is currently an Associate Editor of School Science and Mathematics and serves on the Executive Board for the northeast regional section of ASTE (NE-ASTE).

Our shared passion lies in advancing science education and providing comprehensive support to teachers and learners alike. For us, this means seeking to build educators’ capacity to foster their students’ critical-thinking and problem-solving abilities related to addressing complex, real-world STEM issues, such as climate change and the growing ubiquity of artificial intelligence. Doing so requires embracing emergent literacies, innovative pedagogies, and intersectional perspectives toward revealing more equitable and cutting-edge solutions.

In our vision for Innovations, we aim to carry forward the admirable work initiated by Drs. Boesdorfer and Darner, persisting in their advancements while also charting new territories. Innovations will continue to underscore contemporary approaches to science education, adapting to the dynamic and evolving terrain. As we set out on this path, we anticipate that Innovations will continue to be a catalyst for transformative discourse and a spark for collaboration and progress. We welcome questions, ideas, and feedback and hope you will contact us at ISTEeditors@gmail.com.


Jeffrey Radloff & Bridget Miller