Kersting, N. B., Smith, J. E., Xiong, R, Vezino, B., & Mercier, N. Measuring, modeling, and conceptualizing usable teacher knowledge in mathematics: Theoretical and methodological advances. Targeted journal: Science.
Turner, E, Chen, M., & Smith, J.E. An Innovative Professional Development (M2C3: Mathematical Modeling with Cultural and Community Contexts), teaching applications and Student Learning in Mathematical Modeling in Elementary Grades. Targeted journal: Journal of Mathematics Teacher Education(JMTE).
Smith, J.E., Xiong, R., Mercier, N., & Kersting, N.B. Using the nominal response model (NRM) to investigate rubric consistency. Targeted journal: Meausurement.
Smith, J.E. & VMED Teacher Test subgroup. Intial findings from an examination of validity evidence in mathematics teacher tests: Brief report. Targeted journal: Journal for Research in Mathematics Education (JRME).
Smith, J.E., Xiong, R., Mercier, N., & Kersting, N.B. Automated scoring using Neural Networks. Targeted journal: Meausurement.
Turner, E., ..., & Smith, J. E.. (2021). Designing an assessment for elementary mathematics modeling. IJSME. https://link.springer.com/article/10.1007/s10763-021-10195-w
Turner, E., Roth-McDuffie, A., Chen, M., Smith, J. E., & Aguirre, J. (In press). Validating a student assessment of mathematical modeling at elementary school level. School Science and Mathematics.
Kersting, N. B., Smith, J. E., Wood, M.B., Vezino, B., Chen, M.K., & Stigler, J. W. (2021). Using authentic video clips of classroom instruction to capture teachers’ moment-to-moment perceiving as knowledge-filtered noticing. ZDM Mathematics Education 53, 109–118 .https://doi.org/10.1007/s11858-020-01201-6
Kersting, N.B., Smith, J. E., Vezino, B., Chen, M., Wood, M. B. & Stigler, J. W. (2020). Exploring the affordances of Bayesian networks for modeling usable knowledge and knowledge use in teaching. ZDM Mathematics Education 52, 207–218. https://doi.org/10.1007/s11858-020-01135-z
Kersting, N. B., Smith, J. E., Xiong, R, Vezino, B., & Mercier, N. (Under review) Capturing, modeling, and conceptualizing usable teacher knowledge in mathematics. AERA 2022.
Smith, J. E., Turner, E., & Roth-McDuffie, A. (2021). Mathematical modeling competency in upper-elementary: Validity evidence at the item level. In K. Johnson, D. Olanoff, & S.M. Spritzer (Eds.). Productive Struggle: Preserving Through Challenges: Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia. https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
Kersting, N. B., Smith, J. E., Vezino, B., Chen, M. & Stigler, J. W. (2021, Apr 9 - 12) CVA-M Measure. AERA Annual Meeting Orlando, FL (Online only)
Smith, J. E., Kersting, N. B., Vezino, B., Chen, M. & Stigler, J. W. (2020, Apr 17 - 21) Modeling Mathematical Teaching Knowledge Relationships for Different Teaching Practice Using Bayesian Networks [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/uahfhhc(Conference Canceled)
Kersting, N. B., Vezino, B., Smith, J. E., Chen, M., Wood, M. B. & Stigler, J. W. (2020, Apr 17 - 21) Using Bayesian Networks to Model Teachers' Usable Knowledge and Knowledge Use in Teaching [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rr78629 (Conference Canceled)
Kersting, N. B., Smith, J. E., Wood, M.B., Vezino, B., Chen, M.K., & Stigler, J. W. (2020). Teacher Understanding of the Mathematical Practices: A Lay of the Land. AMTE 2020
Smith, J. E., Kersting, N. B., Udun, Y., & Vezino, B. (2019). Identifying activated knowledge: Capturing complex knowledge in use. PME-NA 2019https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf
Kersting, N. B., Wood, M. B., Vezino, B., Smith, J. E., Chen, M.K., & Stigler, J. W. (2019). Developing measures of usable, Common Core-aligned mathematics teaching knowledge (CVA-M): Link between knowledge and performance. AERA.
Carter, K., Smith, J. E., & Sugimoto, A. (2019). Hegemony trumped up and trickling down: Stories of sadness and stasis for LGBTQ+ individuals in school and society. AERA
Erbacher, M., Smith, J. E., & Castro, S. (2021). Plot your data, plot your data, plot your data: Basic and advanced data visualization in R Workshop presented at the meeting of the Northeastern Educational Research Association, Online. https://www.nera-education.org/annual_conference.php
PI: Dr. Nicole Kersting, Co-PIs: Dr. Robert Wilson, Dr. Michelle Perry, Dr. Meg Bates
Project funded by the James S. McDonnell Foundation. The project aimes to study a theoretical model for improving classroom communication in the context of sharing student work. This model explicitly moves away from viewing teachers as executors of practiced approaches towards a framework in which teachers are thinkers and effective decision-makers. To evaluate the usefulness of the teachers as thinkers model, we will investigate relationships between teachers’ exploration and curiosity behaviors, usable knowledge and knowledge enactment reflected in their sharing practice at baseline and investigate the impact of the intervention on changes in teachers’ internal models of classroom communication and practice.
