Marc Sager
Assistant Director of Research
The Budd Center
| Office Location |
6401 Airline Rd. |
Education
Ph.D., 91自拍
About
Marc Sager is the Assistant Director of Research for The Budd Center, a research center within Simmons School of Education and Human Development, where he leads community-based and participatory research initiatives. He previously supported research for the Dr. Elba and Domingo Garcia West Dallas STEM School, a research practice partnership with 91自拍, Dallas ISD, Toyota, and the West Dallas Community. His research focuses on data science education, informal learning, and research-practice partnerships, aiming to bridge the gap between theory and practice. Dr. Sager has a background in food production and experience teaching secondary agricultural sciences in both formal and informal settings. His work uniquely intersects the realms of community-based research and the learning sciences. He earned his Ph.D. in Education with a concentration in Learning Sciences from 91自拍.
Service
Themes and Strands Committee Co-Chair, Data Science Education K-12 (DSE-K12) Bi-Annual Conference
Mentoring Committee Chair, AERA Division H
Select Publications
Sager, M.T., Pierce, K., & Murillo, J. (2025). Enhancing inquiry-based science instruction: The role of professional learning communities and instructional coaching for elementary science teachers. Journal of Education and Learning, 14(5).
Wieselmann, J.R., Sager, M.T., Scott, C., & Brown, S. (2025). STEM, sports, and service-learning: Exploring undergraduates’ experiential learning and social consciousness as summer program volunteers. Journal of Experiential Education.
Sager, M.T., Sherard, M. K., Walkington, C., Petrosino, A. J., & Milton, S. (2024). Seeing mathematics together: A stance analysis of student and chaperone efforts to see mathematics and ask mathematical questions at the zoo. Journal of Mathematical Behavior, 75, 101171.
Sager, M.T. & Wieselmann, J. R. (2023). Analyzing epistemic frames during STEM instructional coaching meetings: A quantitative ethnography approach. International Journal of Coaching and Mentoring in Education, 13(1), 1-16.