Dustin Van Orman

STEM Education Research Associate he/him


Dustin Van Orman is originally from Spokane, WA, but has lived, studied, and/or worked variously in Seattle, Zhuhai, Baotou, Huzhou, Ningbo, Shaoxing, Beijing, and Pullman. Dustin is a STEM Education Research Associate in Science, Mathematics, and Technology Education at Western Washington University. He examines the uses and outcomes of evidence-based and equitable instructional and assessment strategies to improve student learning and learning experiences for diverse learners. Dustin has Bachelor’s degrees in Sociology and European Studies: Linguistics, and Spanish from Seattle Pacific University, a Master’s degree in Applied Linguistics from the University of Nottingham, and a Ph.D. in Educational Psychology from Washington State University. Most importantly, Dustin is Euwen (age 4) and Helena’s (Age 2) dad, and Hong’s husband.

Recent Publications

Van Orman, D. S. J.1, Wong, R. M.1, Carbonneau, K. J., & Adesope, O. O. (2022). Effects of concept maps and worked examples in learning skills in mathematics. School Science and Mathematics, 1-12. https://doi.org/10.1111/ssm.12524

Carbonneau, K. J., & Van Orman, D. S. J. (2022). Instrumentation as a threat to internal validity. SAGE Encyclopedia of Research Design, 2nd edition. (B. Frey, Ed.). SAGE.

Gotch, C. M., Carbonneau, K. J., & Van Orman D. S. J.  (2021). Preparing preservice teachers for assessment of, for, and as learning. In S.L Nichols and D. Varier (Eds.) Theory to Practice: Educational Psychology for Teachers and Teaching (Vol. 1 Teaching on Assessment) (pp. 17-36). Information Age Publishing.

Van Orman, D. S. J., Ardasheva, Y., Carbonneau, K. J., & Firestone, J. B. (2021). Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms. Journal of Educational Research, 114:1, 74-88. https://doi.org/10.1080/00220671.2021.1881754  

Carbonneau, K.J., Van Orman, D. S. J., Lemberger-Truelove, M., & Atencio, A. (2020). Leveraging the power of observations: Locating the sources of error in observing early childhood classrooms. Early Education and Development. 31, 84-99. https://doi.org/10.1080/10409289.2019.1617572