Ph.D. Candidate, Department of Teaching and Learning
Samantha Marshall is a Ph.D. candidate in the department of Teaching and Learning with a specialization in mathematics and science education. Her research uses ethnographic methods to investigate teachers’ learning. Taking a situative perspective, her work seeks to theorize teacher learning through a justice lens. She works as a research assistant with Dr. Ilana S. Horn on Project SIGMa (Supporting Instructional Growth in Mathematics), investigating experienced mathematics teachers’ learning of ambitious pedagogies. Recent analyses include examining how teachers’ learning is shaped by enactment in context, as well as how teachers’ learning of ambitious, asset-based, and culturally sustaining pedagogies can be supported through formative feedback.
Her work with Indigenous education has been published in Journal of Educational Foundations, practitioner-facing work has been published in Journal of Teacher Action Research, and work on mathematics in The Mathematics Enthusiast.
A first-generation college graduate, Samantha earned her B.S.E. in mathematics from Oklahoma Christian University, and her M.A. in Curriculum & Teaching from Columbia University, with a concentration in mathematics. She taught high school math in a variety of settings, from Oklahoma to New York.
Research interests: teacher learning; mathematics education; culturally-sustaining pedagogies