Melissa is continuing to work with the team to develop tools, coursework, and professional learning experiences with pre-service and in-service teachers in the Madison area. Melissa is studying the relationships between teachers’ learning, teachers’ classroom practice, and student learning. She is working to develop stronger theories for understanding how teachers learn ambitious practices for teaching science and hopes to help build better supports for teachers. Melissa’s primary areas of interest include philosophy of science and scientific explanations, classroom discourse, and rigorous science education as an issue of social justice.