Temple A Walkowiak

Exploring early mathematics through picturebooks: A case study in the context of Head Start

Yova, F. C., Wilson, J., & Walkowiak, T. A. (2023, August 13). JOURNAL OF EARLY CHILDHOOD RESEARCH, Vol. 8.

Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality

STUDIES IN EDUCATIONAL EVALUATION, 68.

Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge

Thomson, M. M., Gray, D. L., Walkowiak, T. A., & Alnizami, R. (2021, May 20). JOURNAL OF TEACHER EDUCATION, Vol. 5.

Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions

STUDIES IN EDUCATIONAL EVALUATION, 71.

Mathematics teaching efficacy and developmental trajectories: A mixed-methods investigation of novice K-5 teachers

Teaching and Teacher Education, 87.

Preservice elementary teachers’ development of professional visions and implementation of mathematical tasks

In A. Sanogo & J. Cribbs (Eds.), Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning (pp. 116–123). Charlotte, NC.

Supporting mathematical proficiency: An opportunity to learn framework

MathAMATYC Educator, 10(3), 45–51, 66–67. https://cdn.ymaws.com/amatyc.site-ym.com/resource/resmgr/educator_spring_2019/berry_abstract_&_bios.pdf

Validity Arguments for Instruments That Measure Mathematics Teaching Practices

In Assessment in Mathematics Education Contexts (pp. 90–119).

Changes in teaching efficacy beliefs among elementary preservice teachers from a STEM-focused program: Case study analysis

Journal of Interdisciplinary Teacher Leadership, 2(1), 29–43. https://kenanfellows.org/journals/archives/joitl-vol-2-no-1-2018/

Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

The nature of feedback given to elementary student teachers from university supervisors after observations of mathematics lessons

Mathematics Teacher Education & Development, 20(1), 62–85. https://mted.merga.net.au/index.php/mted/article/view/331/313

Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations

ZDM, 50(3), 461–474.

A reconceptualized framework for ‘opportunity to learn’ in school mathematics

Journal of Mathematics Education at Teachers College, 8(1), 7–18. https://journals.library.columbia.edu/index.php/jmetc/article/view/800

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

Mathematics Education Research Journal, 29(1), 45–72.

Preservice elementary teachers’ understanding of operations for fraction multiplication and division

International Journal for Mathematics Teaching and Learning, 18(3), 293–317. http://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/63

Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

Re-envisioning the school day: Integrating mathematics, science, and reading through students’ engagement with practices

Journal of Interdisciplinary Teacher Leadership, 1(2), 7–12.

The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction

International Journal of Science Education, 39(3), 335–357.

The development of elementary teacher identities as teachers of science

International Journal of Science Education, 39(13), 1733–1754.

Toward a theory of teacher education for justice-oriented STEM

Catalyst: A Social Justice Forum, 7(1), 38–52. http://trace.tennessee.edu/catalyst/vol7/iss1/5/

A mixed-methods investigation of teacher developmental trajectories: Results from a STEM-focused program

In L. A. Wahid (Ed.), Proceedings of the Fifth International Conference on Language, Education, and Innovation (pp. 121–135). London: Interdisciplinary Circle of Science, Arts.

Building proportional reasoning across grades and math strands, K-8

[Review of Building proportional reasoning across grades and math strands, K-8, by M. Small]. Teachers College Record.

Common Core brief: The place-value progression

Teaching Children Mathematics, 22(8), 453.

Equality matters: The critical implications of precisely defining equality

Australian Primary Mathematics Classroom, 21(4), 11–15.

Five Essential Practices for Communication: The Work of Instructional Coaches

The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(1), 14–17.

Mindset: The new psychology of success

In S. Mertens, M. Caskey, & N. Flowers (Eds.), The Encyclopedia of Middle Grades Education (2nd ed.). Charlotte, NC: Information Age Publishing.

Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

Teacher attributes and school context: What are the barriers to discourse in elementary mathematics?

In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 1244–1251). https://eric.ed.gov/?id=ED583793

Third international mathematics and science study

In S. Mertens, M. Caskey, & N. Flowers (Eds.), The Encyclopedia of Middle Grades Education (2nd ed.). Charlotte, NC: Information Age Publishing.

Information is a Common Core dish best served first

Phi Delta Kappan, 97(2), 62–67.

Novice elementary teachers’ instructional practices: Opportunities for problem solving and discourse

In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 1054–1061). East Lansing, MI: Michigan State University.

Preservice teachers’ understanding of fraction operations: Providing justification for common algorithms

In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 844–851). East Lansing, MI: Michigan State University.

Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

The development of mathematics instructional visions: An examination of elementary preservice teachers

In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 968–971). East Lansing, MI: Michigan State University.

Elementary and middle school students’ analyses of pictorial growth patterns

The Journal of Mathematical Behavior, 33(1), 56–71.

NSF Annual Report for Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

A STEM-focused elementary teacher preparation program: Student and alumni perceptions

Teacher Education and Practice, 26(4), 670–687. https://eric.ed.gov/?id=EJ1044928

Final Report for Project GEMS: NC QUEST

[Final Report].

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability

Educational Studies in Mathematics, 85(1), 109–128.

Project ATOMS

[Annual Report]. Virginia: National Science Foundation.

Project GEMS: NC QUEST

[Progress Report].

The development of mathematical knowledge in a STEM-focused elementary teacher preparation program

In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the Psychology for Mathematics Education (pp. 897–900). Chicago, IL: University of Illinois at Chicago.

A Second Grader's Algebraic Reasoning

Teaching Children Mathematics, 18(9), 583.

Mathematics instructional quality and students’ opportunities to learn mathematics

In S. L. Reeder & E. J. Auld (Eds.), Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning (pp. 153–161). Charlotte, NC.

Research to practice: Using the M-Scan observational measure to inform professional development

In S. L. Reeder & E. J. Auld (Eds.), Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning (pp. 91–99). Charlotte, NC.

Using culturally relevant pedagogy and social justice to understand mathematics instructional quality in an urban context

In J. L. Moore & C. W. Lewis (Eds.), African American students in urban schools : critical issues and solutions for achievement (pp. 161–183). New York: Peter Lang Publishers.

Recommendations from Appointed Curriculum Task Force to the NCTM Board of Directors: NCTM’s Role in Curriculum Development

Social emotional learning in the mathematics classroom

Advances in SEL Research, 5(1), 6–7.

The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low-Income Families

Proceedings of the Fall 2011 Society for Research in Educational Effectiveness Conference. ERIC Document ED528919), https://eric.ed.gov/?id=ED528919

A reflection framework for teaching mathematics

Teaching Children Mathematics, 17(4), 238–248. https://eric.ed.gov/?id=EJ907317

An examination of algebraic reasoning among elementary and middle school students

In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 194–201). Columbus, OH: The Ohio State University.