@article{mcgugan_horn_garner_marshall_2023, title={"Even when it was hard, you pushed us to improve": Emotions and teacher learning in coaching conversations}, volume={121}, ISSN={["1879-2480"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85141336279&partnerID=MN8TOARS}, DOI={10.1016/j.tate.2022.103934}, abstractNote={We investigate the role of teachers' edge-emotions in coaching conversations. While emotions are common in instructional coaching, they are under-examined in research. This qualitative study examines a particularly emotional coaching event that we facilitated with an experienced mathematics teacher. We use Kerdeman's (2003) framework of being “pulled up short” to describe how the teacher's understanding of her lesson was interrupted, resulting in negative emotions. She was ultimately motivated to transform her practice with our empathy and sustained support. We discuss implications for instructional coaching, particularly how edge-emotions can be leveraged to support teachers' conceptual change.}, journal={TEACHING AND TEACHER EDUCATION}, publisher={Elsevier BV}, author={McGugan, Katherine Schneeberger and Horn, Ilana Seidel and Garner, Brette and Marshall, Samantha A.}, year={2023}, month={Jan} }
 @article{marshall_2023, title={But What Does it Look Like in Maths?: A Framework for Culturally Sustaining Pedagogy in Mathematics}, volume={25}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85150421529&partnerID=MN8TOARS}, DOI={10.18251/ijme.v25i1.3251}, abstractNote={In response to urgent calls for teaching that is culturally affirming, scholars have developed a myriad of images of culturally sustaining (and related) pedagogies (CSPs). However, for maths teachers, CSPs remain elusive, in part because these images are typically content-neutral and their applicability to practice opaque. In this paper, I synthesize research to help conceptualize and clarify what CSPs may look like specifically in mathematics classrooms. I offer a framework for CSPs in mathematics comprised of four dimensions: (1) anti-assimilationism, (2) strengths-based teaching, (3) power and justice, and (4) affirming identities.}, number={1}, journal={International Journal of Multicultural Education}, author={Marshall, S.A.}, year={2023} }
 @article{marshall_rivera_2023, title={More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens}, volume={87}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85150418673&partnerID=MN8TOARS}, DOI={10.1080/00131725.2023.2180123}, abstractNote={Abstract Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers’ learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice.}, number={4}, journal={Educational Forum}, author={Marshall, S.A. and Rivera, A.Q.}, year={2023}, pages={362–376} }
 @article{marshall_mcclain_mcbride_2023, title={Reframing translanguaging practices to shift mathematics teachers' language ideologies}, volume={2}, ISSN={["1366-5898"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85148528634&partnerID=MN8TOARS}, DOI={10.1080/09518398.2023.2178683}, abstractNote={AbstractWhile dominant narratives about multilingual students position them as deficient, translanguaging theory has played a critical role in making space for the languaging practices of multilingual students in education. However, we know little about how to best support mathematics teachers’ learning about translanguaging. Working with a group of accomplished mathematics teachers taking part in professional development on culturally sustaining pedagogies, in this paper we use frame analysis to examine the ways language ideologies shape teacher sensemaking about translanguaging. We then investigate affordances of classroom video for reframing teachers’ conceptualizations of language. We find that although teachers initially framed students’ language as a barrier to their success, with the introduction of video clips from mathematics classrooms, teachers began to frame students’ language as a tool for productive disciplinary engagement. These findings suggest that video may serve as a valuable resource for reframing teachers’ conceptualizations of students’ languaging practices in mathematics classrooms.Keywords: Translanguagingmathematics educationprofessional developmentmultilingual educationculturally sustaining pedagogies AcknowledgementThis research was conducted in affiliation with Vanderbilt University.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis material is based upon work supported by the National Science Foundation under Grant Nos. DRL-1620920 and DGE-1445197. