Sharon Fargason

Dr. Sharon Fargason is a Lecturer and Supervisor in the Department of Education Studies at the University of California, San Diego. Before joining the faculty, she taught for more than twenty years in elementary schools in San Diego.

Her work focuses on issues of equity and access for all students. She is especially interested in science education and the ways it can foster authentic spaces for student-centered teaching and learning.

She is also passionate about supporting novice teachers as they develop their skills and confidence while maintaining positive professional identities.

Ed. D.

University of California San Diego  2017

M.Ed

University of California San Diego 2003

California Professional Clear Multiple Subject Teaching Credential with CLAD

University of California San Diego

B.A.

University of California San Diego, 2002

Human Development

Fargason, S., Han, M., & Imbriaco, S. (2016). Redefining “well-behaved” in the 21st century classroom. UnBoxed, (15), 60–67.

Lockton, M., & Fargason, S. (2019) Disrupting the Status Quo: How Teachers Grapple with Reforms that Compete with Long-Standing Educational Views. Journal of EducationalChange. 20(4) 469-494.

Radoff, J., Robertson, A., Fargason, S., & Goldberg, F. (2018). Responsive teaching and high stakes testing: Does deviating from the curriculum to pursue students’ ideas mean they will perform poorly? Science and Children, 55(9), 88–91

Bresser, R., & Fargason, S. (2013). Becoming scientists: Inquiry-based teaching in diverse classrooms, grades 3-5. Portland, Maine: Stenhouse Publishers.

Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51–72.

Radoff, J., Goldberg, F., Hammer, D., & Fargason, S. (2010). The beginnings of energy in third graders’ reasoning (pp. 269–272).