ࡱ> gidef 8bjbj ;>`` e!e!e!e!e!y!y!y!8!\ %Dy!OQ&-'C'C'C'(\z)l)8OOOOOOO$T:WxAO9e!*((**AOe!e!C'C'zO...*Fe!C'e!C'O.*O..}?1A8Fd*I@OO0Oc@W,W4EAEAWe!D8 **.*****AOAO-***O****W*********Y + : Sarah Theule Lubienski Department of Curriculum and Instruction School of Indiana University W.W. Wright Building, 201 N. Rose Ave. Bloomington, IN 47405 Stlubien@iu.edu  EDUCATION Ph.D.  1996  Michigan State University, East Lansing, MI Major: Curriculum, Teaching and al Policy Emphasis area: Mathematics M.S. 1991Michigan State University, East Lansing, MI Major: Mathematics B.S. 1989 Northern Michigan University, Marquette, MI Major: Mathematics/Secondary Received Secondary Teaching CertificationACADEMIC POSITIONS 2023- 2018-2023 2017- Executive Associate Dean, School of , Indiana University, Bloomington Associate Dean for Graduate Studies, School of , Indiana University, Bloomington Professor, Curriculum and Instruction, Indiana University, Bloomington 2014-2015Interim Dean, Graduate College, University of Illinois, Urbana-Champaign. 2012-2014Associate Dean, Graduate College, University of Illinois, Urbana-Champaign. 2010-2017Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign. 2004-2010Associate Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign. 1999-2004Assistant Professor, Curriculum and Instruction, Iowa State University. 1997-1999Assistant Professor, Mathematics Department, Buffalo State College. OTHER PROFESSIONAL APPOINTMENTS 2011 Visiting Scholar, Monash University, Melbourne, Australia 2010 Fulbright Scholar, Dublin City University, Dublin, Ireland ARTICLES Makowski, M. B., Lubienski S. T., Ganley, C. M., Sianturi, I. A. J., Hart, S. A. (under review). Gender differences in computation strategies: Evidence across adolescent and adult samples. AERA Open. Lubienski, S.T., Ganley, C.M, & Makowski, M. (accepted). Boys more likely than girls to take an inventive approach to solve math problems. The Conversation. Makowski, M. B. & Lubienski, S. T. (2023). Classroom data visualization: Tracking individuals during group-centered instruction. al Researcher, 52(3), 164-169. Saclarides, E. S., & Lubienski, S. T. (2021). Teachers mathematics learning opportunities during one-on-one coaching conversations. Journal for Research in Mathematics , 52(3), 257-300. Lubienski, S. T., Ganley, C., Makowski, M. B., & Miller, E. K. , & Timmer, J. D. (2021). Bold Problem Solving: A new construct for understanding gender differences in mathematics problem-solving performance. Journal for Research in Mathematics , 52(1), 12-61 . Lubienski, S. T. & Pinheiro W. A. (2020). Gender and mathematics: What can other disciplines tell us? What is our role? Journal of Urban Mathematics , 13(1), 1-14. Saclarides, E. S., & Lubienski, S. T. (2020). Perverse incentives? A cautionary tale about coaching evaluation. Phi DeltaKappan, 101(6), 47-51. DOI:  HYPERLINK "https://doi.org/10.1177%2F0031721720909594" ttps://doi.org/10.1177/0031721720909594 Lubienski, S. T. (2020). How to review conference proposals (and why you should bother). al Researcher, 49(1), 64-67. DOI: 10.3102/0013189X19890332 Saclarides, E. S., & Lubienski, S. T. (2020). The influence of administrative policies and expectations on coach-teacher interactions. The Elementary School Journal, 120(3), 528-554. DOI:  HYPERLINK "https://doi.org/10.1086/707196" https://doi.org/10.1086/707196 Copur-Gencturk, Y., Thacker, I., Cimpian, J. R., & Lubienski, S. T. (2020). Teachers bias against the mathematical ability of female, Black and Hispanic students. al Researcher, 49(1), 30-43.  HYPERLINK "https://doi.org/10.3102/0013189X19890577" https://doi.org/10.3102/0013189X19890577. Saclarides, E. S., & Lubienski, S. T. (2019). A continuum of coaching supports. The Learning Professional, 40(6).  HYPERLINK "https://learningforward.org/journal/coaching/online-exclusive-a-continuum-of-coaching-supports/" https://learningforward.org/journal/coaching/online-exclusive-a-continuum-of-coaching-supports/ George, C., Saclarides, E. S., & Lubienski, S. T. (2018). A difference of priorities? Why U.S. and international students consider leaving doctoral programs. Studies in Graduate and Postdoctoral , 9(1), 38-57. (Winner of 2019 Emerald Literati Award, Highly Commended Paper). Saclarides,E.S.&Lubienski,S.T. (2018).Tensions in teacher choice and professional development.Phi DeltaKappan, 100(3),55-58. Lubienski, S. T., Miller, E. K., & Saclarides, E. S. (2018). Sex differences in doctoral student publication rates.al Researcher, 47(1), 76-81. Ruud, C.M., Saclarides, E. S., George-Jackson, C. E., and Lubienski, S. T. (2018). Tipping points: Doctoral students and consideration of departure. Journal of College Student Retention: Research, Theory & Practice, 20(3), 286-307. Cimpian, J. R., Lubienski, S. T., Timmer, J. D., Makowski, M. B., & Miller, E. K. (2016). Have gender gaps in math closed? Achievement, teacher perceptions, and learning behaviors across two ECLS-K cohorts. AERA Open,2(4), 1-19, DOI:10.1177/2332858416673617. Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest and performance: Examining gender patterns and reciprocal relations. Learning and Individual Differences, 47 (April), 182-193. Lubienski, S. T., Hug, B., & Copur-Gencturk, Y. C. (2014). Lessons from a Math-Science Partnership. Teacher and Practice, 27(2/3), 316-331. Robinson-Cimpian, J. P., & Lubienski, S. T., Ganley, C. M. & Copur-Gencturk, Y. (2014). Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262-1281. Robinson-Cimpian, J. P., & Lubienski, S. T., Ganley, C. M. & Copur-Gencturk, Y. (2014). Response to commentaries on Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(6), 1840-1844. Copur-Gencturk, Y. C., Hug, B. & Lubienski, S. T. (2014). The effects of a masters program on teachers science instruction: Results from classroom observations, teacher reports, and student surveys. Journal for Research in Science Teaching, 51(2), 219-249. Lubienski, S. T., Robinson, J. P. Crane, C. C. & Ganley, C. M. (2013). Girls and boys mathematics achievement, affect and experiences: Findings from ECLS-K. Journal for Research in Mathematics , 44(4), 634-645. Copur-Gencturk, Y. C., & Lubienski, S. T. (2013). Measuring mathematics knowledge for teaching: A longitudinal study using two measures. Journal of Mathematics Teacher , 16(3), 211-236. Lubienski, C., Lubienski, S.T., & Linick, M. (2012). Are private schools more effective? New evidence from the United States. Problemy Wczesnej Edukacji/Issues in Early , 2 (17), 39-58. Lubienski, S. T. (2011). Mathematics education and reform in Ireland: An outsiders analysis of Project Maths. Bulletin of the Irish Mathematical Society, 67. 27-55. Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American al Research Journal, 48(2), 268-302. Lubienski, S. T. & Crane, C. C. (2010). Beyond free lunch: Which family background measures matter? Policy Analysis Archives, 18(1),  HYPERLINK "http://epaa.asu.edu/ojs/article/view/756" http://epaa.asu.edu/ojs/article/view/756. Lubienski, C., Weitzel, P., & Lubienski, S. T. (2009). Is there a consensus on school choice and achievement? Advocacy research and the emerging political economy of knowledge production. al Policy, 23(1), 161-193. Lubienski, S. T., Lubienski, C., & Crane, C. C. (2008). Achievement differences among public and private schools: The role of school climate, teacher certification and instruction. American Journal of , 151(1), 97-138. Lubienski, S. T. (2008). On gap gazing in mathematics education: The need for gaps analyses. Journal for Research in Mathematics , 39(4), 350-356. Lubienski, S. T. & Gutirrez, R. (2008). Bridging the gaps in perspectives on equity in mathematics education. Journal for Research in Mathematics , 39(4), 365-371. Lubienski, C., Crane, C., & Lubienski, S. T. (2008). What do we know about school effectiveness? Academic gains in public and private schools. Phi Delta Kappan, 89(9), 689-695. Lubienski, S. T. (2007). What we can do about achievement disparities. al Leadership, 65(3), 54-59. Hill, H. C. & Lubienski, S. T. (2007). Teachers mathematics knowledge for teaching and school context: A study of California teachers. al Policy, 21(5), 747-768. Lubienski, C., & Lubienski, S. T. (2007). Is private preschool worth the money? (Invited Commentary), Teachers College Record [Online],  