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.Notes on contributorsSamantha A. MarshallSamantha A. Marshall is an assistant professor in the Department of Teacher Education and Learning Sciences at North Carolina State University in Raleigh, NC. Her research explores the design and affordances of STEM teacher learning environments, with an emphasis on justice-oriented pedagogies.Janna Brown McClainJanna Brown McClain is an assistant professor in the Department of Elementary and Special Education at Middle Tennessee State University in Murfreesboro, TN. Her research explores educator language ideologies and their connections with instructional decision making.Alexis McBrideAlexis McBride is an assistant professor of literacy in the Department of Child Study at St. Joseph’s University in Patchogue, NY, where she is director of the TESOL M.A. program. Her research explores equitable pedagogies involving bi/multilingual literacies.}, journal={INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}, author={Marshall, Samantha A. and McClain, Janna Brown and McBride, Alexis}, year={2023}, month={Feb} }
 @inbook{buenrostro_marshall_2022, title={LEARNING ABOUT TEACHING THROUGH MOMENTS OF INSIGHT}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85140154078&partnerID=MN8TOARS}, DOI={10.4324/9781003182214-9}, abstractNote={Teacher learning through the video-formative feedback (VFF) process took place at different timescales. In this chapter, we focus on brief moments of learning where the VFFs transformed teachers' understandings of practice, looking at the cases of Doha Arzoomanian, Ezio Martín, and Lee Bellver. Doha's learning centered on her recognizing the number of times she interrupted her class's small groupwork, a move connected to her attempts to address widespread student confusion, developing an alternative strategy for handling that common issue. Ezio's learning came from viewing his repeated interactions with small groups, where he tried to accelerate their problem-solving pace by offering a “cheat,” which he came to view as taking away students' mathematical sensemaking opportunities. Instead, through the debrief discussion, he recognized that he could achieve a similar goal by scaffolding their problem-solving instead. Finally, Lee reviewed a frustrating small-group interaction, realizing he only provided students with procedural resources, helping him consider conceptual resources he could use as an alternative. By reflecting on unsatisfying instructional moments and, through the VFF resources, arriving at clearer diagnoses of the underlying trouble, the VFF offered support for teachers' immediate learning needs.}, booktitle={Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach}, author={Buenrostro, P. and Marshall, S.}, year={2022}, pages={153–182} }
 @inproceedings{marshall_2022, title={Using Problem (Re)framing and Teachers' Pedagogical Responsibility to Facilitate Teacher Learning Opportunities}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85145772865&partnerID=MN8TOARS}, booktitle={Proceedings of International Conference of the Learning Sciences, ICLS}, author={Marshall, S.A.}, year={2022}, pages={409–416} }
 @article{marshall_buenrostro_2021, title={What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective}, volume={6}, ISSN={["1552-7816"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85107183139&partnerID=MN8TOARS}, DOI={10.1177/00224871211019024}, abstractNote={Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.}, number={5}, journal={JOURNAL OF TEACHER EDUCATION}, author={Marshall, Samantha A. and Buenrostro, Patricia M.}, year={2021}, month={Jun} }
 @inproceedings{keifert_hall_enyedy_vogelstein_pierson_ehrenfeld_marshall_mcgugan_marin_faulstich_et al._2020, place={Nashville, TN}, title={Analytical designs: Goodwin’s substrates as a tool for studying learning}, volume={3}, booktitle={The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020}, publisher={International Society of the Learning Sciences}, author={Keifert, D. and Hall, R. and Enyedy, N. and Vogelstein, L. and Pierson, A. and Ehrenfeld, N. and Marshall, S. and McGugan, K.S. and Marin, A. and Faulstich, E.N. and et al.}, editor={Gresalfi, M. and Horn, I.S.Editors}, year={2020}, pages={1471–1478} }
 @inproceedings{keifert_hall_enyedy_vogelstein_pierson_ehrenfeld_marshall_mcgugan_marin_orellana faulstich_et al._2020, title={Analytical designs: Goodwin’s substrates as a tool for studying learning}, volume={3}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85102952448&partnerID=MN8TOARS}, booktitle={Computer-Supported Collaborative Learning Conference, CSCL}, author={Keifert, D. and Hall, R. and Enyedy, N. and Vogelstein, L. and Pierson, A. and Ehrenfeld, N. and Marshall, S. and McGugan, K.S. and Marin, A. and Orellana Faulstich, E.N. and et al.}, year={2020}, pages={1471–1478} }
 @inproceedings{buenrostro_marshall_horn_2020, title={Coaching through co-inquiry: Augmenting teachers’ pedagogical judgment through video}, booktitle={American Educational Research Association annual meeting}, author={Buenrostro, P.M. and Marshall, S.A. and Horn, I.S.}, year={2020}, month={Apr} }
