Update 8/20/2020: This position has been filled. Please keep an eye out for future GA postings. 🙂
Transforming Undergraduate Mathematics Teacher Preparation using the
PrimeD Framework
A project funded through the National Science Foundation, Improving Undergraduate STEM Education program
Drs. Michele Stites and Chris Rakes seek a graduate research assistant for a multi-year grant project.
The grant is housed in the Department of Education of the College of Arts, Humanities, and Social
Science. This project will study the use of a professional development framework to guide teacher
preparation programs and improve teacher candidates' classroom practice. The study will address both
the systemic and individual challenges found in teacher preparation. The project's professional
development is organized into four iterative phases: design, implementation, evaluation, & research.
Structural supports of the project include network improvement communities, plan-do-study-act cycles,
and coursework. This collaborative project involves partnerships with University of Maryland Baltimore
County (lead), University of Central Florida, University of Kentucky, and Berea College. The four-year
project aims to structure undergraduate mathematics teacher preparation programs at these four
institutions and study the use of the Professional Development: Research, Implementation, and
Evaluation framework (PrimeD) to improve teacher preparation programs and teacher candidates'
professional practice. Using design-based research, the project will follow a multi-group treatment-only
longitudinal, triangulation mixed methods design. The project aims to understand the following research
objectives: (i) How well does PrimeD improve program development of undergraduate teacher
candidate pedagogical content knowledge in ways that connect to their teaching? (ii) How well does
PrimeD improve program development of undergraduate teacher candidates’ preparation to implement
research-based teaching strategies? (iii) How well does PrimeD reposition stakeholders (e.g., classroom
teachers, field experience supervisors, undergraduate teacher candidates, faculty) as partners, mentors,
and co-learners in the program?
This position is full time (20 hours per week) and will be “work from home” until it is safe to return to
face-to-face. Hours are flexible and will be adjusted to accommodate course schedules and any
obligations that arise from working from home. Tuition and health benefits are included. Ph.D. students
are preferred, but master’s degree students with a research background will be considered. A
background/interest in math education is helpful but not a requirement of the position.