Okhee Lee is widely known for advancing research, policy, and practice that simultaneously promote science and language learning for all students, particularly English learners. Her research areas include science education, language and culture, and teacher education. At present, she leads collaborative research between New York University and Stanford University to develop instructional materials aligned with the Next Generation Science Standards (NGSS) to promote science and language learning for elementary students, including English learners. She also leads collaborative research with MIT and Vanderbilt University to integrate computational thinking and modeling in NGSS-aligned instructional materials.
Lee served on the NGSS writing team and as leader of the NGSS Diversity and Equity team. She also was a member of the steering committee for the Understanding Language Initiative at Stanford University. She has directed research projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation, and other national and state organizations. She received her doctorate from Michigan State University and came to the Steinhardt School of Culture, Education, and Human Development from the University of Miami School of Education.
Lee, O., & Stephens, A. (in press). English learners in STEM subjects: Contemporary views on STEM subjects and language With English learners. Educational Researcher.
Lee, O. (2019). Aligning English language proficiency standards with content standards: Shared opportunity and responsibility across English learner education and content areas. Educational Researcher, 48(8), 534-542.
Lee, O. (2018). English language proficiency standards aligned with content standards. Educational Researcher, 47(5), 317-327.
Lee, O. (2017). Common Core State Standards for ELA/literacy and Next Generation Science Standards: Convergences and discrepancies using argument as an example. Educational Researcher, 46(2), 90-102.
Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233.
Fradd, S. H., & Lee, O. (1999). Teachers' roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28(6), 14-20, 42.
Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(4), 12-21.