 @article{miles_buenrostro_marshall_mcgee_adams_2020, title={Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy}, volume={10}, number={2}, journal={The International Journal of Critical Pedagogy}, author={Miles, M.L. and Buenrostro, P.M. and Marshall, S.A. and McGee, E.O. and Adams, M.}, year={2020}, pages={97–126} }
 @inproceedings{ehrenfeld_mcgugan_marshall_garner_2020, title={Reconciling local contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking}, ISBN={9781734805703}, url={http://dx.doi.org/10.51272/pmena.42.2020-295}, DOI={10.51272/pmena.42.2020-295}, booktitle={Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={PMENA}, author={Ehrenfeld, Nadav and McGugan, Katherine Schneeberger and Marshall, Samantha A. and Garner, Brette}, editor={Sacristán, A. I. and Cortés-Zavala, J. C. and Ruiz-Arias, P. M.Editors}, year={2020}, month={Dec}, pages={1800–1808} }
 @inproceedings{marshall_2020, title={Supporting anti-racism in STEM education: Affordances of video-based formative feedback}, booktitle={Proceedings of the 10th International Conference on Education and Social Justice}, author={Marshall, S.A.}, year={2020}, month={Dec} }
 @article{chen_marshall_horn_2020, title={‘How do I choose?’: mathematics teachers’ sensemaking about pedagogical responsibility}, volume={29}, ISSN={1468-1366 1747-5104}, url={http://dx.doi.org/10.1080/14681366.2020.1735497}, DOI={10.1080/14681366.2020.1735497}, abstractNote={ABSTRACT Teachers’ decisions are often undergirded by their sense of pedagogical responsibility: whom and what they feel beholden to. However, research on teacher sensemaking has rarely examined how teachers reason about their pedagogical responsibilities. The study analysed an emotional conversation among urban mathematics teachers about what they teach mathematics for, given the many non-mathematical challenges they and their students face. The familiarity and simplicity of love and life skills narratives deployed to describe what it means to be a good teacher and to do good teaching may be comforting, but limit teachers’ engagement with other authentic forms of pedagogical reasoning about their pedagogical responsibility in complex sociopolitical contexts. The findings reveal the importance of opportunities to explore alternate possibilities ‘for what,’ especially within structured and supportive teacher collaborative groups.}, number={3}, journal={Pedagogy, Culture & Society}, publisher={Informa UK Limited}, author={Chen, Grace A. and Marshall, Samantha A. and Horn, Ilana S.}, year={2020}, month={Feb}, pages={1–18} }
 @inproceedings{marshall_buenrostro_chen_garner_ehrenfeld_horn_2019, title={Adding value in coaching by centering the mathematics}, booktitle={Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators}, author={Marshall, S.A. and Buenrostro, P.M. and Chen, G.A. and Garner, B. and Ehrenfeld, N. and Horn, I.S.}, year={2019}, month={Feb} }
 @article{brady_blough_hollister_jordan_marshall_nichols_vogelstein_wisittanawat_2019, title={Clockface polygons and the collective joy of making mathematics together}, volume={16}, url={https://scholarworks.umt.edu/tme/vol16/iss1/6}, number={1}, journal={Mathematics Enthusiast}, author={Brady, C.B. and Blough, R. and Hollister, K. and Jordan, P. and Marshall, S.A. and Nichols, I. and Vogelstein, L.E. and Wisittanawat, P.}, year={2019}, pages={75–106} }
 @inproceedings{ehrenfeld_marshall_2019, title={Conceptual resources in teacher professional conversation}, booktitle={Contexts, complexity, and communities: Reflecting on and reshaping research on learning}, author={Ehrenfeld, N. and Marshall, S.A.}, year={2019}, pages={58–59} }
 @inproceedings{chen_marshall_2019, place={St. Louis}, title={Conversational patterns and opportunities for teacher learning in collaborative planning conversations}, booktitle={Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={University of Missouri}, author={Chen, G.A. and Marshall, S.A.}, editor={Otten, S. and Candela, A.G. and de Araujo, Z. and Haines, C. and Munter, C.Editors}, year={2019}, pages={574–578} }
 @article{miles_buenrostro_marshall_mcgee_adams_2019, title={Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy}, volume={10}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073743509&partnerID=MN8TOARS}, number={2}, journal={The International Journal of Critical Pedagogy}, author={Miles, M.L. and Buenrostro, P.M. and Marshall, S.A. and McGee, E.O. and Adams, M.}, year={2019}, pages={97–126} }
 @inproceedings{chen_joseph_leyva_dunleavy_wager_ehrenfeld_marshall_2019, title={Moving toward emancipatory pedagogies in the research, teaching, and learning of P-20 mathematics}, booktitle={Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators}, author={Chen, G.A. and Joseph, N.M. and Leyva, L.A. and Dunleavy, T. and Wager, A. and Ehrenfeld, N. and Marshall, S.A.}, year={2019}, month={Feb} }