HYPERLINK "http://www.tcrecord.org/Content.asp?ContentId=13095" http://www.tcrecord.org/Content.asp?ContentId=13095. Lubienski, C. & Lubienski, S. T. (2006). Charter schools, academic achievement and NCLB. Journal of School Choice, 1(3), 55-62. Lubienski, S.T. (2006). Examining instruction, achievement, and equity with NAEP mathematics data. Policy Analysis Archives, 14(14). http://epaa.asu.edu/epaa/v14n14. Lubienski, S.T., & Lubienski, C. (2006). School sector and academic achievement: A multi-level analysis of NAEP mathematics data. American al Research Journal, 43(4), 651-698. Herbel-Eisenmann, B., Lubienski, S. T. & Id-Deen, L. (2006). Reconsidering the study of mathematics instructional practices: The importance of curricular context in understanding local and global teacher change. Journal of Mathematics Teacher , 9(4), 313-345. Lubienski, S. T. & Lubienski, C. (2006). What NAEP can tell us about school achievement. Week, 25(26) 28, 30. McGraw, R., Lubienski, S. T., & Strutchens, M. E. (2006). A closer look at gender in NAEP mathematics achievement and affect data: Intersections with achievement, race and socio-economic status. Journal for Research in Mathematics , 37(2), 129-150. Lubienski, C. & Lubienski, S. T. (2005). Private-ization and school effects: Time to revisit the public-private school question? Teachers College Record [Online]. Date Published: September 09, 2005 HYPERLINK "http://www.tcrecord.org/Home.asp"http://www.tcrecord.org ID Number: 12166. Lubienski, S. T. & Lubienski, C. (2005). A new look at public and private schools: Student background and mathematics achievement. Phi Delta Kappan, 86(9), 696-699. Lubienski, S. T. (2004). Traditional or Standards-based mathematics? The choices of students and parents in one district. Journal of Curriculum and Supervision, 19(4), 338-365. Lubienski, S. T. (2003). Celebrating diversity or denying disparities: A critical assessment. al Researcher, 32(8), 30-38. Lubienski, S. T. (2002). A closer look at black-white mathematics gaps: Intersections of race and SES in NAEP achievement and instructional practices data, Journal of Negro , 71(4), 269-287. Lubienski, S. T. (2002). Research, reform and equity in mathematics education. Mathematical Thinking and Learning, 4(2/3), 103-125. Lubienski, S. T. (2001). The problem with real world problems. Dialogues 4(1), Reston: National Council of Teachers of Mathematics. Lubienski, S. T., & Bowen, A. (2000). Whos counting? A survey of mathematics education research 1982-1998. Journal for Research in Mathematics , 31(5), 626-633. Lubienski, S. T. (2000). A clash of class cultures? Students' experiences in a discussion-intensive seventh-grade mathematics classroom. Elementary School Journal, 100(4), 377-403. Lubienski, S. T. (2000). Problem solving as a means toward "mathematics for all": An exploratory look through a class lens. Journal for Research in Mathematics , 31(4), 454-482. Lubienski, S. T. (1999). Perspectives on problem-centered mathematics teaching. Mathematics Teaching in the Middle School, 5(4)250-255. BOOKS Lubienski, C. & Lubienski, S.T. (2014). The public school advantage: Why public schools outperform private schools. University of Chicago Press. (Winner, 2015 PROSE award in Theory, Association of American Publishers). BOOK CHAPTERS Lubienski, S. T. & Ganley, C. M. (2017). Research on gender and mathematics. In J. Cai (Ed.) Compendium for research in mathematics education (pp 649-666). Reston: National Council of Teachers of Mathematics. Lubienski, S. T. (2017). Large-Scale International Datasets: What we can and cannot learn from them, and how we could learn more. In J. W. Son, T. Watanabe & J. J. Lo (Eds.) What matters?: Research trends in international comparative studies in mathematics education (pp. 385-392). Cham: Springer. Lubienski, C., & Lubienski, S.T. (2016). Reconsidering choice, competition and autonomy as the remedy in American education. In W. Mathis & T. Trujillo, The neo-liberal education reforms (pp. 365-391). Charlotte, NC: Information Age Publishers. Leder, G. & Lubienski, S. T. (2015). Large-scale test data: Making the invisible visible. In A. Bishop, H. Tan & P. Sullivan (Eds.) Diversity in mathematics education: Towards inclusive practices (pp. 17-40). Cham: Springer. Lubienski, S. T. (2012). Commentary on Kaiser, Hoffstall and Orschulik, Gender role stereotypes in the perception of mathematics results of an empirical study with secondary students in Germany. In H. Forgasz & F. Rivera (Eds.) Towards equity in mathematics education: Gender, culture and diversity (pp. 141-144). New York: Springer. Lubienski, S. T., & Crockett, M. (2007). NAEP mathematics achievement and race/ethnicity. In P. Kloosterman and F. Lester (Eds.) Results and interpretation of the 2003 math assessment of NAEP (pp. 227-260). Reston: National Council of Teachers of Mathematics. McGraw, R., & Lubienski, S. T. (2007). 2003 NAEP mathematics findings regarding gender. In P. Kloosterman and F. Lester (Eds.) Results and interpretation of the 2003 math assessment of NAEP (pp. 261-287). Reston: National Council of Teachers of Mathematics. Lubienski, S. T. (2007). Research, reform and equity in mathematics education. In N. S. Nasir & P. Cobb [Eds.] Improving access to mathematics: Diversity and equity in the classroom (pp. 10-23). New York: Teachers College Press. Lubienski, S. T. (2004). Decoding mathematics instruction: A critical examination of an invisible pedagogy. In J. Muller, A. Morais, & B. Davies (Eds.) Reading Bernstein, researching Bernstein (pp. 108-122). London: RoutledgeFalmer. Lubienski, S. T., McGraw, R., & Strutchens, M. (2004). NAEP findings regarding gender: Mathematics achievement, student affect, and learning practices. In P. Kloosterman, & F. K. Lester, Jr. (Eds.) Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of al Progress (pp. 305-336). Reston, VA: National Council of Teachers of Mathematics. Strutchens, M., Lubienski, S. T., McGraw, R. & Westbrook, S. K. (2004). NAEP findings regarding race/ethnicity: Students performance, school experiences, attitudes/beliefs and family influences. In P. Kloosterman., & F. K. Lester, Jr. (Eds.) Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of al Progress (pp. 269-304). Reston, VA: National Council of Teachers of Mathematics. Lubienski, S. T. (2003). Is our teaching measuring up? Race-, SES-, and gender-related gaps in measurement achievement. In D. Clements (Ed.) Learning and teaching measurement, Peer-reviewed yearbook of the National Council of Teachers of Mathematics (pp. 282-292). Reston: National Council of Teachers of Mathematics. Lubienski, S. T. & Stilwell, J. (2003). Teaching low-SES students mathematics through problem solving: Tough issues, promising strategies, and lingering dilemmas. In H. Schoen & R. I. Charles (Eds.) Teaching mathematics through problem solving: 6-12 (pp. 207-218). Reston, VA: National Council of Teachers of Mathematics. Lubienski, S. T. (2002). Good intentions were not enough: Lower SES students struggles to learn mathematics through problem solving. In J. Sowder & B. Schappelle (Eds.) Lessons learned from research (pp. 171-177). Reston, VA: National Council of Teachers of Mathematics. Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers mathematical knowledge. In V. Richardson (Ed.) Handbook of research on teaching (4th edition, pp. 433-456). New York: Macmillan. Lubienski, S. T. (1997). Class matters: A preliminary excursion. In J. Trentacosta & M. J. Kenney (Eds.) Multicultural and gender equity in the mathematics classroom: The gift of diversity, Peer-reviewed yearbook of the National Council of Teachers of Mathematics (pp. 46-59). Reston: National Council of Teachers of Mathematics. OTHER PUBLICATIONS Copur-Gencturk, Y., Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2020). Unconscious bias in the classroom: How cultural stereotypes affect teachers assessments of students math abilities. Invited blog post for ARISE: Advancing Research & Innovation in the STEM of Preservice Teachers in High-Need School Districts, AAAS, May 27, 2020.  