PER Conference 2008 Invited Session Presenters
Eric L. Dey
Eric L. Dey is Associate Professor in the Center for the Study of Higher and Postsecondary Education and Special Advisor to the Dean for Research on Undergraduate Teaching and Learning at the University of Michigan School of Education. Dey's research is concerned with the ways that colleges and universities shape the experiences and lives of students and faculty. The central concern of this work is in identifying the influence that different institutional characteristics (e.g., admissions policies, student quality, curricular requirements, and faculty teaching approaches) have on individuals, and the degree to which these influences are dependent on the evolving context within which the enterprise of higher education operates. His current work falls at the intersection of student interests and faculty practices, and is focused on diversity and technology issues.
Rochelle Gutiérrez' research focuses on equity in mathematics education, race/class/language issues in teaching and learning, effective teacher communities, and social justice. Her current research projects include: teacher community and secondary mathematics teaching in México, developing pre-service teachers' knowledge and disposition to teach powerful mathematics to marginalized students, and the notion of "Nepantla" as it relates to teaching. Dr. Gutiérrez has served as a member of the RAND National Mathematics Study Panel, the National Academy of Sciences' Committee on Increasing Urban High School Students' Engagement and Motivation to Learn, and the board of directors of Society for Advancement of Chicanos and Native Americans in Science (SACNAS). She was awarded a Fulbright fellowship to study secondary mathematics teachers in Zacatecas, México, and is currently part of a PME working group on Transnational/Borderland Research in Mathematics Education. Her work has been published in such journals as Mathematical Thinking and Learning, Journal of Curriculum Studies, Journal for Research in Mathematics Education, American Educational Research Journal, and the Urban Review. Before and throughout graduate school, she taught middle and high school mathematics to adolescents in East San José, California.
Angela Kelly is an Assistant Professor and Coordinator of the Graduate Program in Science Education at Lehman College, City University of New York. She received a B.A. in Chemistry from La Salle University; and M.A., M.Phil., and Ph.D. degrees in Science Education, as well as an Ed.M. degree in Curriculum and Teaching, from Teachers College, Columbia University. She previously taught high school physics and chemistry, and also worked as an industrial chemist. While developing her teaching practice, she implemented pedagogical strategies that promoted physics accessibility to a broader range of students. This experience greatly influenced her current research, which examines inequities in physics opportunities for urban youth. This year, she has published findings in The Physics Teacher, and she recently presented her work on Capitol Hill, and at NARST, AERA, the Acoustical Society of America, the AIP Liaison Committee on Underrepresented Minorities, and the National Association of Black Physicists. She resides in South Orange, NJ, with her husband and five children.
Danny Martin is an Associate Professor at the University of Illinois at Chicago where he holds a joint appointment in the College of Education and the Department of Mathematics, Statistics, and Computer Science. Martin is currently Chair of the Department of Curriculum and Instruction in the College of Education. His primary research area is mathematics education with a particular focus on African American learners. He publishes on topics ranging from race, identity, socialization, and policy in mathematics education. He teaches mathematics content and methods courses in the undergraduate elementary education program and mathematics education courses in the Ph.D. program in Curriculum and Instruction. Prior to coming to UIC, Martin was Instructor and Professor in the Department of Mathematics at Contra Costa College for 14 years and Chair from 2001-2004. He was a National Academy of Education/Spencer Foundation Postdoctoral Fellow from 1998-2000. He is author of the book Mathematics Success and Failure Among African Youth, published in 2000 (Erlbaum), and editor of the forthcoming book Mathematics Teaching, Learning, and Liberation in African American Contexts (Routledge).
Kathryn Scantlebury is a professor in the Department of Chemistry and Biochemistry and Coordinator for Secondary Science Education in the College of Arts and Sciences at the University of Delaware. She taught high school chemistry, science, and mathematics before completing her doctorate at Purdue University. Her research interests focus on equity issues, especially related to gender, in various aspects of science teacher education, including urban education, preservice teacher education, and teachers’ professional development. Dr. Scantlebury serves on the editorial boards of Cultural Studies of Science Education and Research in Science Education and is co-editing a book on women in science education.
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York. Among many awards he has received are The Distinguished Contributions to Science Education through Research Award from NARST (2007) and the Distinguished Teaching Scholar Award from NSF (2004 ). He does research on teaching and learning science in urban schools. He edited Teaching and Learning Science; Doing Educational Research (with Joe Kincheloe); and Improving Urban Science Education (with Rowhea Elmesky and Gale Seiler). With Wolff-Michael Roth he co-authored Teaching to Learn and The culture of science education: Its history in person. Ken has supervised more than 40 doctoral students in science education and maintains active collaborative links with them. Also, he collaborates actively with numerous post docs and junior colleagues with the goal that they too will become mentors for new science educators—taking seriously a responsibility to expand the infrastructure to support high quality science education.