Ph.D. Student Profiles

Anna is a fifth-year Ph.D. student in the Culture, Curriculum, and Teacher Education concentration, currently working on her dissertation proposal. Her research foci are mathematics coaching, professional development, and teacher efficacy. Anna works closely with Dionne Cross Francis, Ph.D., and her research team.

Publications

• Cross Francis, D., Bharaj, P. K., & Hinden, A. (2021). “First Teachers Talk, Talk, now they Listen, Listen”: Ghanaian Teachers' Professional Readiness for Mathematics Reform. In Olanoff, D., Johnson, K., & Spitzer, S. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp.813-818). Philadelphia, PA.
• Cross Francis, D., Bharaj, P. K., & Hinden, A. (in-press). Exploring Ghanaian Primary Teachers’ Readiness for National Curricula and Pedagogical Reform. In Research on Education in Africa, the Caribbean, and the Middle East.
• Bharaj, P. K., Hinden, A., & Cross Francis, D. (2021). The Role of Teacher Self-Regulation in Developing Students’ Social-Emotional Competencies. Times Magazine Studying and Self-Regulated Learning SIG AERA, 4(3), 3. Ryan, J, Cooper, J., Bolick, C.M., Callahan, C. (in press). Those Who Can, Teach. 15th ed. Cengage.

Presentations

• Unpacking the work of an effective mathematics coach: Attending to teachers' attributes.” Association of Mathematics Teacher Educators Conference. New Orleans, Louisiana. February 2023.
• Cross Francis, D., Bharaj, P. K., & Hinden, A. (2021). “First Teachers Talk, Talk, now they Listen, Listen”: Ghanaian Teachers' Professional Readiness for Mathematics Reform. In Olanoff, D., Johnson, K., & Spitzer, S. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp.813-818). Philadelphia, PA.
• Cross Francis, D., Park Rogers, M., Kaur Bharaj, P., Habib, K., Hinden, A., Yeldell, J., Phillips. A., & Gatza. A. (under review). Developing climate literacy. D. Cross Francis, M. Park Rogers, A. M. Gatza, K. Engebretson & R. Hudson (Eds.), Math in action: Tasks for building mathematical literacy, grades 3-5. National Council of Teachers of Mathematics.

Rebecca Lesnefsky is a Ph.D. candidate in the Culture, Curriculum, and Teacher Education concentration, specializing curriculum development and teacher education. Rebecca focuses on brining socio-scientific issues-based instruction to middle school classrooms where she draws on her previous years of experience as a middle school science teacher. A large portion of her work is in rural classrooms which led to her receiving the Maggie Gravelle Scholarship in 2023.

Publications

• Lesnefsky, R. R., Kirk, E., Elsner, J., Yeldell, J., Sadler, T.D., Ke, L. (in review). Exploring Resources and Reasoning Practices in Socioscientific System Modeling for Justice-Centered Science Education. CBE—Life Sciences Education: Special Issue - Equity, Inclusion, Access, and Justice in Biology Education.
• Lesnefsky, R. R., Sadler, T. D., Fortus, D. (in progress). Implementation of the Grand Challenges Curriculum in Middle School Science Education. Research in Science Education- Science Education: Fit for the Future.
• Lesnefsky, R. R., Kirk, E., Yeldell, J., Sadler, T. D., Ke, L. (2023). Socio-Scientific Modeling as an Approach Towards Justice-Centered Science Pedagogy. London Review of Education.
• Lesnefsky, R. R., Ke, L., Sadler, T. D., Kirk, E. (2023). How Middle School Students Engage in Modeling Viral Transmission. Proceedings of the International Conference of the Learning Sciences-ICLS 2023. International Society of the Learning Sciences.
• Lesnefsky, R. R., Sadler, T. D., Ke, L., & Friedrichsen, P. (2023). Instructional pathways to considering social dimensions within socioscientific issues. Innovations in Science Teacher Education, 8(2). Retrieved from https://innovations.theaste.org/instructional-pathways-to-considering-social-dimensions-within-socioscientific-issues/