HYPERLINK "https://aaas-arise.org/2020/05/27/unconscious-bias-in-the-classroom-how-cultural-stereotypes-affect-teachers-assessment-of-students-math-abilities/" https://aaas-arise.org/2020/05/27/unconscious-bias-in-the-classroom-how-cultural-stereotypes-affect-teachers-assessment-of-students-math-abilities/ Lubienski, S. T. (2018). Are American kids happy in school? New data tells a surprising story. Guest Blog for V. Strauss The Answer Sheet. Washington Post, May 29, 2018. Lubienski, C. & Lubienski, S. T. (2017). Student vouchers arent working. Heres why. Week, June 16, 2017. http://www.edweek.org/ew/articles/2017/06/16/student-vouchers-arent-working-heres-why.html Miller, E., Makowski, M. Copur-Gencturk, Y., & Lubienski S. T. (2017). Large-Scale Data, Big Possibilities: A Review ofLarge-Scale Studies in Mathematics .Journal for Research in Mathematics , 48(2), 224-118. Ganley, C. & Lubienski, S. (2016). What can we do about gender differences in math? Teaching Children Mathematics blog. National Council of Teachers of Mathematics, May 23, 2016.  HYPERLINK "http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-Can-We-Do-about-Gender-Differences-in-Math_/" http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/What-Can-We-Do-about-Gender-Differences-in-Math_/ Ganley, C. & Lubienski, S. (2016). Current research on gender differences in math. Teaching Children Mathematics blog. National Council of Teachers of Mathematics, May 9, 2016.  HYPERLINK "http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Current-Research-on-Gender-Differences-in-Math/" http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Current-Research-on-Gender-Differences-in-Math/ Rudd, C., Huang, W., Buttlar, W. and Lubienski, S. T. (2015).The Future of MOOCs in Research Universities. A White Paper Summary of Discussions at the Workshop Strategic Integration of MOOCs in Research Universities. Project Report to NSF Award # 1348820. Champaign, IL. Lubienski, S. T. (2015). What the drop in NAEP math scores tells us about Common Core and NAEP. Guest Blog for V. Strauss The Answer Sheet. Washington Post, November 4, 2015. Lubienski, S. T. (2015). Review of The Hidden Value of Curriculum Reform. Boulder, CO: National Policy Center. Available at  HYPERLINK "http://nepc.colorado.edu/thinktank/review-curriculum" http://nepc.colorado.edu/thinktank/review-curriculum. Lubienski, S. T., Crane, C. C., & Robinson, J. P. (2011). A longitudinal study of gender and mathematics using ECLS data, Final report (grant #R305A080147) submitted to the National Center for Research, Institute of Sciences, Washington, DC. Available from the author. Lubienski, C. & Lubienski, S. T. (2006). On the public-private school achievement debate. Policy Studies Laboratory, Policy Research Unit, Arizona State University. (Report #EPSL-0608-207-EPRU, available at  HYPERLINK "http://epsl.asu.edu/epru/ttreviews/EPSL-0608-207-EPRU.pdf" http://epsl.asu.edu/epru/ttreviews/EPSL-0608-207-EPRU.pdf) Lubienski, C., & Lubienski, S. T. (2006). Charter, Private, Public Schools and Academic Achievement: New Evidence from NAEP Mathematics Data. New York: National Center for the Study of Privatization in , Teachers College, Columbia University. Lubienski, C., & Lubienski, S. T. (2005). Re-examining a primary premise of market theory:An analysis of NAEP data on achievement in public and private schools. New York: National Center for the Study of Privatization in , Teachers College, Columbia University. Lubienski, S. T., Camburn, E., & Shelley, M. C. (2004). Reform-oriented mathematics instruction, achievement, and equity: Examinations of race and SES in 2000 Main NAEP Data. Report submitted to the National Center for Statistics, Washington, DC. WORKS SELECTED FOR RE-PUBLICATION Lubienski, C., & Lubienski, S. T. (2013). The Public School Advantage: Why Public Schools Outperform Private Schools. Stanford Social Innovation Review. (Excerpt of: Lubienski, C., & Lubienski, S. T. (2014). The Public School Advantage: Why Public Schools Outperform Private Schools. Chicago, IL: University of Chicago Press.) Lubienski, C. & Lubienski, S. T. (2006). Conventional wisdom proves wrong: Public schools outperform private and charter schools. American Educator, Spring 2006, 5. (Excerpted from our report, Charter, private, public schools and academic achievement: New evidence from NAEP mathematics data. National Center for the Study of Privatization in , Teachers College, Columbia University.) EXTERNAL FUNDING Cimpian, A., Cimpian, J. R., Lubienski, S. T., Cheryan, S. (2020-2024). Boys have it; girls have to work for it: The development and consequences of gender stereotypes about natural ability vs. effort in mathematics. Institute of Sciences, $1,400,000. [NYU Primary, IUB portion $46,000] Villamil, M., Rodriguez-Zas, S., Geddes, P., Riggins, C., & Lubienski, S. T. (2015-2019). Multicultural Investigators Nurtured in Data Science (MINDS) in Agriculture Program. USDA National Institute of Food and Agriculture, Higher National Needs Fellowships Program, $246,000. Adesida, A., Lubienski, S., Zerai, A., Buttlar, B., Cooper, L., Laugesen, R., & Van der Donk, W. (2015-2018). Making Way for a New Generation in STEM: A Proposal for the Illinois Sloan University Center of Exemplary Mentoring. Alfred P. Sloan Foundation, $1,000,000. Lubienski, S. T. (PI as Graduate College Interim Dean, 2014-15). Graduate Research Fellowship Program at the University of Illinois. National Science Foundation, $16,200,649. Lubienski, S. T. (PI as Graduate College Interim Dean, 2014-15). Sandia National Laboratories Excellence in Science and Engineering Research Program Fellowships, $295,000. Dutta, D. & Lubienski, S. T. (2013-2015). Enhancing Student Financial at Illinois. Council of Graduate Schools, $40,000. Buttlar, B., Huang, W., & Lubienski, S. T. (2013-2015). Strategic Integration of MOOCs into Graduate and Professional STEM Programs in 21st Century Research Universities. National Science Foundation, $299,878. Lubienski, S. T., Baroody, A., & Robinson, J. P. (2010-2016). Postdoctoral Research Program in Mathematics . Institute of Sciences, $655,000. Lubienski, S. T. (2010). A Study of Mathematics Instructional Reform in Ireland. US Fulbright Scholar Award, J. William Fulbright Foreign Scholarship Board. US Department of State, $23,000. Hug, B. & Lubienski, S. T. (2007-2012). Mathematics Science Partnership: Sense-Making in Science and Mathematics. Illinois State Board of , $1,000,000. Lubienski, S. T. (2008-2011). A Longitudinal Study of Gender and Mathematics Using ECLS-K Data. Institute of Sciences, $314,367. Lubienski, S.T. & Lubienski, C. (2005-2006). A New Look at School Type, Mathematics Achievement and Equity. Institute for Sciences, National Center for Statistics, $100,000. Lubienski, S.T. & Shelley, M. C. III (2002-2004). A Closer Look at Mathematics Achievement and Instructional Practices: Examinations of Race, SES, and Gender in a Decade of NAEP Data. National Center for Statistics, $99,929. Andre, T., Clough, M., Davis, N., Hand, B., Lubienski, S. T., Olson, J., & Sharp, J. (2002-2003). Recruiting, Educating, Inducting, Supporting and Retaining Mathematics and Science Teachers to Improve the Quality of Mathematics, Science and Technology for K-12 Students in the 21st Century. U.S. Department of (OERI Fund for the Improvement of Program), $150,000. Andre, T., Clough, M., Davis, N., Hand, B., Lubienski, S. T., Olson, J., & Sharp, J. (2001-2002). Recruiting, Educating, Inducting, Supporting and Retaining Mathematics and Science Teachers to Improve the Quality of Mathematics, Science and Technology for K-12 Students in the 21st Century. U.S. Department of (OERI Fund for the Improvement of Program), $249,698. INTERNAL FUNDING Lubienski, S. T. (2008-2009). A Longitudinal Analysis of Mathematics Achievement in Public and Private Schools. Campus Research Board, University of Illinois at Urbana-Champaign, $9,625. Lubienski. S. T. (2007-2008). Social Class Influences on Academic Achievement: A Longitudinal Examination of ECLS-K. Faculty Fellows Program, Bureau of al Research, College of , University of Illinois at Urbana-Champaign, $20,000. Lubienski, S. T. & Lubienski, C. (2007). Graduate Research Assistantship Support, Bureau of al Research, College of , University of Illinois at Urbana-Champaign, $6,000. Lubienski, S.T. (2000-2003). Summer Research Fellowships, College of , Iowa State University, total of $25,000. Lubienski, S.T. (2003). Grant Proposal Development Fellowship, Interdisciplinary Research Institute for Survey Science (IRISS), Iowa State University, $5300. PUBLISHED CONFERENCE PAPERS Saclarides, E. S., & Lubienski, S. (2018). Wheres the math?: A study of coach-teacher talk during modeling and co-teaching. Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics . Greenville, SC. Lubienski, S. T. (2015). Gender and mathematics education in the United States. Proceedings of the 12th International Congress on Mathematics (165-169), Seoul, Korea: Springer. Lubienski, S. T. & Parimi P. (2009). Reforming instruction to promote mathematics for all students: Research from the United States. Proceedings of the International Conference on al Leadership [CD-ROM], Bangalore, India, Indian Institute of Management. Shelley, M. C. & Lubienski, S. T. (2005). Do NCTM reform practices matter? Predicting precollege student mathematics achievement using NAEP 2000 data. 2004 Proceedings of the American Statistical Association, Section on Social Statistics [CD-ROM], Alexandria, VA, American Statistical Association, 2363-2368. Herbel-Eisenmann, B., Lubienski, S. T. & Id-Deen, L. (2004). One teacher, two curricula: How and why does her pedagogy vary? In D. E. McDougall & J. A. Ross (Eds.) Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics (pp. 901-908), Toronto: Ontario Institute for Studies in . Lubienski, S. T. & Shelley, M. C. (2003). A closer look at U.S. mathematics instruction and achievement: Examinations of race and SES in a decade of NAEP data. Paper presented at the American al Research Association, Chicago. (Published in ERIC, document number ED476468.) Lubienski, S. T. (2002). Are we achieving mathematical power for all? A decade of national data on instruction and achievement. Paper presented at the American al Research Association, New Orleans. (Published in ERIC, document number ED463166.) Lubienski, S. T. (2002). Traditional or problem-centered mathematics? The choices of students and parents in one district. Paper presented at the American al Research Association, New Orleans. (Published in ERIC, document number ED463165.) Lubienski, S. T. (2001). A second look at mathematics achievement gaps: Intersections of race, class and gender in NAEP data. Paper presented at the American al Research Association, Seattle. (Published in ERIC, document number ED454246.) Lubienski, S. T. (2001). Class, ethnicity, culture, and mathematical problem solving. Paper presented at the American al Research Association, Seattle. (Published in ERIC, document number ED460861.) Lubienski, S. T. (2001). Are the NCTM Standards reaching all students? An examination of race, class, and instructional practices. Paper presented at the American al Research Association, Seattle. (Published in ERIC, document number ED460862.) Lubienski, S. T. (1999). Whats hot? Whats not? A survey of mathematics education research. Paper presented at the annual meeting of the American al Research Association, Montreal. (Published in ERIC, document number ED429847) Lubienski, S. T. (1998). Problem solving as a means toward "mathematics for all": A look through a class lens. Paper presented at the annual meeting of the American al Research Association, San Diego. (Published in ERIC, document number ED425058.) Lappan, G., & Theule-Lubienski, S. (1992). Training teachers or educating professionals? What are the issues, and how are they being resolved? In Robitaille, D., Wheeler, D., and Kieran, C. (Eds.), Selected Lectures from the 7th International Congress on Mathematical , Quebec, (pp. 249-261), Quebec City, Quebec: Les Presses de lUniversite Laval. INVITED ADDRESSES Lubienski, S.T. (2023). Mathematics , Equity and Reform:Good Intentions, Recurrent Tensions. Invited colloquium presentation, Teachers College, Columbia University. Lubienski, S.T. (2019). Forging a research path in mathematics education: One scholars decisions, discoveries and detours. Keynote address at the Indiana Mathematics Research Symposium. Indianapolis, IN. Lubienski, C., & Lubienski, S.T. (2018). The public school advantage. Sponsored by the College of , The College of Humanities and Social Sciences, and The Poole College of Management. North Carolina State University. Lubienski, S.T. (2017). Mathematics instruction, achievement and equity in the U.S.: what can (and cant) national data tell us about recent trends? Mesa Colloquium Series, University of Georgia, Athens, GA. Lubienski, S.T. (2017). Trends in U.S. mathematics instruction, achievement and equity:What can (and can t) national data tell us? University of Alabama Mathematics Department, Tuscaloosa, AL. Lubienski, S. T., & Lubienski, C. (2017).How America'scurrentreformagenda could reverse decades of progress in mathematics education . The National Council of Teachers of Mathematics Research Conference, San Antonio, TX, April 3-5. Lubienski, C., & Lubienski, S.T. (2017). Does school choice improve opportunities for children? Town Hall Meeting sponsored by Nevada State Association, Nevada ACLU and others, Las Vegas, NE. Lubienski, S.T. (2016). What research questions can we address with NAEP? Institute of Sciences Principal Investigator Meeting, Washington, DC. Lubienski, S.T. (2016). Substantive research topics that can and should be addressed using NAEP data. Expert Advisory Panel Meeting, NAEP Analysis Research Program, Washington, DC. Lubienski, S. T. (2015). Using national datasets to study equity in mathematics education: Strengths, limits and cautions. Mathematics Colloquium Series, University of Maryland, College Park, MD. Lubienski, S. T. (2015). Using NAEP to study equity: Strengths, weaknesses and cautions. NAEP Research Special Interest Group of the American al Research Association. Chicago, IL. Lubienski, C., & Lubienski, S. T. (2013). The public school advantage: Why privatization doesnt always work. Invited Lecture to the Justice Project, Danville Correctional Center, Danville, IL. Lubienski, S. T. (2011). Mathematical power for all students? The politics, purposes, and results of U.S. mathematics education reforms. Northern Michigan University Mathematics Department Colloquium, Marquette, Michigan (delivered via Skype). Lubienski, S. T. (2011). Two decades of striving for mathematical power for all: Struggles and successes of U.S. education reformers. University of Waikato, Hamilton, New Zealand. Lubienski, S. T. (2011). Mathematical power for all students? The politics, purposes, and results of U.S. mathematics education reforms. Faculty of , Monash University, Melbourne, Australia. Lubienski, S. T. (2010). Irish mathematics instruction and Project Maths: An outsiders preliminary perspective. Dublin City University Mathematics Department, Dublin, Ireland. Lubienski, S. T. (2010). Mathematics instruction in the United States: Some lessons learned from two decades of reform. Mathematics Department of the National University of Ireland Maynooth, Ireland. Lubienski, S. T. (plenary address, 2010). Promoting equity through problem solving: Results from two decades of mathematics instructional reform in the United States. Science and Mathematics Conference (SMEC), Dublin, Ireland. Lubienski, S. T. & Copur, Y. (2009). What do national data tell us about equity in mathematics education? Research Presession of the National Council of Teachers of Mathematics, Washington, DC. Lubienski, S. T. (2008). Better schools or more privileged students? Examining the private school advantage with NAEP and ECLS-K. Invited address, Predoctoral Training Program in al Research, Johns Hopkins University, Baltimore, MD. Lubienski, S. T. (2008). Beyond the usual suspects: In search of a more comprehensive set of SES-related indicators. Faculty Fellows Invited Address, Bureau of al Research, University of Illinois at Urbana-Champaign. Lubienski, C. & Lubienski, S.T. (2007). Revealing research on public versus private school test scores. Annual Summit of the Alliance for Student Achievement, Minneapolis. Lubienski, S. T., & Lubienski, C. (2007). NAEP Mathematics achievement differences in public and private schools: The role of school climate, teacher certification and teaching practices. National Meeting of State NAEP Coordinators (via WebEx). Lubienski, S. T. (invited address of the College of Distinguished Scholar, 2007). Mathematics achievement differences