His research focuses on science teaching and learning issues in urban elementary and middle schools. A parallel program of research focuses on qualitative analyses of visual data that seek insight into preservice teachers’ views of science teaching. He has presented his research at numerous regional, national, and international conferences. His latest presentations on nurturing reflective thinking and promoting sensitivity to diversity issues have been particularly well received. Recently, Nathan authored a research brief on effective science instruction in middle school environments. Also, he wrote a monograph chapter about analyzing Draw-a-Science-Teacher-Test-Checklist (DASTT-C) illustrations, and is completing a review for the International Education Encyclopedia.
Over the past ten years, Nathan has provided leadership to the Master of Arts in Teaching (MAT) interns and doctoral students at the University of South Carolina (USC). Several of his former students have won teaching awards within their first five years of public school teaching. He endeavors to maintain active collaborative links with many of them and exhorts that “you cannot reach all students all of the time, but work like you can.” Departmental reviews consistently have rated his teaching performances as “Superior”. In addition, Nathan maintains an extensive record of service within his academic unit, USC, and professional organizations with the intent to promote excellence in science education for all elementary and middle level students.