MSE Faculty and Student Scholarly Influences

The sortable table below provides information on the scholarly influences on our faculty and students in the Mathematics and Science Education Ph.D. program at MTSU.

Name MSE
Concentration		 Role in 
Program		 Articles, Books, or Book Chapters That Influence My Work Professional Conferences of Interest
Jennifer Seat MATHEMATICS  Student
  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge University Press.
  • Lampert, M. (2009). Learning Teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34.
  • Horn, I. S., & Campbell, S. S. (2015). Developing pedagogical judgment in novice teachers: Mediated field experience as a pedagogy for teacher education. Pedagogies: An International Journal, 10(2), 149–176.
  • PME-NA
  • NCTM
  • TMATYC 
  • MSERA
Jennifer Lovett MATHEMATICS Faculty 
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
  • AMTE
  • PME-NA
  • USCOTS
  • ICOTS
cindi smith-walters  BIOLOGY Faculty
  • Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Harvard University Press.
  • Broda, H. W. (2011). Moving the classroom outdoors: Schoolyard-enhanced learning in action. Portland, Me: Stenhouse Publishers.
  
  • NSTA - National Science Teachers Association
  • ASTE - Association for Science Teacher Education
  • TEEA - TN Environmental Education Association
  • TSTA - TN Science Teachers Association
Gregory T. Rushton  CHEMISTRY Faculty  
  • NARST
  • ACS
  • ESERA
Tasha Frick CHEMISTRY  Student 
  • Meltzer, D.N. (2003) Mind. In Handbook of Symbolic Interactionism (pp. 253-266). Walnut Creek, CA: AltaMira Press.
  • Reeves, T. D., Marbach-Ad, G., Miller, K. R., Ridgway, J., Gardner, G. E., Schussler, E. E., & Wischusen, E.W. (2016) A conceptual framework for graduate teaching assistant professional development evaluation and research. Life Sciences Education, 15, 1-9
  • Appleton, K. (1993). Using theory to guide practice: Teaching science from a constructivist perspective. School Science and Mathematics, 93(5), 269-274.
  • NSTA (National Science Teachers Association)
  • MSERA (MidSouth Educational Research Association)
  • BCCE (biannual conference of chemistry education)
  • NARST National Association of Research in Science Teaching
Sarah Bleiler-Baxter MATHEMATICS  Faculty
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Amit, M., & Fried, M. N. (2005). Authority and authority relations in mathematics education: A view from an 8th grade classroom. Educational Studies in Mathematics, 58(2), 145-168.
  • Conference on Research on Undergraduate Mathematics Education (RUME)
  • Association of Mathematics Teacher Education (AMTE)
Gardner, Grant  BIOLOGY  Faculty
  • Reeves, et al. (2016). A conceptual framework for graduate teaching assistant professional development evaluation and research. CBE-Life Sciences Education, 15(2), Essay 2. Schussler, et al. (2015). Preparing biology graduate teaching assistants for their roles as instructors: An assessment of institutional approaches. CBE-Life Sciences Education, 14(3), Article 1.
  • Society for the Advancement of Biology Education Research
  • National Association for Research in Science Teaching
  • National Association of Biology Teachers
 Barker, Heather  INTERDISCIPLINARY  Student  
  •  NSTA
  • ASTE
  • Would like to attend NCTM
Google, Angela INTERDISCIPLINARY  Student
  • Bransford, J. (2000) How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.
  • Chi, M. & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219-243.
  • Dauer, J. & Long, T. (2015). Long-term conceptual retrieval by college biology majors following model-based instruction. Journal of Research in Science Teaching, 52, 1188-1206.
  • NARST
  • TSTA
  • NSTA
  • NABT
 Napoleon-Fanis, Velta  BIOLOGY  Student
  • Brownlee, J., Schraw, G., & Berthelsen, D. (Eds.). (2012). Personal epistemology and teacher education. Routledge.
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational research, 67(1), 88-140.
  • Merk, S., Rosman, T., Muis, K. R., Kelava, A., & Bohl, T. (2018). Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology. Learning and Instruction, 56, 84-97.
  • Association of Science Teacher Education
  • National Science Teacher Association