among Public-Private schools: The role of school climate, teacher certification and reform-oriented instruction. Bureau of al Research, University of Illinois at Urbana-Champaign. Lubienski, S. T. (plenary address, 2006). Reflections from a working-class scholar who resists and embraces scholarship in mathematics education. Conference of the Appalachian Collaborative Center for Learning, Assessment and Instruction in Mathematics (ACCLAIM). Newark, OH. Lubienski, S. T. (2005). Mathematics instruction, achievement and equity: Descriptive and HLM analyses of NAEP data. Center for the Study of Mathematics Curriculum Conference, Phoenix, AZ. Lubienski, S. T. (Invited plenary address, 2004). Promoting mathematical power for all students: An honest look at trends and tough issues related to mathematics instructional reform. Rural Workshop of Math in the Middle Institute Partnership, University of Nebraska, Lincoln. Lubienski, S. T. (2003). Race- and SES-related trends in NAEP mathematics data. School of , University of Michigan, Ann Arbor. Lubienski, S. T. (keynote address, 2002). Triumphs, trials and troubling questions: Reflections on a decade of mathematics education reform. Iowa al Research and Evaluation Association, Ames, Iowa. Lubienski, S.T. (2001). Class, culture and mathematical problem solving. College of , University of Texas, Austin. Lubienski, S.T. (1997). The making of the dissertation: Mathematics for all? Examining issues of class in mathematics teaching and learning. College of , Michigan State University, East Lansing SELECTED CONFERENCE PRESENTATIONS Saclarides, E. S., & Lubienski, S. T. (2019). Conditions influencing teacher sense-making during one-on-one coaching. Paper presented at the annual conference of the American al Research Association, Toronto, CA. Copur-Gencturk, Y., Cimpian, J.P., Lubienski, S.T., & Thacker, I., & Plowman, D. (2019). Whats in a name? A study of mathematics teachers implicit bias. Paper presented at the American al Research Association (AERA) Annual Meeting, Toronto, Canada. Saclarides, E. S., & Lubienski, S. (2019). Coaching amid external pressures: The impact of three key district policies on modeling and co-teaching. Paper presented at the annual meeting of the Association of Mathematics Teacher Educators Research Conference, Orlando, FL. Copur-Gencturk, Y., Lubienski S. T. & Cimpian. J. Thacker, I., & Junk. D. (2019). Mathematics teachers implicit biases toward female students and students of color. Paper presented at the Association of Mathematics Teacher Educators (AMTE) Annual Meeting, Orlando. Lubienski, S. T., Ganley, C. M, Makowski, M., Miller, E., & Timmer, J., (2018). Bold problem solving: A new construct for improving mathematics achievement and equity. Presentation at the Joint Seminar on al Research, University of Warsaw, Poland. Lubienski, S. T., Makowski, M., & Miller, E. (2018). Bold problem solving: A new construct for gender equity research. Presentation at the National Council of Teachers of Mathematics Research Conference, Washington, DC. Saclarides, E.S., & Lubienski, S. T. (2018). Exploring the content and depth of coach-teacher talk during modeling and co-teaching. Paper presented at the annual meeting of the American al Research Association, New York, NY. Timmer, J., Ganley, C. M., & Lubienski, S. T. (2018). Can bold problem-solving and spatial skills explain the gender gap in problem-solving performance? Paper presented at the annual meeting of the American al Research Association, New York, NY. Lubienski, S. T., Makowski, M., & Miller, E. (2018). Bold problem solving: A new construct in the pursuit of gender equity. Paper presented at the annual meeting of the American al Research Association, New York, NY. Makowski, M. & Lubienski, S. T. (2018). Using quantitative diagrams to examine curriculum enactment in a developmental math classroom. Paper presented at the annual meeting of the American al Research Association, New York, NY. Lubienski, S. T., Miller, E., Makowski, M., Timmer, J. (2017). Spatial skills, problem solving approaches, and gender gaps in middle school. National Council of Teachers of Mathematics Research Conference, San Antonio, TX. Wen-Hao, D. H. , Ruud, C., & Lubienski, S.T. , & Buttlar, W. (2016). Pillars for innovations: Integrating MOOCs in U.S. research universities. Paper presented at the annual meeting of the Association for al Communications and Technology. Las Vegas. Saclarides, E., George-Jackson, C.E., Ruud, C., & Lubienski, S.T. (2015). Doctoral departure: A comparison of domestic and international students. Paper presented at the annual meeting of the Association for the Study of Higher . November 47, 2015. Denver. Ruud, C., Saclarides, E., George-Jackson, C. E., & Lubienski, S. T. (2015). Tipping points: Doctoral students and consideration of departure. Paper presented at the annual meeting of the Association for the Study of Higher . November 47, 2015. Denver. Copur-Gencturk, Y., Teo, T. W., Lubienski, S. T., & Hug, B. (2014). Relationships among teachers instructional practices within mathematics and science: An investigation of subject-specific differences. Paper presented at the American al Research Association, Philadelphia. Robinson, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers perceptions of students mathematics proficiency may exacerbate early gender gaps in achievement. Paper presented at the annual conference of the Society for Personality and Social Psychology, Austin, TX. Ganley, C. M., Lubienski, S. T., & Crane, C. C. (2013). Gender differences in and reciprocal relations between mathematical confidence, interest, and achievement across development. Paper presented at the Society for Research in Child Development, Seattle. Robinson, J. P., Lubienski, S. T., Ganley, C. M. & Copur-Gencturk, Y. (2013). Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement. Paper presented at the Society for Research in Child Development, Seattle. Purpura, D. J., Ganley, C. M., & Lubienski, S. T. (2012, May). Kindergarten predictors of later mathematics, reading, and science skills. Poster presented at the Association for Psychological Science annual convention, Chicago. Lubienski, S. T., & Ganley, C. M., & Crane, C. C. (2012). Unwarranted uncertainty: Gender patterns in early mathematical confidence, interest and achievement. Paper presented at the American al Research Association, Vancouver. Copur-Gencturk, Y. & Lubienski, S. T. (2012). How do gains in teachers knowledge relate to changes in instruction? A three-year study of mathematics knowledge, beliefs, and teaching. Paper presented at the American al Research Association, Vancouver. Copur-Gencturk, Y. & Lubienski, S. T. (2012). What different teacher knowledge measures tell us about teachers mathematical knowledge for teaching. Poster presented at the American al Research Association, Vancouver. Robinson, J. P., Lubienski, S. T., & Copur-Gencturk, Y. (2012). Gender-biased perceptions fuel early mathematics gender gap. Paper presented at the American al Research Association, Vancouver. Copur-Gencturk, Y. & Lubienski, S. T. (2012). A longitudinal comparison of teacher gains on two mathematics content knowledge measures: LMT and DTAMS. Association of Mathematics Teacher Educators, Fort Worth. Copur-Gencturk, Y., Hug, B., & Lubienski, S. (2012). Examining changes in teachers practices in science. Presentation at the U.S. Department of Mathematics and Science Partnerships Program Regional Conference, New Orleans. Robinson, J. P., Lubienski, S. T., & Copur-Gencturk, Y. (2011). The effects of teachers gender-stereotypical expectations on the development of the math gender gap. Presentation at the Society for Research on al Effectiveness, Washington, DC. Copur, Y. & Lubienski, S. T. (2011) Assessing teachers mathematical knowledge. Presentation at the Research Presession of the National Council of Teachers of Mathematics, Indianapolis. Robinson, J. P., Lubienski, S. T., & Copur, Y. (2011). Teacher expectations and the early development of gender gaps in math. Paper presented at the annual conference of the Association for Finance and Policy, Seattle, WA. Lubienski, S. T., Crane, C. & Robinson, J. P. (2010). Gender and mathematics experiences, achievement and affect: A Study of ECLS-K Data. Presentation