Lillian (Lily) Bentley

Profile

Dr. Lillian Bentley is an educator and scholar whose work focuses on science education, teacher preparation and the broader social and educational contexts that shape teaching and learning. Her scholarship and teaching are grounded in a commitment to preparing educators who can create meaningful, engaging and equitable learning experiences for diverse learners.

Dr. Bentley’s primary areas of interest include secondary and elementary science education, science teacher education, inquiry-based instruction and STEM education. She is particularly interested in instructional approaches that position students as active participants in the learning process. Her work emphasizes phenomenon-driven and hands-on learning experiences that engage students in asking questions, investigating scientific ideas, using evidence, collaborating with others and developing explanations.

In her work with preservice and practicing educators, Dr. Bentley explores the connection between educational theory and classroom practice. She is committed to designing learning environments that model ambitious, student-centered instruction while encouraging educators to reflect critically on their own assumptions, instructional decisions, and professional responsibilities. Her teaching emphasizes collaboration, discussion, reflection, and the development of pedagogical practices that support meaningful learning.

Dr. Bentley also engages with broader questions concerning the purposes of education and the social, historical, philosophical and cultural contexts of schooling in the United States. She encourages students and future educators to examine the complexities of public education and to consider how schools, policies, communities and social structures influence educational experiences and opportunities.

Across her teaching and scholarly work, Dr. Bentley is dedicated to supporting the development of thoughtful, reflective educators. Her work is guided by the belief that education is both intellectually rigorous and deeply human, and that effective teaching requires a commitment to curiosity, critical thinking, collaboration and continuous learning.

Education

B.A. in Natural Sciences, University of Hawaii at Hilo, 2002
M.S. in Science Education, Montana State University, 2009
Ph.D. in Science Education, University of Virginia, 2024

Activities and Honors

Education Rights Institute, University of Virginia Law, Educator Honoree (2025)

AERA Science Teaching and Learning SIG Civic Action and Social Engagement Early Career Researcher Best Paper Award (2025)

Selected Publications

Bentley, L. (2026). Supporting Students with Learning Disabilities in Science: Research-Based Strategies for the Classroom. The Science Teacher, 93(4), 24-30.

Bentley, L., Xia, X., & Ojeogwu, J. (2026). Science Capital Theory: Exploring the NGSS and Advocating for Best Practices to Support Students from Low Socioeconomic Backgrounds. Journal of Science Teacher Education, 37(4), 556-574.

Bentley, L.( 2026). “Do Diverse Field Placements Matter? Examining Pre-Service Elementary Teachers’ Self-Efficacy Related to Equitable Science Education.” School Science and Mathematics 126, no. 3: 264–273. https://doi.org/10.1111/ssm.18378.

Tai, R. H., Bentley, L. R., Xia, X., Sitt, J. M., Fankhauser, S. C., Chicas-Mosier, A. M., & Monteith, B. G. (2024). An Examination of the Use of Large Language Models to Aid Analysis of Textual Data. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/1609406924123116

Xia, X., Bentley, L.R., Fan, X. et al. STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students’ Interests and Attitudes for STEM. International Journal of Science and Mathematics Education, 23, 1153–1181 (2025). https://doi.org/10.1007/s10763-024-10504-z

Ward-Seidel, A. R., & Bentley, L. (2025). Teacher preparation needs critical consciousness. Social and Emotional Learning: Research, Practice, and Policy, 5, 100119.