 @inproceedings{marshall_2019, title={The construction of a “good” teacher with foils: Deficit discourse in feedback conversations.}, booktitle={9th International Conference on Education and Social Justice}, author={Marshall, S.A.}, year={2019}, month={Dec} }
 @inproceedings{marshall_buenrostro_horn_2019, title={Using teachers’ and students’ sensemaking in coaching: Supporting development of real-world mathematical connections}, booktitle={American Educational Research Association annual meeting}, author={Marshall, S.A. and Buenrostro, P.M. and Horn, I.S.}, year={2019}, month={Apr} }
 @inproceedings{chen_marshall_2018, title={"That makes me a really great teacher”: Logics of White Christian womanhood in teaching}, booktitle={Proceedings of the Race & Pedagogy National Conference}, author={Chen, G.A. and Marshall, S.A.}, year={2018}, month={Sep} }
 @inproceedings{marshall_buenrostro_2018, title={"When am I going to use this in the real world?”: Supporting teachers in their quest for authentic mathematical learning experiences}, booktitle={Designing the learning sciences: Thinking deeply about the relationship between theory and design}, author={Marshall, S.A. and Buenrostro, P.M.}, editor={Pierson, A. and Vogelstein, L.Editors}, year={2018}, pages={114–115} }
 @inproceedings{marshall_2018, title={Adaptations and innovations: Teachers’ agency and goals in learning from professional development}, booktitle={American Educational Research Association annual meeting}, author={Marshall, S.A.}, year={2018}, month={Apr} }
 @inproceedings{vogelstein_jackson_marshall_2018, title={Ambassadors and advocacy: A workshop on positionality}, booktitle={Designing the learning sciences: Thinking deeply about the relationship between theory and design}, author={Vogelstein, L.E. and Jackson, A. and Marshall, S.A.}, editor={Pierson, A. and Vogelstein, L.Editors}, year={2018}, month={Oct}, pages={197–198} }
 @inproceedings{marshall_chen_2018, place={Justice, Honolulu, HI}, title={Divining affordances: How do teachers find and capitalize onopportunities to disrupt oppressive schooling?}, booktitle={Proceedings of the 8th International Conference on Education and Social Justice}, author={Marshall, S.A. and Chen, G.A.}, year={2018}, month={Oct} }
 @inproceedings{marshall_chen_2018, title={Finding our role in the system: The co-construction of a mathematics teacher axiology}, author={Marshall, S.A. and Chen, G.A.}, year={2018}, month={May} }
 @inproceedings{davison_joseph_allen_patton_stewart_marshall_chen_2018, title={I AM: Intersectionality as methodology and Black women as possibility models for educational research}, booktitle={American Educational Research Association Conference Proceedings}, author={Davison, C.H. and Joseph, N.M. and Allen, E.V. and Patton, D.L. and Stewart, S.N. and Marshall, S.A. and Chen, G.A.}, year={2018}, month={Apr} }
 @inproceedings{chen_marshall_2018, place={Charlotte, NC}, title={Mathematics teachers’ learning to enact change in oppressive systems}, booktitle={Proceedings of the International Conference on Urban Education}, publisher={Urban Education Collaborative}, author={Chen, G.A. and Marshall, S.A.}, editor={Richardson, S. and Davis, A. and Lewis, C.W.Editors}, year={2018}, pages={52–64} }
 @inproceedings{marshall_horn_2018, title={Teachers’ recontextualization of practices learned in professional development: The importance of professional learning goals in context}, booktitle={American Educational Research Association annual meeting}, author={Marshall, S.A. and Horn, I.S.}, year={2018}, month={Apr} }
 @article{marshall_2018, title={To sustain tribal nations: Striving for Indigenous sovereignty in mathematics education}, volume={31}, number={1 & 2}, journal={The Journal of Educational Foundations}, author={Marshall, S.A.}, year={2018}, pages={9–37} }
 @inproceedings{garner_horn_chen_marshall_2018, title={Video-based formative feedback: Supporting in-service teachers’ learning}, booktitle={Proceedings of the Twenty-second Annual Conference of the Association of Mathematics Teacher Educators}, author={Garner, B. and Horn, I.S. and Chen, G.A. and Marshall, S.A.}, year={2018}, month={Feb} }
 @inproceedings{marshall_2017, title={"My proudest legacy”: Toward sovereignty in mathematics education for First Nations}, booktitle={International Conference on Education and Social Justice}, author={Marshall, S.A.}, year={2017}, month={Dec} }
 @article{marshall_2017, title={A sense of possibility: Cultivating perseverance in an urban mathematics classroom}, volume={3}, number={3}, journal={Journal of Teacher Action Research}, author={Marshall, S.A.}, year={2017}, pages={1–23} }
 @inproceedings{marshall_2014, title={A sense of possibility: Cultivating perseverance in an urban mathematics classroom}, author={Marshall, S.A.}, year={2014}, month={May} }