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Janine Remillard
Associate Professor & Chair, Foundations and Practices of Education
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Education
1984: B.A., Elementary Education and Sociology, with honors,
Principia College
1996: Ph.D., Curriculum, Teaching, and Educational Policy,
Michigan State University
Areas of Expertise
Mathematics education
Mathematics curriculum
Parental engagement
Urban education
Professional Biography
After teaching at an independent school in St. Louis, Dr.
Remillard earned a Ph.D. from Michigan State University in Curriculum,
Teaching, and Educational Policy, with a focus on mathematics teaching and
learning. While at Michigan State, Dr. Remillard taught mathematics in a
Lansing public elementary school and coordinated professional development
activities in mathematics at the school. In 1994, she joined the faculty of the
University of Utah. In the fall of 1997, she joined the faculty of Penn GSE,
where she serves as one of the primary faculty in the Teacher Education program
and the Teaching, Learning, and Curriculum specialization in the Foundations
and Practices of Education division. In 1999, she was awarded an Early Career
research grant from the National Science Foundation to support her project
“Learning to Teach Mathematics in Urban Classrooms.” She is currently a co-P.I.
for a Center for Learning and Teaching, funded by the National Science
Foundation in January 2004. MetroMath: The Center for Mathematics in America’s
Cities is devoted to improving mathematics teaching and learning in urban
communities and classrooms.
Research Interests and Current Projects
Dr. Remillard’s research interests include mathematics
teacher education and learning, teachers’ interactions with mathematics
curriculum materials, urban education, teaching practices in the context of
educational policy, and the role of parents in supporting students’ mathematics
learning. Since 1988, she has studied the relationships between educational
policy and classroom practice in elementary mathematics. She has a particular
interest in examining teacher learning and change in urban classrooms, how
teachers interact with and use mathematics curriculum materials, and the
assumptions about the practice of teaching underlying curriculum development
and implementation efforts. Her NSF-sponsored study of teacher learning
examined teachers’ processes of navigating a reform-oriented mathematics
curriculum in two urban elementary schools and students’ experiences and
learning in their classrooms. In 2003, she initiated a study entitled
“Parent-Child Numeracy Connections.” This study examined the ways that parents
in a low-income community support their children’s mathematics learning. In
collaboration with MetroMath colleagues and doctoral students, Dr. Remillard is
currently involved in two studies on mathematics learning in home and community
settings. One is a study of the mathematics practices and understandings of
youth in out-of-school settings. The other follows mathematics homework as it
travels between school and home, examining it as a boundary object that links
home and school practices.
Courses Taught
EDUC 665: Research on Teaching
EDUC 616: Foundations of Teaching and Learning
EDUC 545: Mathematics Teaching and Urban Teachers
EDUC 545: Mathematics Learning and Urban Learners
EDUC 531: Teaching and Learning Mathematics in Elementary
Classrooms
Selected Publications
Stein, M. K., Remillard, J. T., & Smith, M. S. (2007).
How Curriculum Influences Student Learning. In F. K. Lester (Ed.). Second handbook of research on mathematics
teaching and learning (pp. 319-369). Greenwich, CT: Information Age Publishing
Remillard, J. T. & Jackson, K. (2006). Old math, new
math: Parents’ experiences with standards-based reform. Mathematical Thinking
and Learning, 8(3): 231-259.
Remillard, J. T. (2005). Examining key concepts in research
on teachers’ use of mathematics curricula. Review of Educational Research, 75(2):
211-246.
Jackson, K. & Remillard, J. T. (2005). Rethinking parent
involvement: African American mothers construct their roles in the mathematics
education of their children. School Community Journal, 15(1): 51-74.
Remillard, J. T. & Cahnmann, M. (2005). Researching
mathematics teaching in bilingual-bicultural classrooms. In T. McCarty (Ed.),
Language, learning, power, and schooling. Hillsdale, NJ: Erlbaum.
Remillard, J. T. & Bryans, M. B. (2004). Teachers’
orientations toward mathematics curriculum materials: Implications for teacher
learning. Journal of Research in Mathematics Education, 35(5), 352-388.
Cahnmann, M. & Remillard, J. T. (2002). What counts and
how: Mathematics teaching in culturally, linguistically, and socioeconomically
diverse urban settings. Urban Review 34(3), 179-205.
Remillard, J. T & Geist, P. (2002). Supporting teachers’
professional learning though navigating openings in the curriculum. Journal of
Mathematics Teacher Education, 5(1), 7-34
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