at the Institute of Sciences Research Conference, National Harbor, MD. Lubienski, S. T., Robinson, J. P., & Crane, C. (2010). U.S. gender differences at home and school. Parenting practices, teacher assessments, and mathematics achievement. Presentation at the Research Presession of the National Council of Teachers of Mathematics, San Diego. Copur, Y., Hug, B., & Lubienski, S. (2010). Sense-Making in Mathematics and Science: The design and impact of a new masters program for K-8 teachers. Presentation at the U.S. Department of Mathematics and Science Partnerships Program Regional Conference, New Orleans. Lubienski, S. T., Crane, C. & Robinson, J. P. (2009). Are parents and teachers short-changing girls? A study of ECLS-K mathematics data. Paper presented at the Institute of Sciences Research Conference, Washington, DC. Lubienski, S. T., Hug, B., Copur, Y. & Lee, S. (2009). Sense-Making in Mathematics and Science: A new masters program for K-8 teachers. Presentation at the U.S. Department of Mathematics and Science Partnerships Program Regional Conference, Chicago. Lubienski, S. T., & Crane, C. C. (2009). ECLS-K family background variables and school achievement: What's missing from traditional SES measures? Paper presented at the annual meeting of the American al Research Association, San Diego. Lubienski, S. T. & Robinson, J. P. (2009). Who is shortchanged in elementary school? A longitudinal study of math and reading gender gaps in ECLS-K. Paper presented at the annual meeting of the American al Research Association, San Diego. Lubienski, S. T., & Crane, C. C. (2009). Girls' and boys' early home experiences and school mathematics achievement: An exploration using ECLS-K. Paper presented at the annual meeting of the American al Research Association, San Diego. Lubienski, C., Weitzel, P. C., & Lubienski, S. T. (2009). School choice advocacy and research: Toward a new political economy of knowledge production. Paper presented at the annual meeting of the American al Research Association, San Diego. Rosas, M. R. & Lubienski, S. T. (2008). Ethnomathematics: Taking stock of assumptions, theory and research. Paper presented at the annual meeting of the American al Research Association, New York. Lubienski, S. T., Lubienski, C. & Crane, C. C. (2007). Understanding achievement differences in public and private schools: The role of school climate, teacher certification and teaching practices. Paper presented at the annual meeting of the American al Research Association, Chicago. Lubienski, S. T. & Crockett, M. D. (2006). An examination of NAEP mathematics data regarding race/ethnicity: Student achievement, affect, and school/home experiences. Paper presented at the annual meeting of the American al Research Association, San Francisco. Lubienski, C. & Lubienski, S.T. (2006). Charter, private, public schools and academic achievement: New evidence from NAEP mathematics data. Paper presented at the annual meeting of the American al Research Association, San Francisco. Lubienski, S. T. & Rosas, M. R. (2006). Taking stock of race-, SES-, and gender-related trends in NAEP data. National Council of Teachers of Mathematics Annual Meeting, St. Louis. Lubienski, S. T. & Crockett, M.C. (2006). An examination of NAEP mathematics data regarding race/ethnicity. Research Presession of the National Council of Teachers of Mathematics, St. Louis. Lubienski, S. T. & Lubienski, C. (2005). A new look at public versus private schools: An HLM analysis of NAEP mathematics data. Paper presented at the annual meeting of the American al Research Association, Montreal. Herbel-Eisenmann, B., Lubienski, S. T. & Id-Deen, L. (2005). Living in two curricular contexts: Factors influencing mathematics teacher change. Paper presented at the annual meeting of the American al Research Association, Montreal. Lubienski, S. T. (2004). Instruction, achievement and equity: Intersections of race and SES in NAEP data. Paper presented at the annual meeting of the American al Research Association, San Diego. Lubienski, S. T. (2003). Traditional or Standards-based mathematics? Parents choices in one district. Paper presented at the annual meeting of the American al Research Association, Chicago. Lubienski, S. T. (2003). Mathematical power for all: Are we there yet? National Council of Teachers of Mathematics Annual Meeting, San Antonio. Lubienski, S. T. (2003). Weve built itWhy arent they coming? Parents choices between traditional and reformed mathematics in one district. Research Presession of the National Council of Teachers of Mathematics, San Antonio. Shelley, M. C., & Lubienski, S. T. (2003). Mathematics Instruction and Student Achievement: Multilevel Models and Social Structures in NAEP 2000 Data. Poster presented at the American al Research Association, Chicago. Lubienski, S. T. (2002). Research, reform and equity in mathematics education: A Call for a sociocultural approach. Research Presession of the National Council of Teachers of Mathematics, Las Vegas. Lubienski, S. T. (2001). Your guess is as good as mine? Teaching the fundamentals of probability. National Council of Teachers of Mathematics Annual Meeting, Orlando. Lubienski, S. T. (1997). Successes and struggles of striving toward "mathematics for all": A closer look at socio-economic class. Paper presented at the annual meeting of the American al Research Association, Chicago. Lubienski, S. T. (1997). Just shut up and tell us! A class analysis of students' experiences in a "reformed" mathematics classroom. Presentation at the New York Graduate Mathematics Research Conference, Syracuse, NY. Wilson, S. M., Mattson, S., & Theule-Lubienski, S. (1996). The challenges of multiple commitments: The case of the California Mathematics Project. Paper presented at the annual meeting of the American al Research Association, New York. Lubienski, S. T. (1995). Ideas from the Connected Mathematics Project. Workshop at the National Council of Teachers of Mathematics Regional Meeting, Chicago. HONORS Outstanding Reviewer Award, 2022, Journal for Research in Mathematics , National Council of Teachers of Mathematics. Outstanding Reviewer Award, 2020, al Researcher, American al Research Association. Fellow, American al Research Association, 2019-. Outstanding Reviewer Award, 2019, al Researcher, American al Research Association. Outstanding Graduate Teaching Award, 2017, College of , University of Illinois at Urbana-Champaign. Outstanding Reviewer Award, 2016 al Researcher, American al Research Association. Outstanding Reviewer Award, 2010, al Researcher, American al Research Association. Outstanding Reviewer Award, 2008, al Evaluation and Policy Analysis, American al Research Association. UIUCs Incomplete List of Teachers Ranked Excellent by Their Students: 2005-2014 Distinguished Scholar Award, 2006, College of , University of Illinois at Urbana-Champaign. Thomas N. Urban Research Award, 2001, Iowa Academy of /First in the Nation in Foundation. Outstanding Dissertation Award, 1996. College of , Michigan State University. Outstanding al Scholar Fellowship, 1991-1994. College of , Michigan State University. Teaching Assistant of the Year, 1991. Department of Mathematics, Michigan State University. Outstanding Graduating Senior, 1989. Department of Mathematics and Computer Science, Northern Michigan University. PROFESSIONAL ACTIVITIES Member, Math Advisory Panel, Center for Reinventing Public (CRPE), 2024-present. Member, Advisory Committee, National Academy of s Equity in Math Research Grants (EMERG) Program, 2023-present. Member, Advisory Board, Examining elementary mathematics teachers behaviors with an online professional learning platform: Improving lurkers learning outcomes (NSF-funded study, PI Michelle Perry). University of Illinois at Urbana-Champaign, 2023-present. Participant, Academic Leadership Program, Big 10 Alliance, 2022-2023. Grant Proposal Reviewer, National Science Foundation, 2002, 2003, 2005, 2007, 2012, 2015, 2019, 2020, 2023. Manuscript Reviewer, al Studies in Mathematics, 2019. Guest Editor, Journal for Research in Mathematics , 2009; 2010, 2013; 2019 (substituted for JRME editor when a conflict of interest arose). Invited Speaker, Undergraduate Research Training Workshop (Selecting a Graduate Program ---- What Field? Where? and When?), American