Edward Lyon Faculty Profile
Edward Lyon


Phone: 707-664-3002

Office: Stevenson Hall 3023

Curriculum Vitae

Dr. Edward Lyon

Assistant Professor, Department of Curriculum Studies and Secondary Education

Courses Taught

Philosophy Statement

I engage in teaching, scholarship, and service to address how middle and high school science teachers can best implement instructional and assessment practices that promote scientific sense-making and literacy development in multilingual classrooms. As a Co-Principal Investigator for the NSF funded Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) Project, my colleagues and I have developed and researched innovative approaches in secondary science method courses to better prepare new science teachers to teach English learners. I have also studied how new and experienced science teachers come to develop expertise at assessing science learning responsively in multilingual classrooms. This scholarship has helped me frame my teaching for single subject candidates around a set of high leverage teaching practices that candidates experience analyze, and approximate in the context of new national teaching priorities and standards, namely Next Generation Science Standards and Common Core. 


  • Ph.D. in Education at University of California, Santa Cruz, 2012
  • M.A. in Education at University of California, Santa Cruz, 2009
  • M.Ed. in Education at University of California, Los Angeles, 2004
  • Single Subject Teaching Credential in Biology at Univesrity of California, Los Angeles, 2003
  • B.S. in Pyschobiology, University of California, Los Angeles, 2002

Research Interests

  • Science education
  • Formative assessment
  • English learners
  • Secondary teacher education
  • Literacy in content instruction

Academic & Professional Experience

  • Assistant Professor, Science Education, Sonoma State University, 2015-current
  • Assistant Professor, Science Education, Arizona State University, 2012-2015
  • Research/Teaching Assistant, Department of Education, University of California, Santa Cruz, 2007-2012
  • High School Science Teacher (2003-2008)

Recent Scholarship and Publications

  • Lyon, E. G., Tolbert, S., Solís, J., Stoddart, T., & Bunch, G. C. (2016). Secondary science teaching for English learners: Developing supportive and responsive learning contexts for sense-making and language development. Lanhman, MD: Rowman & Littlefield Publishers, Inc. 
  • Lyon, E. G. (2016) The antibiotic resistance of MRSA: Teaching natural selection with literacy development for English learners. Science Activities. 
  • Lyon, E.G., Stoddart, T., Solis, J., Tolbert, S., Bunch, G. C., Roth, B., et al. Teaching English Learners through Science-Language Integration: Linking a Conceptual Framework to Secondary Teacher Preparation (April, 2016). Proceedings of the National Association for Research in Science Teaching. Baltimore, MD.
  • Stoddart, T., Solis, J. L., Lyon, E. G., Tolbert, S. (2016). Preparing pre-service secondary teachers to teach science to English Learners: Theory into practice. In Science Teacher Preparation in Content-Based Second Language (A. Oliveira and M. Weinburgh, eds.). New York, NY: Springer.
  • Tolbert, S., Stoddart, T., Lyon, E. G., & Solís, J. (2014). The next generation science standards, common core state standards, and English language learners: A framework for pre-service secondary science teacher education. Issues in Teacher Education, 23(2), 65-90. 
  • Shaw, J., Lyon, E. G., Mosqueda, E., Stoddart, T., & Menon, P. (2014). Improving science and literacy learning for English language learners: Evidence from a pre-service teacher preparation intervention. Journal of Science Teacher Education, 25(5), 621-643.
  • Lyon, E. G. (2013). Learning to assess science in linguistically diverse classrooms: Tracking growth in secondary science preservice teachers’ assessment expertise. Science Education, 97(3), 442-467.
  • Lyon, E. G. (2013). Conceptualizing and exemplifying ‘assessment expertise’ in linguistically diverse science classrooms. International Journal of Science Education, 35(7), 1208-1229.
  • Lyon, E. G. (2013). What about language while equitably assessing science?: Case studies of preservice teachers' evolving expertise. Teaching and Teacher Education, 32, 1-11.
  • Lyon, E. G. (2013). Next generation science assessment: Putting research into classroom practice. In M. S. Khine, & I. M. Saleh (Eds.) Approaches and Strategies in Next Generation Science Learning (pp. 247-264). Hershey, PA: IGI Global.
  • Lyon, E. G., Bunch, G. C., & Shaw, J. M. (2012). Language demands of an inquiry-based science performance assessment: classroom challenges and opportunities for English learners. Science Education, 96(4), 631-651.