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Faculty Scholarship

Department of STEM Education & Teacher Development Faculty Scholarship

 

Cover of the SimCalc book

Edited by Stephen Hegedus & Jeremy Roschelle (2013)

The SimCalc Vision and Contributions

This volume provides essential guidance for transforming mathematics learning in schools through the use of innovative technology, pedagogy, and curriculum. It presents clear, rigorous evidence of the impact technology can have in improving students learning of important yet complex mathematical concepts - and goes beyond a focus on technology alone to clearly explain how teacher professional development, pedagogy, curriculum, and student participation and identity each play an essential role in transforming mathematics classrooms with technology. Further, evidence of effectiveness is complemented by insightful case studies of how key factors lead to enhancing learning, including the contributions of design research, classroom discourse, and meaningful assessment. The volume organizes over 15 years of sustained research by multiple investigators in different states and countries who together developed an approach called "SimCalc" that radically transforms how Algebra and Calculus are taught.

 

 

Critical Pedagogy in Uncertain Times, edited by Sheila Macrine

 

Edited by Sheila L. Macrine (2012)

Critical Pedagogy in Uncertain Times: Hopes and Possibilities 

Education, Politics and Public Life

This awarding winning book provides comprehensive analyses of issues related to the struggle against the forces of imperial-induced privatization, not just in education, but in all of social life. It situates Critical Pedagogy in the twenty-first century and offers not only critiques but also practical applications, suggestions, and strategies on how attacks can be collectively resisted, challenged, and eradicated especially by those teaching in schools and universities.

Book cover for Transforming Literacy

 

Written by Robert P. Waxler & Maureen P. Hall (2011)

Transforming Literacy 

Changing Lives Through Reading and Writing (Innovation and Leadership in English Language Teaching)

This book is interdisciplinary in focus and centers on enlarging teachers' understanding of how reading and writing can change lives and how the language arts can contribute significantly to and change educational processes in the twenty-first century. Implicit in its argument is that although the emphasis on science and math is crucial to education in the digital edge, it remains vitally important to keep reading and writing, language and story, at the heart of the educational process. This is particularly true in a democratic society because shaping stories through human language can enhance the quality of our lives, and teach us something important about what it means to be human and vulnerable. In this sense, stories allow for self-reflection and an increased opportunity to enhance and understand emotional intelligence and human community.

Revolutionizing Pedagogy, Edited by Sheila Macrine, Peter McLaren, and Dave HIll

 

Edited by Sheila Macrine, Peter McLaren, and Dave Hill (2009)

Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neoliberalism

Marxism and Education

This book brings together a group of leading international scholars to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities along the axes of race, ethnicity, class, sexuality, and disability. Through critical engagements with contemporary theories of class and cultural critique, the book questions the inherited dogma that underlies both liberal and conservative and also social democratic approaches to teaching and makes a spirited case for teaching as a critical and revolutionary act.

Class in Education, by Sheila Macrine

Edited by Deborah Kelsh, Dave Hill, and Sheila Macrine (2009)

Class in Education: Knowledge, Pedagogy, Subjectivity

In contemporary pedagogy, "class" has become one nomadic sign among others: it has no referent but only contingent allusions to similarly traveling signs. Class, that is, no longer explains social conflicts and antagonisms rooted in social divisions of labor, but instead portrays a cultural carnival of lifestyles, consumptions, tastes, prestige and desire, or obscures social conflicts through technicist accounts of incomes and jobs.

Class in Education brings back class as a materialist analysis of social inequalities originating at the point of production and reproduced in all cultural practices. Addressing a wide range of issues–from the interpretive logic of the new humanities to racism to reading, school-level curricula to educational policy–the contributors focus on the effects that the different understandings of class have on various sites of pedagogy and open up new spaces for a materialist pedagogy and critical education in the times of globalization and the regimes of the digital.

Sheila Macrine Critical Pedagogy II

 

Edited by Sheila L. Macrine

Critical Pedagogy in Uncertain Times: Hopes and Possibilities

Education, Politics and Public Life

"It stands as a testament to the quality and contribution of the book that the most compelling criticism to level is to ask for more, please. In Critical Pedagogy in Uncertain Times: Hope and Possibilities, Sheila Macrine has compiled an important resource that illuminates and inspires in equal measure." — Teachers College Record

This awarding winning book provides comprehensive analyses of issues related to the struggle against the forces of imperial-induced privatization, not just in education, but in all of social life. It situates Critical Pedagogy in the twenty-first century and offers not only critiques but also practical applications, suggestions, and strategies on how attacks can be collectively resisted, challenged, and eradicated especially by those teaching in schools and universities.

 

Selected Articles and Book Chapters by Faculty

2013

Gucler, B., Hegedus, S. & Robidoux, R. (2013). Investigating the mathematical discourse of young learners involved in multi-modal mathematical investigations. In D. Martinovic et al. (Eds.), Visual mathematics and cyberlearning. Springer.

Gucler, B. (2013). Examining the discourse on the limit concept in a beginning-level calculus classroom. Educational Studies in Mathematics, 82(3), 439-453.

Hegedus, S. (2013). Young children investigating advanced mathematical concepts with haptic technologies: Future design perspectives. In L. Moreno-Armella & M. Santos (Eds.) Mathematical problem-solving. The Montana Mathematics Enthusiast. Information Age Publishing.

Hegedus, S., Tapper, J., Dalton, S., & Sloane, F. (2013). HLM cluster-randomised trials- measuring the efficacy across diverse populations of learners. Research in Mathematics Education, 15(2), 177-188.

Orrill, C. H., & Polly, D. (2013). Supporting mathematical communication through technology. In D. Polly (Ed.), Common core mathematics standards and implementing digital technologies (pp. 22-36). Hershey, PA: IGI Global.

Park, J., Gucler, B., & McCrory, R. (2013). Teaching prospective teachers about fractions: Historical and pedagogical perspectives. Educational Studies in Mathematics, 82(3), 455-479.

Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K, & Sadler, T. D. (2013). A framework for socio-scientific issues based education. Science Educator, 22(1), 26-32.

 

2012 

Gucler, B. (2012). Limitless ways to talk about limits: Communicating mathematical ideas in the classroom. Mathematics Teacher, 105(9), 697-701.

Hall, M. P. (2012) Putting the super accelerated learning theory (SALT) into classroom practice. In G. Nath Jha et al. (Eds.), Perspectives in the Vedanta. Delhi, India: Jawarharlal Nehru University-JNU.

Hall, M. P. (2012). Consultation with the mind: The power of reflective writing for deepened learning and self-knowledge in teacher education. Dev Sanskriti International Interdisciplinary Journal, 1(1), December.

Hegedus, S., & Roschelle, J. (2012). Highly adaptive, interactive instruction: Insights for the networked classroom. In C. Dede & J. Richards (Eds.), Digital teaching platforms: Customizing classroom learning for each student (pp. 103-116). New York: Teachers College Press.

Izsak, A., Jacobson, E., de Araujo, Z., & Orrill, C. H. (2012). Measuring mathematical knowledge for teaching fractions with drawn quantities. Journal for Research in Mathematics Education, 43(4), 391-427.

Orrill, C. H., & Brown, R. E. (2012). In-service middle grades teachers' use of double number lines to model word problems. Journal of Mathematics Teacher Education

Witzig, S. B., Freyermuth, S. K., Siegel, M. A., Izci, K., & Pires, J. C. (2012). Is DNA alive? A study of conceptual change through targeted instruction. Research in Science Education, Online First. 

 

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