Samantha A Marshall

"Even when it was hard, you pushed us to improve": Emotions and teacher learning in coaching conversations

TEACHING AND TEACHER EDUCATION, 121.

But What Does it Look Like in Maths?: A Framework for Culturally Sustaining Pedagogy in Mathematics

International Journal of Multicultural Education, 25(1).

More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens

Educational Forum, 87(4), 362–376.

Reframing translanguaging practices to shift mathematics teachers' language ideologies

Marshall, S. A., McClain, J. B., & McBride, A. (2023, February 16). INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION, Vol. 2.

LEARNING ABOUT TEACHING THROUGH MOMENTS OF INSIGHT

In Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach (pp. 153–182).

Using Problem (Re)framing and Teachers' Pedagogical Responsibility to Facilitate Teacher Learning Opportunities

Proceedings of International Conference of the Learning Sciences, ICLS, 409–416. http://www.scopus.com/inward/record.url?eid=2-s2.0-85145772865&partnerID=MN8TOARS

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

Marshall, S. A., & Buenrostro, P. M. (2021, June 4). JOURNAL OF TEACHER EDUCATION, Vol. 6.

Analytical designs: Goodwin’s substrates as a tool for studying learning

In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 3, pp. 1471–1478). Nashville, TN: International Society of the Learning Sciences.

Analytical designs: Goodwin’s substrates as a tool for studying learning

Computer-Supported Collaborative Learning Conference, CSCL, 3, 1471–1478. http://www.scopus.com/inward/record.url?eid=2-s2.0-85102952448&partnerID=MN8TOARS

Coaching through co-inquiry: Augmenting teachers’ pedagogical judgment through video

American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, San Francisco, CA.

Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy

The International Journal of Critical Pedagogy, 10(2), 97–126.

Reconciling local contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking

In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1800–1808).

Supporting anti-racism in STEM education: Affordances of video-based formative feedback

Proceedings of the 10th International Conference on Education and Social Justice. Presented at the 10th International Conference on Education and Social Justice.

‘How do I choose?’: mathematics teachers’ sensemaking about pedagogical responsibility

Pedagogy, Culture & Society, 29(3), 1–18.

Adding value in coaching by centering the mathematics

Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators. Presented at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.

Clockface polygons and the collective joy of making mathematics together

Mathematics Enthusiast, 16(1), 75–106. https://scholarworks.umt.edu/tme/vol16/iss1/6

Conceptual resources in teacher professional conversation

Contexts, complexity, and communities: Reflecting on and reshaping research on learning, 58–59.

Conversational patterns and opportunities for teacher learning in collaborative planning conversations

In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 574–578). St. Louis: University of Missouri.

Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy

The International Journal of Critical Pedagogy, 10(2), 97–126. http://www.scopus.com/inward/record.url?eid=2-s2.0-85073743509&partnerID=MN8TOARS

Moving toward emancipatory pedagogies in the research, teaching, and learning of P-20 mathematics

Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators. Presented at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.

The construction of a “good” teacher with foils: Deficit discourse in feedback conversations.

9th International Conference on Education and Social Justice. Presented at the International Conference on Education and Social Justice, Honolulu, HI.

Using teachers’ and students’ sensemaking in coaching: Supporting development of real-world mathematical connections

American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, Toronto, Canada.

"That makes me a really great teacher”: Logics of White Christian womanhood in teaching

Proceedings of the Race & Pedagogy National Conference. Presented at the Race & Pedagogy National Conference, Tacoma, WA.

"When am I going to use this in the real world?”: Supporting teachers in their quest for authentic mathematical learning experiences

In A. Pierson & L. Vogelstein (Eds.), Designing the learning sciences: Thinking deeply about the relationship between theory and design (pp. 114–115).

Adaptations and innovations: Teachers’ agency and goals in learning from professional development

American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, New York, NY.

Ambassadors and advocacy: A workshop on positionality

In A. Pierson & L. Vogelstein (Eds.), Designing the learning sciences: Thinking deeply about the relationship between theory and design (pp. 197–198).

Divining affordances: How do teachers find and capitalize onopportunities to disrupt oppressive schooling?

Proceedings of the 8th International Conference on Education and Social Justice. Presented at the International Conference on Education and Social Justice, Honolulu, HI.

Finding our role in the system: The co-construction of a mathematics teacher axiology

Marshall, S. A., & Chen, G. A. (2018, May). Presented at the Working Conference on Discourse Analysis in Educational Research, Columbus, OH.

I AM: Intersectionality as methodology and Black women as possibility models for educational research

American Educational Research Association Conference Proceedings. Presented at the American Educational Research Association annual meeting, New York, NY.

Mathematics teachers’ learning to enact change in oppressive systems

In S. Richardson, A. Davis, & C. W. Lewis (Eds.), Proceedings of the International Conference on Urban Education (pp. 52–64). Charlotte, NC: Urban Education Collaborative.

Teachers’ recontextualization of practices learned in professional development: The importance of professional learning goals in context

American Educational Research Association annual meeting. Presented at the American Educational Research Association annual meeting, New York, NY.

To sustain tribal nations: Striving for Indigenous sovereignty in mathematics education

The Journal of Educational Foundations, 31(1 & 2), 9–37.

Video-based formative feedback: Supporting in-service teachers’ learning

Proceedings of the Twenty-second Annual Conference of the Association of Mathematics Teacher Educators. Presented at the Twenty-Second Annual Conference of the Association of Mathematics Teacher Educators, Houston, TX.

"My proudest legacy”: Toward sovereignty in mathematics education for First Nations

International Conference on Education and Social Justice. Presented at the 7th International Conference on Education and Social Justice, Honolulu, HI.

A sense of possibility: Cultivating perseverance in an urban mathematics classroom

Journal of Teacher Action Research, 3(3), 1–23.

A sense of possibility: Cultivating perseverance in an urban mathematics classroom

Marshall, S. A. (2014, May). Presented at the Diversity in Research and Practice Conference, New York.