ColleenEddyDepartment ChairFaculty,Teacher Education and Administrationcolleen.eddy@unt.edu940-565-2841Matthews Hall 204-G

FacultyTeacher Education and AdministrationTabs Tab Style lime Tab Shown on Load 1 Heading Content About  Colleen McLean Eddy, Ed.D., is a professor in the Department of Teacher Education and Administration for mathematics education and curriculum & instruction. Her degrees include Ed.D. from Baylor University, M.Ed. from Tarleton State University and B.S. from University of Texas at Austin. Her scholarship focuses on herself as a mathematics teacher educator, mathematics teacher educators, preservice teachers, and practicing teachers that incorporates the rehumanizing of mathematics (Gutiérrez, 2013,2018) and equitable pathways in STEM education. Lesson study is one of the professional development tools that has transcended her research and grants. Her research has been supported by grants totaling over $5 million, including the NSF Robert Noyce Scholarship Grant for which she was the Principal Investigator.  Publications  Thinwiangthong, S., Eddy, C.M., &Inprasitha, M. (2020). An investigation of mathematics teachers’ formative assessment abilities after the intervention of lesson study and open approach. Malaysian Journal of Learning and Instruction (MJLI). 17(1), 101-132.  Eddy, C.M., Moonpoo,* P., Inprasitha, M., Thinwiangthong, S., &Suttiamporn, W. (2020). Cross-Border research: Retaining construct equivalence for translating a teacher observation instrument. International Journal of Assessment and Evaluation. 27(1), 45-56 DOI: 10.18848/2327-7920/CGP/v27i01/45-56  Eddy, C., Pratt, S., &Martinez, M.** (2020) Breaking the routine in mathematics. Texas Mathematics Teacher, 66(1), 38-46. Pratt, S. S., &Eddy, C. M. (2020). Complex Adaptive Model of Algebra Professional Development. In P. M. Jenlink (Ed.), The language of mathematics: How the teacher’s knowledge of mathematics affects instruction, (pp. 175-191). Lanham, MD: Rowman and Littlefield. Trena L. Wilkerson, T. L., Sorto, M. A., Jasper, W. A., Cooper, S., Mallam, W., Eddy, C. M., Parker, Y. A., Fuentes, S. Q., Taylor, J. M., &Ward, E. K. (2020). A Framework for Measuring Algebra Teacher Self-efficacy. In P. M. Jenlink (Ed.), A commitment to teaching: Toward more efficacious teacher preparation, (pp. 45-72). Lanham, MD: Rowman and Littlefield. Wilkerson, T., Eddy, C., Quebec-Fuentes, S., Sorto, A., Gupta, D., Ward, L.*, Jasper, W., Parker, Y., Mallam, W., Cooper, S., &Kerschen, K. (2018). Development and validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of algebra teachers’ knowledge and personal teaching self-efficacy. School Science and Mathematics Journal, 118 (6), 206-2017 doi: 10.1111/ssm.12291 Eddy, C.M., &Kuehnert, E.* (2018). The advancement of teacher questioning in mathematics education. American Educational History Journal, 45(2), 33-53. Eddy, C., Pratt, S., &Green, C.** (2018) Interactive maps for systems of linear-inequalities. Mathematics Teacher, 111(6), 424-430.  Kuehnert, E.*, Eddy, C.M., Miller, D.**, Pratt, S., &Senawongsa, C.* (April, 2018). Bansho for sequencing mathematical ideas.  Teaching Children Mathematics. 24(6), 362-369. Isoda, M., Araya, R., Eddy, C., Matney, G., Williams, J., Calfucura, P., Aguirre, C., Becerra, P., Gormaz, R., Soto-Andrade, J., Noine, T., Mena-Lorca, A., Olfos, R., Baldin, Y. (2017) Teaching energy efficiency: A cross-border public class and lesson study in STEM. Interaction Design &Architecture(s), 35, 7-31. Eddy, C.M., Harrell, P., &Heitz, L.*  (2017). An observation protocol of short-cycle formative assessment in the mathematics classroom.  Investigations in Mathematics Learning, 9 (3), 130-147 http://www.tandfonline.com/doi/full/10.1080/19477503.2017.1308699 Eddy, C.M., Quebec Fuentes, S., Ward, E.K.*, Parker, Y.A., Cooper, S., Jasper, B., Mallam, W., Sorto, M.A., Wilkerson, T. (January 2015). Unifying the algebra for all movement. Journal of Advanced Academics, 26(1), 59-92.  Eddy, C.M. &Easton-Brooks, D. (2011). Ethnic matching, school placement, and mathematics achievement of African-American students from kindergarten through fifth grade. Journal of Urban Education, 46, 1280-1299.  doi: 10.1177/0042085911413149  Kieftenbeld, V.*, Nateson, P., &Eddy, C. (2011). An item response theory analysis of the Mathematics Teacher Efficacy Beliefs Instrument. Journal of Psychoeducational Assessment, 29(5), 443-454. doi: 10.1177/0734282910391062 Richardson, C.*, &Eddy, C.M. (2011). The mathematics argument: Proponents and opponents of a standardized core. American Educational History Journal, 38, 277-288. Kamen, M., Junk, D., Marble, S., Cooper, S., Eddy, C., Wilkerson, T., &Sawyer, C. (2011). Walking the talk: Lessons learned by university mathematics methods instructors implementing lesson study in their teaching. In L. Hart, A. Alston, &A. Murata (Eds.), Lesson-study research and practice in mathematics education, (pp. 165-174). New York: Springer. Cooper, S., Wilkerson, T., Eddy, C., Kamen, M., Marble, S., Junk, D., &Sawyer, C. (2011). Lesson study among mathematics educators:  Professional collaboration enabled through a virtual community.  Learning Communities Journal [Online Serial], 3, Available: http://celt.muohio.edu/lcj/index.php Programs  Curriculum and Instruction MEd Curriculum and Instruction MEd Master of Education Elementary Education MEd Elementary Education MEd Master of Education Secondary Education MEd Secondary Education MEd Master of Education Curriculum and Instruction PhD Curriculum and Instruction PhD Doctor of Philosophy Faculty Research    Capacity Building: Creating and Sustaining a Pathway for Engineering Majors to be STEM Teachers