As a research assistant on this project, I helped in writing the intial proposal, grant application, and IRB application. I have also been a part of the planning meetings for the project and will be a part of item and instrument development, writing programs for data, piloting of items and programs, and initial PD planning.
PI: Dr. Nicole Kersting
Project funded by National Science Foundation Division of Research on Learning. The purpose is to develop a set of video-based, scalable, classroom-focused measures of usable mathematics teaching knowledge that are aligned with Common Core State Standards for Mathematics.
As a part of this project, I have been involved the development of items and collection of data. I have writen programs to automate data collection. I have contributed to creating a new item type to capture teaching practice and taken the lead on developing new methods of analysis. I have been a part of rubric developement and worked. I been responsible for an undergraduate student and other graduate students as part of item scoring and coding and data analysis. I have also worked with the PI to author pieces in a prominent math education journal and major conferences.
PI: Dr. Erin Krupa
The project began with a collaborative conference in Februrary 2020 with aims of defining and contextualizing key terms identified as critical to examining validity of quantitative tools and measures, and creating and disseminating a document (or set of documents) expressing ideas related to these definitions and contextualizations to the field of researchers working within mathematics education. The effort since the conference has been to collect what measures are currently used in mathematics to measure in- and preservice teachers' knowledge and establish what validity evidence is published for these measures.
Thus far, my role has been to create automated programs to collect and filter out articles from a collection of math education journals for inclusion in our team's synthesis. I have also been a part of inclusion decisions and analysis meetings.
PI: Julia Aguirre, Co-PI: Dr. Erin Turner
Project funded by National Science Foundation Division of Research on Learning. The study seeks to develop a set of valid and reliable measures to evaluate teacher and student learning outcomes related to mathematical modeling.
My role on this project was to conduct Item Responses Theory (IRT) anlaysis for validation arguments of a quiz developed for the study. I also contributed to the publication of the results.
PI: Dr. Michelle Perry
The purpose of this study is to improve learning from online mathematics classroom videos.
I automated data collection and processing for the projects use of the CVA measure, helped with user technical issues, and processed output of the Implicit Associative Teaching Practice measure.
PI: Dr. David Yaeger
The purpose of the study is to understand the effects of mindset on students’ performance in high school mathematics.
As part of the study, I participated in rubric creation and scoring of responses and wrote reports of the results.
I worked with Dr. Rick Levine and an online course program coordinator to adapt and create materials and content for an accelatered, online version of this intial course for Neuroscience majors. The course covers basic neuroanatomy to higher-order cognitive processes.
This course is a introduction to important historical moments, various methods, and experimental and conceptual contributions of cognitive neuroscience. The course is the first in the sequence for Cognitive Neuroscience Majors. As part of this course, I met regularly with students during office hours, graded discussion posts, and created quizzes for the cognitive science focused portions of the course.
This advanced graduate level course surveyed common methods in multivariate statistical analsysis such as factor analysis, cluster analysis, and MANOVA. My primary responsiblity was attending classes and holding office hours for additional help with R and statistical analysis. I prepared instructional materials and asynchronous elements and taught a lesson on Confirmatory Factor Analysis (CFA).
This intial course for elementary teaching majors introduces key ideas in teaching and learning. As a Teacher Assistant with my own section, I was responsible for preparing classroom lectures and grading all assigments for 32 students.
As chair, I created the call, organized reviewers, distributed proposals for review, and compiled ratings for over 130 proposals.
Along with my co-chair, we organized student presentations and keynote speaker for a day long conference for the University of Arizona College of Education.
As funding chair, I procured grants and donations totaling $3600 for a day long conference at the University of Arizona College of Education.
Conceptual introduction to Bayesian networks and Evidence Centered Design as a Learning Analytic approch to studented-driven decision making.
Focused on R programming skills for statistical analysis. Created automated data collection functions.
Worked with a client using item response theory (IRT) for scale development as part of her dissertation.
Prepared and taught mathematics test prep to rising Sophmores, Juniors, and Seniors enrolled in the Upward Bound program.
As part of this expansion effort of the Beautiful Patterns project, I worked with a team to adapt computer programming lesson materials for high school students enrolled in the course.