In Alphabetical Order by Last Name

Cigdem Alagoz-Ekici, University of the Virgin Islands

cigdem.alagozekici@uvi.edu

I am an Assistant Professor of Education at the University of the Virgin Islands. I teach courses in Educational Tests and Measurement, Educational Research Methods, and Statistics, Mathematics Content Knowledge for Teachers. I am the representative of the School of Education to the STEM Institute within the University of the Virgin Islands. I am interested in applications of evidence-based, and quality educational research methods. Development or adoption of novel statistical methods to explain complex educational behaviors and problems excites me and inspires my work.

Guadalupe Carmona, The University of Texas at San Antonio

guadalupe.carmona@utsa.edu

Guadalupe Carmona is Associate Professor in STEM Education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. A native from Mexico, Dr. Carmona received a BSc in Mathematics from ITAM-Mexico, a MSc in Mathematics Education from Cinvestav-Mexico, and a PhD in Mathematics Education from Purdue University. Her research focuses on technology-supported educational reform in STEM education in national and international settings, formative assessment in classroom and large-scale implementations to be more amenable to instruction, and research design to assess innovative educational interventions in educational settings through multivariate methods. She is the principal investigator for the multi-national Campus Viviente in STEM Education Project, co-principal investigator for the Project “Sustainable Support System for Student Success (S5)” funded by the U.S. Department of Education, and co-principal investigator for the project “UTSA Pathways Program: P-20 Pipeline Issues Program” funded by the Institute of Education Sciences. She is leading authority on the use of modeling activities in assessment and has served as member of the advisory board for the Educational Testing Service’s (ETS) Cognitively Based Assessment as, of, and for Learning (CBAL)-Mathematics, to be implemented nationally to support assessment of the Common Core Mathematics State Standards.

Joe Champion, Boise State University

joechampion@boisestate.edu

Joe Champion, Ph.D. is an Assistant Professor of Mathematics specializing in teacher preparation and educational applications of mathematics and statistics. His research focuses on statistical modeling of the relationships among self-efficacy, interest, and performance in K-16 mathematics and science, including how social learning mechanisms influence STEM achievement.

Jere Confrey, North Carolina State University

jere_confrey@ncsu.edu

My current work has focused on building a digital learning system focusing on learning trajectories and diagnostic assessment systems for middle school mathematics.  We study how the system is used in the classroom and what practices are undertaken by students and teachers based on their data reports.

Jennifer Cribbs, Oklahoma State University

jennifer.cribbs@okstate.edu

Jennifer Cribbs, Ph.D., is an Assistant Professor in the School of Teaching & Curriculum Leadership at Oklahoma State University where she teaches in the mathematics education program. Dr. Cribbs has grant experience as a Principal Investigator for a Math and Science Partnership Grant through the Kentucky Department of Education. She also has experience working as a researcher on several large-scale research projects funded by the National Science Foundation. Her research focuses on mathematics identity and gender issues in STEM.

Yanqing Ding, University of Central Missouri

yqd668@hotmail.com

Yanqing Ding is an Assistant Professor at the University of Central Missouri. She holds a PhD in Mathematics Education from the University at Buffalo-SUNY and a Masters degree in Applied Statistics from Syracuse University. Her research interest cuts across multiple disciplines with focuses on mathematics education, statistics education, educational equity, measurements, psychometrics, and applied statistics in educational research.

 

David Dueber, University of Kentucky

david.dueber@uky.edu

I am a second year graduate student in STEM Education at the University of Kentucky. My research interests include ameliorating the affects of response sets with forced choice instruments and validating rating systems (e.g., rubrics) using Item Response Theory.

Joshua Fagan, Texas State University

jbf51@txstate.edu

I am a third year PhD student at Texas State University.  I am interested in how post-secondary students learn to prove and learn through proof, as well as identifying their abilities in proof comprehend, validation, and construction.  I have also spent time working on projects focusing on students’ cognitive processes in mathematical modeling tasks.

Daria Gerasimova, George Mason University

dgerasim@masonlive.gmu.edu

I am a PhD student in Education at George Mason University. My specialization is Mathematics Education with a secondary concentration in Quantitative Research Methodology. My research interests include measuring student academic engagement in mathematics classes (high school or undergraduate levels) and exploring factors that influence it. I am also interested in measuring student learning, both objective (i.e. content tests) and perceived (students’ self-evaluation of learning), in mathematics classes.

