Education

An investigation of one instructor’s mathematical knowledge for teaching: Developing a preliminary framework

Proceedings of Research in Undergraduate Mathematics Education conference. Presented at the Research in Undergraduate Mathematics Education conference, Raleigh, NC.

Pedagogical content moves in an inquiry-oriented differential equations class: Purposeful decisions to further mathematical discourse

Proceedings of Research in Undergraduate Mathematics Education conference. Presented at the Research in Undergraduate Mathematics Education conference, Raleigh, NC.

Preparing to teach mathematics with technology: Lesson planning decisions for implementing new curriculum

Proceedings of Research in Undergraduate Mathematics Education conference. Presented at the Research in Undergraduate Mathematics Education conference, Raleigh, NC.

Students’ interpretations of probability distributions in a simulation environment

In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the thirty-first annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education (pp. 609–617). Atlanta, GA: Georgia State University.

Racial identity and academic achievement in the neighborhood context: A multilevel analysis

Byrd, C. M., & Chavous, T. M. (2009, April). Presented at the How does racial identity and discrimination matter for diverse adolescents’ achievement? Longitudinal and contextual examinations, Society for Research in Child Development Biennial Meeting, Denver, Colorado.

Closing an achievement gap: Mathematics instruction that moderates the relationship between socioeconomic status and kindergarten mathematics learning

Wong, L., & Byrd, C. M. (2009, April). Presented at the American Educational Research Association Conference, San Diego, CA.

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

Journal of Youth and Adolescence, 38(4), 544–559.

Little River Reads – Podcasting Student Book Reviews

Presented at the Durham Public Schools Technology Showcase, Durham, NC.

Podcasting

Fogle, L., & Kusz, T. (2009, May). Presented at the Middle Educators Global Activities (MEGA) Showcase, Raleigh, NC.

Using Video Editing to Cultivate Novice Teachers’ Practice

Journal of Research on Technology in Education, 42(1), 73–94.

From jezebels to nappy headed hos: African American adolescent girls, language, and identity

In S. Lanehart (Ed.), African American Women’s Language: Discourse, education, and identity (pp. 18–34). UK: Cambridge Scholars Publishing.

Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research

Theory & Research in Social Education, 37(2), 156–191.

Measure for Measure: A study of classroom practices that distinguish effective teachers of middle school English Language Arts

Grossman, P., Hammerness, K., Alston, C. L., Brown, M. T., & Cohen, J. (2009, April). Presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Liberal education, privilege, and higher education

In Y. Raley & G. Preyer (Eds.), Philosophy of Education in the Era of Globalization (pp. 165–180). New York: Routledge.

To disclose or not to disclose: A controversial choice for teachers

In D. Hess (Ed.), Controversy in the Classroom: The Democratic Power of Discussion (pp. 97–112). New York: Routledge.

Development of the protocol for language arts teaching observation (PLATO)

annual meeting of the American Educational Research Association, San Diego, CA.

Cultural Capital in Children's Number Representations: Reflect and Discuss

Teaching Children Mathematics, 16(3), 184–189.

The Emotionality of Women Professors of Color in Engineering: A Critical Race Theory and Critical Race Feminism Perspective

DeCuir-Gunby, J. T., Long-Mitchell, L. A., & Grant, C. (2009, July). Advances in Teacher Emotion Research, pp. 323–342.

To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program

Teachers and Teaching, 15(6), 683–700.

Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom

Professional Development in Education, 35(2), 247–260.