Jon C. Saderholm

 Associate Professor of Education
At Berea College since 2007

Contact Information

Knapp Hall, 103 B
CPO 2195
Phone: 859-985-3101
Fax: 859-985-3164

Fall 2019

Office Hours

Mon – Thur: 9 a.m. – 11 a.m. in MAC 237
Mon/Wed: 1 p.m. – 3 p.m. in Knapp 103 B

Class Schedule

  • EDS 324 A (Tue/Thu: 1 p.m. – 2:50 p.m.)
  • EDS 325 A (Tue/Thur: 1 p.m. – 2:50 p.m.)
  • EDS 479 A (Mon/Wed: 4 p.m. – 5:50 p.m.)
Jon Saderholm


  • Ph.D. in Curriculum and Instruction , University of Louisville, 2007
  • M.Ed. in Mathematics Education , University of Louisville, 1999
  • B.A. in Physics and Mathematics , Berea College, 1987

Honors and Awards

  • National Board for Professional Teaching Standards Certification, Adolescent/Young Adult Science. 1999 – 2009.
  • Kentucky Provisional Teaching Certificate. Physical Science Grades 7-12.


  • American Education Research Association
  • National Association of Research in Science Teaching
  • Association for Science Teacher Education
  • American Association of Physics Teachers
  • National Science Teachers Association

Papers and Publications

  • Saderholm, J.C., Ronau, R.N., Mohr-Schroeder, M.J., & Bush, S.B. (published online, Aug. 2018). How to support effective professional development in your district.  American School Board Journal.
  • Bush, S. B., Cook, K. L., Ronau, R. N., Rakes, C. R., Mohr-Schroeder, M. J., & Saderholm, J. (2017). A highly structured collaborative STEAM program: Enacting a professional development framework. Journal of Research in STEM Education. 2(2), 106-125.
  • Rakes, C., Bush, S., Mohr-Schroeder, M., Ronau, R., & Saderholm, J. (2017).  Making teacher PD effective using the PrimeD framework.  New England Journal of Mathematics.  50(1), 52-62.
  • Saderholm, J., Ronau, R. N., Rakes, C. R., Bush, S. B., & Mohr-Schroeder, M. (2016). The critical role of a well-articulated conceptual framework to guide professional development: An evaluation of a state-wide two-week program for mathematics and science teachers. Professional Development in Education. doi: 10.1080/19415257.2016.1251485
  • Ronau, R. N., Rakes, C. R., Bush, S. B., Saderholm, J., & Schroeder, M. (2014). FCR-STEMLearn institute evaluation report. [Technical Report]. Tallahassee, FL: Florida State University.
  • Saderholm, J., & Hodge, T. (published online, August 2014).  The black box revisited.  Journal of College Science Teaching.
  • Tretter, T. R., Brown, S. L., Bush, W. S., Saderholm, J. C., & Holmes, V. L. (2013).  Valid and reliable science content assessments for science teachers. Journal of Science Teacher Education, 24(2), 269-295. doi: 10.1007/s10972-012-9299-7
  • Hodge, T., & Saderholm, J. (2012).  A new approach to active learning in the planetarium.  In J. Jensen, J. Manning, M. Gibbs, & D. Daou (Eds.)  Connecting People to Science (269-274).  San Francisco:  Astronomical Society of the Pacific.
  • Starnes, B., Saderholm, J., & Webb, A. (2010).  A community of teachers.  Phi Delta Kappan 92(2), 14-18.
  • Saderholm, J., Ronau, R. N., Brown, E. T., & Collins G. (2010).  Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) instrument.  School Science and Mathematics Journal 110(4), 180-192.
  • Saderholm, J. (2008).  NBCT science inquiry environments.  Proceedings of National Association for Research in Science Teaching (NARST) Annual Meeting.
  • Saderholm, J., & Tretter, T. R. (2008).  Identification of the most critical content knowledge base for middle school science teachers.  Journal of Science Teacher Education, 19(3), 269-283.

Research Programs

  • Classroom environments supportive of student science inquiry
  • The impact of advanced certification on teacher efficacy and personal agency
  • The impact of teacher advanced certification on school culture and climate