Jim Gleason, The University of Alabama

jgleason@ua.edu

After completing a PhD in mathematics I have transitioned to research in mathematics education with a focus on educational measurement in mathematics education and issues related to programs in undergraduate mathematics and mathematics education.

Kristin Harbour, University of Alabama

kharbour@ua.edu

Dr. Kristin Harbour is an Assistant Professor of Elementary Mathematics in the Curriculum and Instruction department at the University of Alabama. She focuses on the development and implementation of instructional practices and interventions in mathematics that foster success for all students with an emphasis on students at risk for mathematical failure. Additionally, she uses large-scale datasets and advanced statistical methods to provide quantitative evidence and implications for educators, administrators, and policymakers about the teaching and learning of mathematics to students with and without identified disabilities.

Leigh Harrell-Williams, University of Memphis

leigh.williams@memphis.edu

Dr. Leigh M. Harrell-Williams is an Assistant Professor of Quantitative Research Methodology in the Educational Psychology and Research program at University of Memphis. She earned an M.S. in Statistics from University of Georgia and Ph.D in Educational Research and Evaluation from Virginia Tech. She completed an Institute of Educational Sciences (IES) postdoctoral fellowship in the Georgia Measurement and Assessment Training Program at Georgia State University. She is currently the Rasch Measurement SIG chair (AERA), an Associate Editor for the Statistics Education Research Journal (SERJ) and Journal of Statistics Education (JSE) [the top two research journals in statistics education], and is a member of the editorial board of the Journal of Psychoeducational Assessment (JPA).

Heather Howell, Educational Testing Service

hhowell@ets.org

Heather Howell holds a PhD in Mathematics Education from New York University, and works primarily on research about content knowledge for teaching, with a focus on secondary mathematics teaching.  She has taught mathematics in grades 9-12 and at the undergraduate level as well as working with prospective and novice secondary teachers. Heather is currently an Associate Research Scientist in the Student and Teacher Research Center at ETS.

Marsha Ing, University of California, Riverside

marsha.ing@ucr.edu

Marsha Ing is an Associate Professor of Educational Psychology in the Graduate School of Education at the University of California, Riverside. Her research focuses on measuring mathematics and science teaching and learning. She is particularly interested in applying quantitative methods to understand the mechanisms that influence STEM (science, technology, engineering, and mathematics) student outcomes.

Erik Jacobson, Indiana University

erdajaco@indiana.edu

Erik Jacobson studies teachers’ mathematical proficiency for teaching which includes both knowledge and dispositions (that is, cognitive and non-cognitive skills). His approach is influenced by recent work identifying and measuring the mathematical knowledge that teachers use in practice, by theories of motivation that link knowledge use and acquisition to social contexts, and by the power of quantitative methods to describe educational phenomena at scale. He develops new instruments and interventions to study change in a variety of contexts including micro-teaching, field experience, and classroom instruction. Jacobson currently directs the NSF-funded research project Assessing the Structure of Knowledge in Teaching Mathematics which is developing multi-dimensional measures of pedagogical content knowledge. His work has been published in research journals such as the Journal of Research for Mathematics Education and the Journal of Mathematics Teacher Education and in practitioner journals such as Teaching Children Mathematics and Mathematics Teacher.

Cindy Jong, University of Kentucky

cindy.jong@uky.edu

Cindy Jong is an Associate Professor of Mathematics Education at the University of Kentucky. She co-developed the Mathematics Experiences and Conceptions Surveys (MECS) to understand and measure the development of affective factors (including equity) related to mathematics teaching and learning over time. In addition, she has worked on developing measures of professional noticing of students’ mathematical thinking through a collaborative NSF sponsored project.

Leanne Ketterlin Geller, Southern Methodist University

lkgeller@smu.edu

I am a Professor at Southern Methodist University and hold the Texas Instruments Endowed Chair in Education. I teach courses on measurement and assessment in our doctoral program. In addition, I teach courses for pre-service principals on academic leadership in mathematics and science. My research focuses on developing technically adequate formative assessment systems to support teachers’ decision making for all students.

