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Faculty

 

Faculty OfficePhoneEmail
Chandra Orrill
Chair and Associate Professor
Chandra is interested in teachers' mathematical knowledge and how to support teachers' mathematical learning. Most of her research focuses on middle school teacher's knowledge related to multiplicative reasoning.  LA-399L 774.929.3052 corrill@umassd.edu

Jesse Bazzul
Assistant Professor 

Jesse's research focuses on how certain educational practices promote particular subjectivities and the ways in which teachers and students can rework these practices to move toward the goals of social justice and emancipation LA-398B 508.910.6603 jbazzul@umassd.edu
Beste Güçler
Assistant Professor 
Beste’s present work explores how mathematical discourse develops over history and in undergraduate calculus classes with a focus on the concept of limit.  LA-396C  508.910.6952  bgucler@umassd.edu
Maureen Hall
Associate Professor
Maureen is interested in English Education, middle and secondary education, literacy, developmental reading and language arts k-12, curriculum design, professional development, community-making, innovation and reform LA-398C 508.999.8211 mhall@umassd.edu

Shakhnoza
Kayumova

Assistant Professor

Shahknoza is interested in the conditions of possibility for English Language Learners within STEM content area classes in K-12.  LA-399K 508.910.9033 skayumova@umassd.edu
Sheila Macrine
Associate Professor
Sheila is interested in Reading/Special Education, Education Reform, and Critical-Feminist LA-398F 508.999.9234 smacrine@umassd.edu

Nicholas Santavicca
Assistant Professor

Nicholas' research is focused on the significance of sociocultural influences on identity within the ELL classroom. LA-396J 508.910.9271 nsantavicca@umassd.edu

Karen Terrell
Full-Time Lecturer

Karen's research is focused on how to prepare teachers to meet the needs of English Language Learners in their classrooms. LA-399A 508.910.6617 kterrell@umassd.edu
Stephen Witzig
Assistant Professor
Stephen studies the development of teachers' specialized knowledge for teaching science. LA-398E 508.910.9030 switzig@umassd.edu

 

Emeritus Faculty OfficePhoneEmail
Armand Desmarais
Professor Emeritus
Teaching in certification and mentoring, teacher induction. LA-372 508.999.8262 adesmarais@umassd.edu
Cynthia Kruger
Professor Emeritus
Middle and secondary education, curriculum development, methodology, social studies, reading, inclusive education. LA-398F 508.999.8263 ckruger@umassd.edu

 

StaffOfficePhoneEmail
Traci Almeida
Graduate Admissions Coordinator
LA-372 508.999.8098 talmeida@umassd.edu
Lindsey Cabral
STEM Education Secretary
LA-398F 508.910.8262 stem@umassd.edu

Tyra Mendes
Research Associate 
LA-371 508.910.9054 tlopes@umassd.edu

 
 


Faculty Profiles

 

STEM faculty profile - Oall Chandra Orrill is the Chair of STEM and an Associate Professor. Chandra is interested in teachers' mathematical knowledge and how to support teachers' mathematical learning. Most of her research focuses on middle school teacher's knowledge related to multiplicative reasoning. Chandra was recently awarded a CAREER grant by the National Science Foundation to develop a better understanding of the relationship between teachers' organizations of proportional reasoning understandings and the ways they teach proportions in their classrooms. She has also been PI and Co-PI on other NSF-funded efforts to better understand teachers' knowledge and its relationship to practice. Chandra has also led many professional development efforts for elementary and middle school teachers as well as for professional developers.
  Jesse Bazzul received his Ph.D. from the Ontario Institute for Studies in Education/University of Toronto in 2013. He is a Science Educator with a strong commitment to sociocultural issues. He spent the past year as the Elementary Practicum and Internship Coordinator at OISE. Before that, he was a Science and Math teacher in Canada, China, and the Ukraine. Prof. Bazzul’s research focuses on how certain educational practices promote particular subjectivities and the ways in which teachers and students can rework these practices to move toward the goals of social justice and emancipation.
STEM faculty profile - Beste Beste Güçler's present work explores how mathematical discourse develops over history and in undergraduate calculus classes with a focus on the concept of limit. In particular, she investigates how the elements of instructors’ mathematical discourse compare and contrast with those of the students’. Her general research interests include conceptual and historical development of mathematical concepts; the teaching and learning of calculus at the undergraduate level; and the connections between mathematics education and social justice issues (e.g. ability tracking, characteristics of remedial mathematics courses, students’ occupational decision-making based on their success in mathematics). 
STEM faculty profile - Hall Maureen Hall specializes in literacy education, service learning, developmental reading and language arts K-12,writing pedagogies, professional development, community-making, innovation and reform Maureen Hall's current research centers on cognitive-affective approaches in teaching and learning, the integration of contemplative practices for deepening learning, and how reading and writing can change lives. She spent a year in India over 2010-2011 as a Fulbright-Nehru Research Scholar researching the Super Accelerated Learning Theory (SALT). Part of her sustained interest in India involves learning more about the origins and ideas underpinning various contemplative practices, as she finds that these practices hold great possibilities for deepening student learning.
  Shakhnoza Kayumova is completing her Ph.D. at the University of Georgia in Educational Theory and Practice with an emphasis in Science Content. She joins the Department of STEM Education and Teacher Development as an Assistant Professor in Language and Literacy Development of English Language Learners. Before starting her doctorate, Prof. Kayumova was an elementary school math and science teacher and Academic Coordinator for English Language Learner Services. She is interested in the conditions of possibility for English Language Learners within STEM content area classes in K-12.
STEM faculty profile - Macrine


Sheila Macrine 
is a school psychologist and a reading specialist. Her research focuses on connecting the cultural, political, and institutional contexts of pedagogy and learning theory as they relate to the public sphere, democratic education and social imagination. She examines these issues on many levels including educational reform and policy, as well as, teaching Culturally and Linguistically Diverse students. She has published numerous articles on diverse learners and recently published four books. She is currently studying the political and cultural forces at work in our national education policies.
  Nicholas Santavicca has a Ph.D. in Curriculum and Instruction from Texas Tech University in 2013 with a specialization in ESL and Bilingual Education. He has spent the last three years as the Director of the American Languages and Cultures Program at Eastern New Mexico University. Before pursuing his doctorate, he served as an ESL teacher and Program Coordinator in K-12 schools. His research is focused on the significance of sociocultural influences on identity within the ELL classroom.
  Karen Terrell received her Ph.D. in Curriculum and Instruction at Boston College in 2012. She is a mathematics educator with an interest in second language learners. She taught in the Boston Public Schools for over a decade before becoming focused in the last few years on consulting throughout the United States. Her research is focused on how to prepare teachers to meet the needs of English Language Learners in their classrooms.
STEM faculty profile - Witzig

Stephen Witzig
 studies the development of teachers' specialized knowledge for teaching science. Specifically, he is interested in the sources of teachers' content and pedagogical knowledge as well how experience shapes their knowledge. In addition, he conducts research on student learning. Stephen's research methods are qualitative in nature.



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