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Principal Investigator, Bridging Preschool and Kindergarten Science: Exploring Play-based Engagement with Scientific and Engineering Practices in Early Learning Environments, Collaborative Research with the Maine Math and Science Alliance, NSF #2201673 (DRK-12/ITEST) $951,413

Principal Investigator, Developing a Modeling Orientation to Science (DMOS): Teaching and Learning Variability and Change in Ecosystems, Collaborative Research with the Gulf of Maine Research Institute and Vanderbilt University, NSF #2010155 (DRK-12) $515,164

Higher Education Partner, Teaching the Genome Generation (TtGG). NIH (SEPA)

Principal Investigator, Preschool Science and Engineering Practices (PreSEP) Project. Andrew W. Mellon Award for pre-tenure faculty research (2018 – 2019)

Miller, A.R., & Eshoo, M. (2023). Reassessing Recess: Recognizing and Supporting Scientific and Engineering Practices in Play. Science and Children. 60(4), 76-82.

Miller, A.R., & Saenz, L.P. (2021). Exploring Relationships between Playspaces, Pedagogy, and Preschoolers’ Play-based Scientific and Engineering Practices. Teaching and Learning of Science during the Early Years [Special Issue]. The Journal of Childhood, Education & Society, 2(3), 314-337.

Biggers, M., Miller, A.R., Zangori, L., & Whitworth, B.A. (2019). (Mis)alignments in mentorship: Exploring challenges to preservice science teacher preparation. Journal of Science Teacher Education, 30(4), 344-356.

Miller, A. R., & Kastens, K. A. (2018). Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning. Journal of Research in Science Teaching, 55(5), 641-663.

Refereed Book Chapter

Boda P.A., & Miller A.R. (2021). Educational technologies for multicultural science learning. In: Atwater M.M. (Ed.). International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. New York: Springer.

Published Curricular Materials & Software

Miller, A.R., Saenz, L.P., & Xi, R. (April, 2023). SciEPOP: Science and Engineering Practices Observation Protocol (Version 23.1) [iPad app]

Miller, A.R., Whitt, K.C., Larimore, R., Saenz, L., Makori, H. (2024, March). Using the Science and Engineering Observation Protocol (SciEPOP) to identify children’s engagement with science and engineering in early learning environments. Pre-conference workshop. NARST Annual International Conference, Denver, CO.

Saenz, L.P., Miller, A.R., Harvey, M., Voyer, C., Clarke, S. (2023, April). Productive Struggle and Epistemic Empathy: Developing Teachers’ Modeling Orientation in a Community Science Context. NARST Annual International Conference, Chicago, IL.

Chung, M. Miller, A.R., Kenyon, L. (2023, March). Supporting Play-Based Engagements with Science and Engineering Practices in Early Learning Environments. NSTA National Conference, Atlanta, GA.

Whitt, K.C., Kenyon, L., Miller, A.R., Saenz, L., & Larimore, R. (2023, January). Recognizing, Deepening, and Extending Play-Based Engagements with Science and Engineering Practices in Early Learning Environments. ASTE International Conference, Salt Lake City, UT.

Miller, A.R., & Saenz, L.P. (2022, April). Exploring Science and Engineering Practices in Preschoolers’ Play: Implication