He examines how to transform the typical science classroom into one in which the students and their teacher participate in a community of scientific practice. He is particularly interested in understanding how teachers can design and enact participant structures in the classroom so that their students take on more authority for working together as a whole class to collectively solve teacher-posed problems. Recent coauthored publications include: �Collaboratively Exploring the Use of a Video Case- Based Book as a Professional Development Tool� (in press), Journal of Science Education and Technology, and Whole-Class Inquiry: Creating Student-Centered Science Communities (2009), NSTA Press.