Joshua Rosenberg

Assistant Professor

University of Tennessee

United States

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About

Joshua Rosenberg is an Assistant Professor at the University of Tennessee Knoxville, USA. His research areas encompass students' engagement in both formal and informal science learning environments, educational data science, and the implications of digital competence for teacher educators. He has authored articles on topics including sentiment analysis in education, professional learning activities among teachers, and the use of social media data in educational research.

Articles (19)

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2025

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2021

Collaborators (7)

Victor Lee

Stanford University

UNITED STATES

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Anna Mueller

Associate Professor

Indiana State University

UNITED STATES

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Rebecca Trout Fryxell

Associate Professor

University of Tennessee

UNITED STATES

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Sondra M. Stegenga

University of Utah

UNITED STATES

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K. Bret Staudt Willet

Assistant Professor

Florida State University

UNITED STATES

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Shiyan Jiang

Assistant Professor

North Carolina State University

UNITED STATES

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Marynia Kolak

University of Chicago

UNITED STATES

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Joshua Rosenberg

Research Interests

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About

Articles (19)

Students' situational engagement profiles in formal and informal science learning environments

Decoding Sentiment Signals: Lessons From the Political Reception of the Common Core and Next Generation Science Standards

How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis

Data Science Learning in Grades K–12: Synthesizing Research Across Divides

The importance of context in teacher educators’ professional digital competence

Students’ interest, engagement, and achievement in online high school science courses

Facebook post data: a primer for educational research

Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research

Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments

The Design and Effects of Educational Data Science Workshops for Early Career Researchers

“We Don’t Teach Critical Race Theory Here”: A Sentiment Analysis of K-12 School and District Social Media Statements

Development of a Community-Driven Mosquito Surveillance Program for Vectors of La Crosse Virus to Educate, Inform, and Empower a Community

How educational institutions reveal students’ personally identifiable information on Facebook

Posts About Students on Facebook: A Data Ethics Perspective

Big data, big changes? The technologies and sources of data used in science classrooms

Data science education across the disciplines: Underexamined opportunities for K‐12 innovation

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

Hypothetical case replacement can be used to quantify the robustness of trial results

Open for whom? The need to define open science for science education

Collaborators (7)

Victor Lee

Anna Mueller

Rebecca Trout Fryxell

Sondra M. Stegenga

K. Bret Staudt Willet

Shiyan Jiang

Marynia Kolak

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