Inah Ko, University of Michigan, Ann Arbor

inahko@umich.edu

I am a PhD candidate in Math Education and a Master’s student in statistics at the University of Michigan. My research interests have been centered on the measurement of teachers’ mathematical knowledge for teaching, particularly, how to reliably and validly measure teachers’ knowledge through the test-type assessment. I am also interested in quantitative research methods in educational studies.

Nidhi Kohli, University of Minnesota

nkohli@umn.edu

I received a Bachelor’s Degree with a dual major in Education and Commerce from the Panjab University, India in 2004.  I received a M.ED. Degree in Counseling and Educational Psychology from the University of Nevada in 2006, and PhD Degree in Measurement, Statistics, and Evaluation from the University of Maryland, College Park in 2011.  From 2011 – 2012, I worked as a Postdoctoral Research Fellow at the Palo Alto Medical Foundation Research Institute.  I joined the Quantitative Methods in Education (QME) Program, Department of Educational Psychology at the University of Minnesota as an Assistant Professor in fall 2012.

Karl Kosko, Kent State University

kkosko1@kent.edu

Karl W. Kosko is an Assistant Professor of Mathematics Education at Kent State University. Prior to arriving at Kent State, Dr. Kosko taught in Rock Hill, SC, completed his doctoral work at Virginia Tech, and served as a post-doctoral fellow at the University of Michigan. His current research interest focuses on how mathematical meaning is conveyed, including a focus on semiotics in mathematics.

Lance Kruse, University of Toledo

lance.kruse@rockets.utoledo.edu

Lance Kruse is a doctoral student in the Foundations of Educational Research and Measurement at the University of Toledo. He has a B.S. in Secondary Mathematics Education and an M.Ed. in Curriculum and Teaching from Bowling Green State University. He works for MetriKs Amerique, a psychometric consulting company that others psychometric, statistical, and program evaluation within the fields of education, the health professions, the not-for-profit sector, and private industry.

Minsung Kwon, University of Michigan

mskwon@umich.edu

I received a PhD in Mathematics Education last year and I am currently working as a postdoctoral research fellow at the University of Michigan. My primary research interests include studying teaching practices and teacher knowledge, which in turn contribute to providing practice-based and disciplinary-grounded learning opportunities to teach.

Yvonne Lai, University of Nebraska-Lincoln

yvonnexlai@gmail.com

Yvonne Lai’s research aims to improve instruction of mathematical reasoning at all levels by identifying and preparing teachers in the mathematical knowledge for teaching necessary for such instruction.  Her current projects investigate differences between secondary MKT and elementary MKT and implications for professional development, teacher education, and measuring teachers’ knowledge (with Heather Howell and Geoffrey Phelps). She also investigates the impact of content rich mathematics preparation on teaching practice (in collaboration with Wendy Smith).

Matthew Lavery, Bowling Green State University

mlavery@bgsu.edu

Matthew Ryan Lavery is an Assistant Professor of Classroom Assessment, Research, and Applied Statistics in Education at Bowling Green State University in northwest Ohio.  He studies the use of research, assessment, and evaluation to improve both classroom instruction and student outcomes.  Specifically, he investigates value-added models, assessment validity, and the analysis of aggregated unit pre/post-assessments to study the impact of interventions on student subgroups.

Stefanie Livers, University of Alabama

sdlivers@ua.edu

Dr. Stefanie D. Livers is an Assistant Professor of Elementary Mathematics in the Department of Curriculum and Instruction at the University of Alabama. Her research agenda focuses on teacher preparation, teacher support, and equitable teaching practices. Specifically, her interests lie in teacher candidate beliefs and knowledge and preparation program evaluation, professional development and instructional coaching as tools for teacher support and growth, and meaningful mathematics opportunities for diverse students.

Gabriel Matney, Bowling Green State University

gmatney@bgsu.edu

Gabriel Matney is an Associate Professor of Mathematics Education at Bowling Green State University.  He is the PI of the Common Core for Mathematics Proficiency grant and Co-PI of the Common Core for Achievement & Middle Grades Mathematical Proficiency grant.  His research interests include, teacher’s promotion of the SMP’s, Lesson Study, Professional Learning, and International Studies.

Kate Melhuish, Texas State University

melhuish@txstate.edu

Dr. Kate Melhuish is an Assistant Professor in the Mathematics Department at Texas State University. She designed and maintains the Group Concept Inventory, a measure capturing conceptual understanding at the introductory group theory level. Additionally, her work spans to the elementary grade level where she is currently leading several qualitative and quantitative analyses in a large-scale, quasi-experimental professional development efficacy study.

