The purpose of this group is to bring together scholars with an interest in examining the research on quantitative tools and measures for gathering meaningful data, and to spark conversations and collaboration across individuals and groups with an interest in synthesizing the literature on large-scale tools used to measure student- and teacher-related outcomes.
Jonathan D. Bostic, Ph.D.
Bowling Green State University
Jonathan is an Associate Professor of Mathematics Education at Bowling Green State University. His research focuses on problem solving within K-16 contexts, as seen in 37 peer-reviewed manuscripts and more than 60 presentations since 2011. He has earned more than $2.5 million in grants over the last five years to support professional development of K-12 mathematics teachers, which includes intervention specialists. Jonathan is also an expert within the scope of mathematics assessments and evaluation and validation of them. Prior to his Bowling Green State University appointment, Jonathan taught grades 6 – Algebra, including remediation courses, in Virginia. He passionately believes that everyone is capable of engaging in meaningful mathematical learning and thinking. Jonathan seeks every opportunity to assist others in becoming mathematically proficient citizens capable of solving today and tomorrow’s problems.
Jonathan earned his Doctorate in Curriculum and Instruction with an emphasis in Mathematics Education from the University of Florida in 2011. He completed Minors in Research and Evaluation Methodologies and Educational Psychology during his program. Additionally, he successfully finished 18 hours of graduate-level mathematics. He holds a B.S. in Mathematics from the College of William and Mary and a M.Ed. in Curriculum and Instruction from George Mason University.
Michele Carney, Ph.D.
Boise State University
Michele B. Carney is an Assistant Professor in Mathematics Education at Boise State University. Her primary research focus is on examining and measuring students’ mathematical reasoning and teachers’ attention to student reasoning. She also has extensive experience facilitating professional development for teachers and examining how professional development can be effectively measured and scaled. She is or has served has PI or Co-PI on several large-scale mathematics professional development grants and co-directs Boise State’s IDoTeach program to prepare secondary STEM teachers.
Erin Krupa, Ph.D.
Montclair State University
Erin Krupa is an Associate Professor at Montclair State University in the department of mathematical sciences. Her research focuses on improving the quality of mathematics teaching and learning through innovative curricular materials and professional development. She has been awarded more than $3 million in external funding over the last five years to support her research. The main goal of Erin’s research is to make quality mathematics education more equitable to all students, especially underserved populations. Her research pays close attention to the opportunity students are provided to learn mathematics content within a classroom and how teachers can increase this index for all students, regardless of demographics.
Erin earned her Ph.D. in mathematics education at North Carolina State University (NCSU). Erin’s dissertation focused on the impact of an integrated mathematics curriculum on student achievement in high need schools, using hierarchical linear modeling to account for variation in student achievement. It also analyzed the impact teacher’s participation in a state-funded professional development had on student achievement and on teachers’ implementation of the curriculum. Prior to returning for her Ph.D., Erin taught secondary mathematics at W.G. Enloe High School in Raleigh, NC. She holds a masters degree from Wake Forest University in mathematics. Erin was a Teaching Fellow at Elon University, where she earned her bachelors degree in mathematics.
Jeff Shih, Ph.D.
University of Nevada – Las Vegas
Jeffrey Shih is an associate professor of mathematics education that joined the UNLV faculty in 1999. He earned a B.A. in statistics with a minor in physics from the University of California, Berkeley. His Ph.D. in social research methodology/quantitative methods from UCLA focused on the development of frameworks of rational number understanding for preservice teachers. His research focuses on the effect of curriculum on student achievement. His current work examines the effect of secondary standards-based mathematics programs on postsecondary access and success.