al Research Association, 2018, New York. Member, Editorial Board, Review of al Research, 2018-2020. Mentor, New Faculty Mentorship Program, Division C, American al Research Association, 2018. Co-Chair, Research in Mathematics Special Interest Group, American al Research Association, 2017- present. External Reader for doctoral thesis of Brooke VanZanden, Australian Catholic University, 2017. Member, Advisory Board, Examining Teacher Math Anxiety as a Malleable Factor Related to Student Outcomes (IES-funded study, PI Colleen Ganley). Florida State University, 2017-2022. Member, Advisory Board, CAREER: Tapping Hidden Potential: Multilevel Factors that Improve the STEM Performance and Choices of Racial Minorities, and Youth with Lower Socioeconomic Status or a Disability Classification (NSF-funded study, PI Dara Shifrer). Portland State University, 2017-2022. Manuscript Reviewer, Learning and Instruction, 2017. Participant, Expert Advisory Panel, NAEP Analysis Research Program, Washington, DC, October 13-14, 2016. Member, Advisory Board, The Role of Parents Mindsets in Childrens Math Learning (NSF-funded study, PI Eva Pomerantz). University of Illinois at Urbana-Champaign, 2016-2019. Director, AERA Institute on Statistical Analysis for Policy: Using Large-Scale Data to Study Mathematics and Outcomes, Washington, DC, 2012; 2013; 2016. Book Review Editor, Journal for Research in Mathematics , 2015-2018. Member, AERA Grants Program Governing Board, 2010-2020. Member, Editorial Board, al Researcher, 2010-present. Member, Advisory Board, What Mathematics Do Students Know? Implications from NAEP for Curriculum and Policy (NSF-funded project, Peter Kloosterman, PI), Indiana University, 2011-2014. Grant Proposal Reviewer, Qatar National Research Fund, 2012, 2013. Manuscript Reviewer, Journal of al Psychology, 2010. Manuscript Reviewer, Cognition and Instruction, 2010. Manuscript Reviewer, Elementary School Journal, 2009. Manuscript Reviewer, Sociology of , 2009; 2014; 2015; 2017 Manuscript Reviewer, Journal of Mathematics Teacher , 2008; 2009; 2011 Manuscript Reviewer, al Evaluation and Policy Analysis, 2008; 2009; 2017. Member, Editorial Board, Policy Analysis Archives, 2007-present. Member, Advisory Board, Scaling Up Mathematics Achievement (SUMA an NSF-Funded project), New Mexico State University, 2007-2010. Consultant, Huntley, M. & Fi, C. (PIs), Examining Different Curricular Approaches and Their Impact on High-School Students Understanding of Algebra: Phase I Studying the Intended Curriculum (NSF-Funded Research Project), Cornell University, 2008-2010. Manuscript Reviewer, Journal of Urban Mathematics , 2009. Manuscript Reviewer, Mathematical Thinking and Learning, 2008; 2009. Manuscript Reviewer, Review of al Research, 2007-2008. Manuscript Reviewer, Teachers College Record, 2007. Member, Review Panel, Think Tank Review Project, Policy Research Unit, Arizona State University, 2006-2017. Member, Policy Task Force, Center for Tax and Budget Accountability (bi-partisan think tank, Chicago, IL), 2006-2010. Manuscript Reviewer, Journal of Teacher , 2006-2010. Manuscript Reviewer, Urban , 2006. Chairperson, Editorial Panel, Journal for Research in Mathematics , 2005-2006. Manuscript Reviewer, al Researcher, 2003-present. Manuscript Reviewer, American al Research Journal, 2003-2009. Chairperson, Research Using NAEP Data, Special Interest Group of the American al Research Association, 2003-2007. Member, Editorial Panel, Journal for Research in Mathematics , 2003-2005. Grant Proposal Reviewer, Government of Canada, 2002; 2009. Manuscript Reviewer, Journal for Research in Mathematics , 1999-present. Member, Mathematics Cabinet, Ames School District, 19992002. Member, NSF-Funded Advisory Panel on Diversity and Equity, Vanderbilt University, 1999-2001. ADDITIONAL CONFERENCE-RELATED ACTIVITIES Session Chair, Math, Culture and Language. Annual Meeting of the American al Research Association, Chicago, 2023. Chair/Mentor, Graduate Student Research in Progress Roundtable, Teacher Beliefs, Identify, Cognitive Equity, and Assessment Practices, Annual Meeting of the American al Research Association, Chicago, 2023. Symposium Organizer and Chair, Bold problem solving: A new construct for gender equity research. Symposium at the NCTM Research Conference, Washington, DC, 2018. Symposium Organizer and Chair, Bold problem solving and spatial skills: Two Important Constructs for Gender Equity in Mathematics . Annual Meeting of the American al Research Association, New York, 2018. Symposium Chair, "The promise and pitfalls of mathematics coaching: New evidence regarding coaching practices and their impact." Annual Meeting of the American al Research Association, New York, 2018. Symposium Organizer and Chair, Gender and mathematics: An interdisciplinary symposium examining classroom influences, achievement and affect. Annual Meeting of the American al Research Association, Vancouver, 2012. Symposium Discussant, Teacher knowledge: Influences and impact. Annual Meeting of the American al Research Association, Denver, 2010. Symposium Organizer & Chair, Gender equity: Are we there yet? Research from Australia, Iceland and the U.S. Annual Research Presession of the National Council of Teachers of Mathematics, St. Louis, 2010. Symposium Organizer & Chair, Getting published: Conversations with JRME panel members. Annual Research Presession of the National Council of Teachers of Mathematics, St. Louis, 2006. Symposium Organizer & Chair, Pressing practitioner questions: Can research provide answers? Annual Research Presession of the National Council of Teachers of Mathematics, St. Louis, 2006. Symposium Organizer and Chair, NAEP trends in math achievement, instruction & equity: Gains and gaps. Annual Research Presession of the National Council of Teachers of Mathematics, St. Louis, 2006. Symposium Chair, Examining equity with NAEP data: Studies of race/ethnicity, language, and also NAEPs new analysis tool. Annual Meeting of the American al Research Association, San Diego, 2006. Symposium Organizer and Chair, Improved Instruction or Increased Inequities? Multiple Interpretations of Trends in NAEP Mathematics Data. Annual Meeting of the American al Research Association, San Diego, 2004. Proposal Reviewer, American al Research Association, Research using NAEP Data Special Interest Group, 2000-2007. Proposal Reviewer, American al Research Association, Division C, Section 2, 2000-2003. Proposal Reviewer, American al Research Association, Research in Mathematics Special Interest Group, 1997-2003; 2007-2012; 2016-. Symposium Organizer and Chair, If We Build It, Will They Come? A Diversity of Perspectives on Parents and School Mathematics Reform. Annual Meeting of the American al Research Association, Chicago, 2003. Discussant, Norms, Beliefs and Values in Mathematics . Annual Research Presession of the National Council of Teachers of Mathematics, San Antonio, 2003. Symposium Organizer and Chair, If We Build It, Will They Come? A Diversity of Perspectives on Parents and School Mathematics Reform. Annual Research Presession of the National Council of Teachers of Mathematics, San Antonio, 2003. Discussant, Students Experiences Moving Between Traditional and Reform Curricula: What are the Implications for K-16 Mathematics ? Annual Research Pre-Session of the National Council of Teachers of Mathematics, Las Vegas, 2002. Symposium Organizer and Chair, Culture, Language and Power within Mathematics Classrooms and Beyond: New Lenses for Examining Equity in Mathematics . Annual Research Pre-Session of the National Council of Teachers of Mathematics, Las Vegas, 2002. Symposium Chair, "Standards-Based Reform at the School Site." American al Research Association Annual Meeting, San Diego, 1998. UNIVERSITY SERVICE (at Indiana University) Ex-Officio Member, Faculty and Budgetary Affairs Committee, School of , 2023- Ex-Officio Member, Policy Council, School of , 2023- Ex-Officio Member, Policy Council Agenda Committee, School of , 2023- Ex-Officio Member, Faculty Development Committee, School of , 2023- Member, Search Committee for Graduate School Dean, 2023. Co-Chair, Graduate Career and Professional Development Strategic Planning Subcommittee, 2022-2023. Member, Provosts Task Force on the Future of Graduate , 