Ibrahim Olmez, University of Georgia

i.burakolmez@hotmail.com

I received my undergraduate degree in Mathematics Education from Bogazici University in Turkey. In 2012, I was admitted to the University of Georgia with a Fulbright scholarship covering two years of my M.A. studies in Mathematics Education. After my graduation from the M.A. program in 2014, I was accepted into two PhD. programs at the University of Georgia, one in Mathematics Education and one in Quantitative Methods. I am currently a third-year PhD student in the two doctoral programs. At the same time, I am a research assistant in the InPReP2 ( Investigating Proportional Relationships from Two Perspectives) Project.

Kavita Seeratan, Learning Sciences Research Centre

kavita.l.seeratan@gmail.com

My name is Kavita L. Seeratan and I am a Principal Research Scientist at the Learning Sciences Research Centre. I work at the intersection of mathematics education, special education, measurement, and policy issues. My specialized professional competence includes typical and atypical cognitive development and learning; design, development, implementation, and empirical validation of alternative assessment, instructional, and remedial applications, models, or methodologies rooted in research from applied cognitive science and developmental psychology; and computer-based applications for learning. The disciplinary focus of my projects are varied but most recent has been mathematics and science.

Pooja Shivraj, Southern Methodist University

dr.pshivraj@gmail.com

Dr. Pooja Shivraj is an Educational Assessment Researcher and Project Manager at the Research in Mathematics Education Unit at Southern Methodist University. Her research interests include the psychometric modeling of assessments for its development and refinement, and issues involving the validity of the interpretations made from test scores on both formative and large-scale assessments. Her research is informed by her experiences as a high school mathematics teacher, and she strives to impact mathematics education and assessments research with her work.

Temple Walkowiak, North Carolina State University

tawalkow@ncsu.edu

Temple Walkowiak is an Assistant Professor of Mathematics Education at North Carolina State University.  Her research focuses on the measurement of mathematics instructional quality in elementary classrooms and the impact of teacher education and professional development on teachers’ knowledge, beliefs, and practice.  Dr. Walkowiak is co-developer of the Mathematics Scan (M-Scan), an observational measure of standards-based mathematics teaching practices, and lead developer of the Instructional Practices Log in Mathematics (IPL-M), a teacher log that captures students’ daily learning experiences during mathematics instruction.

Douglas Whitaker, University of Wisconsin-Stout

whitakerdo@uwstout.edu

Douglas Whitaker is an Assistant Professor of Mathematics/Mathematics Education at the University of Wisconsin-Stout. Douglas earned his PhD at the University of Florida, where he worked on the Levels of Conceptual Understanding in Statistics (LOCUS) assessment development project. His current research focus is in the area of statistics education, specifically in-service teacher development and the use, development, and validation of surveys measuring affective constructs.

Anne Wilhelm, Southern Methodist University

awilhelm@smu.edu

Anne Garrison Wilhelm is an Assistant Professor of Mathematics Education at Southern Methodist University.  She studies mathematics teacher learning and practice.  Annie is particularly interested in understanding supports for mathematics teachers on the job.  This interest often necessitates the development of new measures of teachers’ knowledge, conceptions, and practice—an aspect of the work that Annie thoroughly enjoys.

Lihua Xu, University of Central Florida

nancylhx@gmail.com; lihua.xu@ucf.edu

Dr. Lihua Xu has obtained her doctoral degree from Oklahoma State University in Educational Research, Evaluation, Measurement and Statistics. Her master’s degree is in TESOL/Linguistics from Sun Yun-sen University, China. Her research expertise is in psychometrics, survey design, research methodology, and applied statistics and structural equation modeling. She has published in numerous peer-reviewed academic journals, such as International Journal of Testing,  Journal of Educational Administration, and Studies in Art Education.

Jeremy Zelkowski, The University of Alabama

jzelkowski@ua.edu

Jeremy Zelkowski is an associate professor at The University of Alabama and director of the secondary mathematics education programs.  His works include measurement of pedagogy and knowledge, in addition to programmatic design and effectiveness research in secondary mathematics preparation programs.  Lastly, he provides professional development for teachers to use technologies for teaching mathematics and researches the implementation.