Office: Pulliam Hall Room 301B
Dr Bancroft has expertise in science teacher professional development, qualitative research methods, and the use of critical theories to inform science education research and practice. Her research currently focuses on teacher beliefs about science instruction and the impact of sociocultural environments on traditionally underserved doctoral student communities' persistence in STEM. Her teaching includes secondary science methods and introductory chemistry.
Dr Bancroft serves on the Equity and Ethics Committee for the National Association for Research in Science Teaching (NARST). She is also the program coordinator for the Science with a designation in the Biological Sciences specialty area.
B.S. Chemistry, University of Akron
IGERT Fellow in Chemistry Duke University
M.S. Secondary Education, Fort Hays State University
Ph.D. Curriculum and Instruction, University of Akron
Postdoctoral Research Fellow, Chemistry, Grand Valley State University
Taught Chemistry and Physics, Derby High School, Derby, Kansas and Queen's College Georgetown, Guyana
Assistant Professor, Curriculum and Instruction and Chemistry and Biochemistry, SIUC
Bancroft, S. F., Benson, S. K., & Johnson-Whitt, E. (2016). McNair Scholars’ science, technology, engineering, and mathematics (STEM) graduate experience: A pilot study. Mid-Western Educational Researcher, 28(1), 3-27.
Herrington, D.G., Yerzierski, E., Bancroft, S.F. (2016). Tool trouble: Challenges with using self-report data to evaluate long-term chemistry teacher professional development. Journal of Research in Science Teaching. doi: 10.1002/tea.21323
Herrington, D.G., Bancroft, S.F., Edwards, M.M., Schairer, C.J. (2016). “I want to be the inquiry guy!” How research experiences for teachers change beliefs, attitudes, and values about teaching science as inquiry. Journal of Science Teacher Education,27(2), 183-204. doi: 10.1007/s10972-016-9450-y
Bancroft, S. (2013). Capital, kinship, and white privilege: Social and cultural influences upon the minority doctoral experience in science. Multicultural Education, 20(2), p.10-16.
Herrington, D.G., Yezierski, E.J., & Bancroft, S.F. (2016, July). Using the Framework to evaluate teacher professional development: How 3-D instruction can characterize lessons and teacher-designed activities. Biennial Conference of Chemical Education, Greeley, Colorado.
Bancroft, S.F. (2016, April). Towards a critical theory of stem doctoral completion and attrition. National Association for Research in Science Teaching, Baltimore, MD.
Herrington, D.G. & Bancroft, S.F. (2016, April). Semi-quantitative characterization of secondary science teachers’ use of three-dimensional instruction. National Association for Research in Science Teaching, Baltimore, MD.
Herrington, D.G. & Bancroft, S.F. (2015, June). Semi-quantitative Characterization of Secondary Science Teachers’ Use of Three-dimensional Instruction. Gordon Research Conference: Chemistry Education Research and Practice, Lewiston, ME.
Bancroft, S.F. (2015, April). Challenging master narratives: Using counterstorytelling to transform research on racial inequities in the science doctorate. National Association for Research in Science Teaching, Chicago, IL.
Bancroft, S.F., Herrington, D.G., Yerzierski, E. (2015, March). Tool trouble: challenges with using self-report data to evaluate long-term chemistry teacher professional development. American Chemical Society, Denver, CO.
Edwards, M.M., Schairer, C.J. Herrington, D.G., Bancroft, S.F. (2015, March). “I want to be the inquiry guy!” How research experiences for teachers transform beliefs about teaching science as inquiry. American Chemical Society, Denver, CO.