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The Best View of Campus is Your Own
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The Best View of Campus is Your Own
Experience the beauty of the Hudson River Valley. We offer tours and on-campus visit programs daily.
学者
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入学 & 金融援助
The Best View of Campus is Your Own
Experience the beauty of the Hudson River Valley. We offer tours and on-campus visit programs daily.
入学 & 金融援助
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The Best View of Campus is Your Own
Experience the beauty of the Hudson River Valley. We offer tours and on-campus visit programs daily.
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Stephanie Purington
Professional Lecturer of 教育
生物
Dr. Purington received her PhD in Teacher 教育 and Curriculum Studies from the University of Massachusetts Amherst where she studied math identity and mathematical knowledge for teaching (MKT). Prior to her doctoral work, Stephanie taught math (and a bit of science) in both public and independent schools. She was also a trainer for the Developing Mathematical Ideas program and provided professional development to K-8 classroom teachers, special education teachers, and paraprofessionals. Her research interests include further work on MKT and practices-based teacher education.
教育
PhD, Teacher 教育 and Curriculum Studies, University of Massachusetts Amherst, 2020
MEd, Secondary 教育, University of Hartford, 1992
BS, Aeronautics and Astronautics, Massachusetts Institute of Technology, 1988
Research Interests / Areas of Focus
Mathematics Knowledge for Teaching; Pedagogical Content Knowledge; Math Identity; Practices-based Teacher 教育
Selected Publications
Purington,年代. & Nieswandt, M. (2022). Integrated Concentration in 科学: An Interdisciplinary Problem-Solving Program. Journal of College 科学 Teaching, 51(3).
冈萨雷斯,.华盛顿州普灵顿市.罗宾逊，J., & Nieswandt, M. (2019). Teacher Interactions and effects on group triple problem solving space. International Journal of 科学 教育,1 - 20.
Accurso K.格哈德，M., & Purington,年代. B. (2017). Analyzing Diverse Learners’ Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher 教育. International Journal for Mathematics Teaching and Learning, 18(1).
Selected Presentations
McEneaney E. H., & Purington,年代. (2022年4月). Social Network Analysis as a Lens on Social 包容: An Example from High School 生物logy. American 教育 Research Association Annual Meeting, San Diego, California.
Purington,年代. (2019年11月). 变化的潮流? Exploring Math Identity in Preservice Elementary Teachers. Psychology of Math 教育 – North American Chapter. Annual Conference, St. 路易斯,密苏里州.
Purington,年代. (2017年10月). A Five-Step Path to Student-Generated Environmental 可持续性 Projects. NSTA Regional Conference, Baltimore, Maryland.
McEneaney E. H., & Purington,年代. (2017年8月). Turning it Around: Relational Evolution of a Challenged Small Group in Secondary 生物logy. ESERA, Dublin, Ireland.
冈萨雷斯,.华盛顿州普灵顿市., & Nieswandt, M. (2017年8月) Teacher Intervention and Effects on a Group’s Triple Problem Solving Space. ESERA, Dublin, Ireland.
Accurso K.格哈德，M., & Purington,年代. (2017年4月). Developing pre-service teachers’ capacity for giving feedback on math writing with systemic functional linguistics. American 教育al Research Association, San Antonio, Texas.
Purington,年代.B., & 冈萨雷斯,.C. 3月(2017). Bringing the M out in STEM: Revising an Engineering Task. IEEE Integrated STEM 教育 Conference, Princeton, New Jersey.
Purington,年代.B.凯里，D.霍华德，R.，光，E. & 菲,C. (2016年11月). Real World Learning: Teaching 科学 Through Case Studies. Massachusetts STEM Summit, Worcester, Massachusetts.
