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Sara Lohrman Hartman

Sara Lohrman Hartman
Associate Professor
Teacher Education
Patton Hall 309GG

Dr. Sara Lohrman Hartman has a Ph.D. with a specialization in Teaching, Curriculum & Learning and a Master of Education in Curriculum & Instruction, both from the University of Nebraska-Lincoln. She received her Bachelor of Science degree from Ohio University in Elementary Education. Under an early childhood umbrella, Dr. Hartman’s research interests are situated within themes pertaining to university/community/school partnerships, rural education, and the clinical model of teacher preparation. She teaches courses in the Early Childhood Department, including courses in Assessment, Children’s Literature, Human Development, and Social Studies. Dr. Hartman has over 11 years of experience teaching children ages PreK-8th grade in a variety of settings and is the co-founder and current board president of the Ohio Valley Museum of Discovery. Dr. Hartman also works closely with local schools, serving as the faculty coordinator for early childhood teacher candidates who are working in the field.

Most Recent Publications

Hartman, S.L. & Kahn, S. (2019). Benefits of community-university partnerships in rural settings: Lessons learned from an inclusive science day event. Collaborations: A Journal of Community-Based Research and Practice, 2, 6. Retrieved from https://collaborations.miami.edu/articles/20/?fbclid=IwAR2TsczuqLWVVLK8dF7MSIqeIkF1aVH8XQHa2f1q4nFiHWBgumFGO02OxKo

Dani, D., Hartman, S.L., & Helfrich, S. (2018). Learning to teach science: Elementary teacher candidates facilitate informal STEM events. The New Educator14, 363-380. doi: 10.1080/1547688X.2017.1356413  

Kahn, S. & Hartman, S.L.(2018). Debate, dialogue, and democracy through science! Using controversial issues to develop scientific literacy and informed citizenship. Science and Children56(2), 36-44.

Lowery, C.L., Hess, M.E., Hartman, S.L., Kennedy, C., Mazid, I. (2018). Establishing Partnership Spaces: Reflections of Educational Leaders on Founding Professional Development SchoolsEducational Leadership Review, 19

Kahn, S., Hartman, S.L., Oswald, K., & Samblanet, M. (2018). Promoting "Science for All” through teacher candidate collaboration and community engagement. Innovations in Science Teacher Education3(2). Retrieved from http://innovations.theaste.org/promoting-science-for-all-through-teacher-candidate-collaboration-and-community-engagement/

Hartman, S.L. (2017). Rurally located teacher candidates: Globalizing the early childhood social studies curriculum. Dimensions of Early Childhood,45, 11-16.

Littell, W.N. & Hartman, S.L. (2017). Lessons learned in cross-college collaborations: An engineering and early childhood education design project. Technology Interface International Journal,18, 57-63.

Hartman, S.L., Hines-Bergmeier, J., & Klein, R. (2017). Informal STEM learning: The state of research, access, and equity in rural early childhood settings. Journal of Science Education and Civic Engagement, 9, 32-39. Retrieved from http://new.seceij.net/wp content/uploads/2017/07/Hartman.pdf

Dani, D., Hartman, S.L., & Helfrich, S. (2017) Learning to teach science: Elementary teacher candidates facilitate informal STEM events. The New Educator, Online first, 1-18. doi: 10.1080/1547688X.2017.1356413

Hartman, S.L. (2017). Academic coach and classroom teacher: A look inside a rural school collaborative partnership. The Rural Educator, 38, 16-29. Retrieved from http://epubs.library.msstate.edu/index.php/ruraleducator/issue/view/61/showToc

Parsons, J., Hartman, S.L., Hines-Bergmeier, J., & Truly, C. (2017). A museum without walls: Facilitating STEAM partnerships in rural settings. Connected Science Learning3, 1-21. Retrieved from http://csl.nsta.org/2017/07/museum-without-walls/

Hartman, S.L. & Kahn, S. (2017). Start local, go global: Community partnerships create opportunities that empower children as citizens and scientists. Social Studies and the Young Learner29, 3-7. Retrieved from http://www.socialstudies.org/publications/ssyl/march-april2017/start_local_go_global_community_partnerships_empower_children_as_scientists_and_citizens

Hartman, S., Stotts, J., Ottley, J., & Miller, R. (2017). School-community partnerships in rural settings: Facilitating positive outcomes for young children who experience maltreatment. Early Childhood Education Journal. 45, 403-410. doi: 10.1007/s10643-016-0796-8

Hartman, S., Kennedy, C., & Brady, B. (2016). Graduate teaching fellowships as new teacher induction: School-university partnerships’ impact on teaching self-efficacy. School-University Partnerships, 9, 171-187. Available at http://napds.org/wp-content/uploads/2016/10/93-hartman.pdf

Hartman, S. & Hines-Bergmeier, J. (2015). Building connections: Strategies to address rurality and accessibility challenges. Journal of Museum Education40, 288-303.  doi: 10.1179/1059865015Z.000000000105

Hartman, S. (2013). Math coaching in a rural school: Gaining entry: A vital first step.

Journal of Education, 193, 57-67.  Available at http://reflectiveteachercoaching.org/uploads/3/4/7/7/3477324/math_coaching_in_a_rural_school_reisistance.pdf