2022-2023. Chair, Ed.D. Working Group, School of , 2018-2023. Chair, Graduate Student Annual Review Working Group, School of , 2019-2020. Member, Associate Deans for Graduate , Indiana University Bloomington, 2018-2023. Ex-Officio Member, Graduate Studies Committee, School of , 2018-2023. Ex-Officio Member, Grievance Committee, School of , 2018-2023 Member, Research and Development Committee, School of , 2018-2019. Ex-Officio Member, Diversity Committee, School of , 2018-2019. Ex-Officio Member, International Programs Committee, School of , 2018-2019. Member, Mathematics Doctoral Program Review Committee, Department of Curriculum and Instruction, 2018. UNIVERSITY SERVICE (at the University of Illinois) Division Head, Mathematics, Science and Engineering , Department of Curriculum and Instruction, 2016-2017. Member, Promotion and Tenure Committee, College of , 2016-2017. Member, University Faculty Senate, University of Illinois at Urbana-Champaign, 2016-2017. Member, Science Faculty Search Committee, College of , 2016-2017. Member, Graduate Awards Committee, Department of Curriculum and Instruction, 2016-2017. Member, Council for Learning Outcomes Assessment, University of Illinois at Urbana-Champaign, 2015-2016. Member, Research Policy Committee, Office of the Vice-Chancellor for Research, University of Illinois at Urbana-Champaign, 2015-2017. Member, Advisory Board, Illinois New Teacher Collaborative, 2015-2017. Member, Promotion and Tenure Committee, College of , 2015-2016. Member, Campus Off-Cycle Promotion and Tenure Committee, 2014-2017. Member, Faculty Advisory Committee, Department of Curriculum and Instruction, 2013-2017. Chair, Assessment of the Illinois Doctoral Experience (AIDE) Program Review Committee, University of Illinois at Urbana-Champaign, 2013-2014. Co-Chair, Bilingual/Literacy Search Committee, Department of Curriculum and Instruction, 2013-2014. Member, Electronic Survey Administration Committee, University of Illinois at Urbana-Champaign, 2013-2015. Chair, Council on Equity and Access, Graduate College, 2012-2013. Co-Director, Illinois Partners for Diversity Summit, Graduate College, 2013. Member, Advisory Board, Center for in Small Urban Communities, 2012. Member, Mathematics for Elementary Teachers Search Committee, Mathematics Department, 2012. Director, Illinois Partners for Diversity Summit, Graduate College, 2012. Volunteer instructor and Science/Math Workshop Coordinator, Justice Project, University of Illinois and Danville Correctional Center, 2012-2017. Director, STEM Research Collaborative, College of , 2011-2012. Member, College Executive Committee, College of , 2012-2013 Moderator, College Executive Committee, College of , 2011-2012. Member, Gender Equity Council, University of Illinois, 2011-2013. Mentor, I-Promise Program, University of Illinois, 2011-2012. Co-Chair, Bilingual Search Committee, Department of Curriculum and Instruction, 2011-2012. Member, Child/Lifespan Development Search Committee, al Psychology, 2011-2012. Chair, Third-Year Review Committee, Department of Curriculum and Instruction, 2011-2012. Member, UIUC Subcommittee on Undergraduate Student Conduct, 2009-2011. Member, College Research Committee, College of , 2010. Member, Faculty Advisory Committee, Department of Curriculum and Instruction, 2008-2010. Proposal Reviewer, Campus Research Board, University of Illinois, 2008; 2010. Chair, Faculty and Staff Awards Committee, Department of Curriculum and Instruction, 2009-2010. Member, Faculty and Staff Awards Committee, College of , 2009-2010. Member, Special Department Head Search, College of , 2008-2009. Member, Faculty and Staff Awards Committee, Department of Curriculum and Instruction, 2008-2009. Member, Secondary Mathematics Search Committee, 2008-2009. Member, Advisory Committee, Forum on the Future of Public , 2007-present. Member, Quantitative Methods Search Committee, Department of al Psychology, 2007-2008. Division Head, Math, Science & Technology, Department of Curriculum and Instruction, 2006-2008. Member, College Executive Committee, College of , 2006-2008. Member, Leadership Team, Department of Curriculum and Instruction, 2006-2008. Member, Search Committee for Bureau Director, Bureau of al Research, College of , 2007. Member, STEM Strategic Initiative Writing Group, College of , 2006. Member, Faculty Advisory Committee, Department of Curriculum and Instruction, 2005-2006. Member, Mathematics Search Committee, 2005-2006. Member, Combined Leadership Committee (sub-committee to analyze Strengths, Weaknesses, Opportunities, Threats -- SWOT), College of , 2005-2006. Member, Graduate Awards Committee, Department of Curriculum and Instruction, 2004-2005. SELECTED MEDIA CITATIONS The Atlantic (October 18, 2013; January 21, 2015) The Atlantic Monthly (May 1, 2006) Austin American-Statesman (October 14, 2006) Boston Globe (January 9, 2005; December 15, 2013) Boston Review (December 5, 2013) Business Insider (November 25, 2014; April 23, 2016; January 21, 2017) CBS News (May 10, 2005) Chicago Sun-Times (February 4, 2006) Chicago Tribune (January 22, 2016) Christian Science Monitor (May 10, 2005; April 12, 2018) Chronicle of Higher (March 17, 2014) Dallas Morning News (June 26, 2005) Dive (March 25, 2019) Week (March 17, 2014; May 14, 2014; May 24, 2016; November 2, 2016) El Magisterio (Spain) (February 21, 2006) ESPN.Com (February 4, 2014) FiveThirtyEight (October 27, 2016) Forbes.com (July 6, 2016) FOXBusiness.com (August 20, 2014) Houston Chronicle (January 27, 2006) Huffington Post (June 30, 2016; October 27, 2016; January 11, 2017; April 14, 2017) Huffington Post Brasil (November 16, 2016) Huffington Post Live (October 28, 2013) Indianapolis Star (January 28, 2006; April 10, 2018) Inside Higher Ed (November 8, 2017) The Journal Gazette (April 19, 2018) Live Science (April 11, 2005) MSNBC, The Cycle, (November 12, 2013) National Public Radio (July 26, 2006) National Review (online March 28,2014) Nature (December 6, 2017) New York Times (January 28, 2006; July 14, 2006; October 21, 2006; June 11, 2012; June 13, 2018) New Zealand Listener (January 29, 2014) The Oregonian (February 4, 2014) The Post and Courier (May 4, 2018) Patriot News (April 11, 2014) Quora Session (June 28, 2016) San Diego Union-Tribune (July 15, 2006) Slate (September, 2013) State News Service (June 12, 2014) St. Louis American (December 8, 2016) St. Paul Pioneer Press (March 14, 2006) USA Today (May 9, 2005) W@Tg  C h i j p q v  B C ʽ#h*CJOJQJ^JaJ h*CJOJQJ^JaJ&h*CJOJQJ^JaJ   d e f p d$If]gdwh+Mkd$$IfP0$4 PaytG$d$Ifa$gd6`b d$IfgdG ( Y c d e f k o p ~        ' V Y o p q { * + , ˺˨˨˗ܗt h#h*䴳ϴ;䴳ϴ#*CJOJQJ^JaJ&h*CJOJQJ^JaJ h;5>*CJOJQJ^JaJ}')+.89ǹ{l]K]@he(h(4CJaJ#hhU#hhU#6CJOJQJ^JaJhhU#CJOJQJ]^JaJh 6CJOJQJ^JaJ h*h}7CJOJQJ^JaJ he(he(CJOJQJ^JaJh;CJOJQJ^JaJhhU#CJOJQJ^JaJh}7CJOJQJ^JaJhWCJOJQJ^JaJ#hN%B*CJOJQJ^JaJph/hN%hN%6B*CJOJQJ]^JaJph9:EVabehinr}>IJԳԳԲԳE䴳ϴ^#'?'''((ddgd&gd&gdb/$gdaDgd& 1$7$8$H$gde  24ERTVbefnvǵǦǦ~lZlllllHllH#h################$$$$$$$$$$$$$$;5Cϴ&'޳޳̳'>'?'''''''''''''''''((((((((((((((((((((()).)0)2)))))))))))))))))))))))*ȺȨȺȺȨ#*B*CJOJQJ^JaJph,,,,,,,,--;-=-?-E-M-N-a-b-m-n-y---------.. .".E.J.L.M.V.[.\.`.b.l.n.x................... //E/]/b/i/n/שּׁ h4444444444444444444444455555555#*CJOJQJ^JaJ h> Td T  !TdgdI~l & 0` P@1$7$8$H$gd&gdb: p1$7$8$H$gd} & 0` P@1$7$8$H$gd,gd&t8x8y8{8}8888888888888888#9'9(9:9>9A9E9޾xgUD h<E<J<V<b<n<r<t<<<<<<<=>=E=J=V=\=޿޿ޭxޭ h>>>>>>>>>>>>>>>>>>>>>>?=??????????????????<@?@E@H@T@V@b@n@p@q@r@@@@@@@ A￿h??q@r@[A\ABBDEE(G;H8I9IJJJJJ1MgdaKFgdOm TgdQ57 Td T Tgd&d T A2ARERVRZR\RbRnR}R~RRRRRRRRRRR&S2S>SESZS\SbSnS~SSSSSSTTگڝ{{{{{{{{{{{{{m{{h;CJOJQJ^JaJ h԰ɰWWWWW+7ճԳɳ})*CJOJQJ^JaJ#h*䴳ϴ^)*䴳ϴ^&*䴳ϴ^#*䴳ϴ;>*䴳ϴ#*CJOJQJ^JaJ9crdeeesftffggghh9j:jkkkkkllmmJnKn Tgdcgdcgdc dgdcgdcee,e8eDe`ebeheeeeeeeeeff*f,f8fDf`fbfhfsftffffffffffggg+g-g6gBg^g`ghgjglggggggggggggghh(h*h4h@h\h^hhhܿܿܮܿ h*CJOJQJ^JaJ h*䴳ϴٳhhhhhhhhh&2>ܾʾiiiiiiii%*19:=jjjjjj$0{@{X{Z{a{h{{{{{{|||||| |*|<|>۴ڴ崥|||||||||9;հ}}}}}ۻ#*CJOJQJ^JaJ hՄ܄݄ބծڴڴڴ:*CJOJQJ^JaJ&h*CJOJQJ^JaJ&h*CJOJQJ^JaJ h%Hh%HCJOJQJ^JaJh=!CJOJQJ^JaJ h7CJOJQJ^JaJ h*CJOJQJ^JaJ#h dgdQ3 dgd  TgdQ3 d dh  &,=GH!#4HNTZ[\q´´xjjjjh>CJOJQJ^JaJh>6CJOJQJ^JaJ hCJOJQJ^JaJh#qYCJOJQJ^JaJhLCJOJQJ^JaJh CJOJQJ^JaJ h6CJOJQJ^JaJ hCJOJQJ^JaJh>CJOJQJ^JaJ#9:~5ZT dgdn% dgd& dgd? 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