Dunleavy Vita 2019.06

Highlights:

Honors

Mathematics Teacher Education Fellow, Center for Inquiry and Equity in Mathematics, funded by the National Science Foundation, 2019 to 2020.

Grants

• Co-Principal Investigator, NSF, Noyce, Track 1, Scholarships and Stipends. 2019-2023. The Recruitment and Preparation of Next Generation STEM Teachers. PI, Dr. Heather J. Johnson. Co-PI, Isaac M. Thompson, Co-PI, Dr. David Weintraub. Co-PI, Dr. Marcelo Disconzi. ($1,197,035).
• Math Teachers’ Circle. Seed Grant, Inaugural year, 2017-2018. ($3000).
• Principal Investigator, Office for Equity, Diversity and Inclusion, Vanderbilt University. 2017. Focus Group Research on the Recruitment, Preparation, and Retention of Next Generation Black STEM Teachers. ($3435.)
• Principal Investigator, Peabody College, Vanderbilt University. Secondary Mathematics Partner Teachers’ Classroom Discourse Practices. 2016-2018. Project involves examining partner teachers’ discourse practices in Integrated I-II. ($9,000).

Publications

• Johnson, H. J., Dunleavy, T. K., Joseph, N. (In press). Exploring factors that shape recruitment and retention of black Noyce scholars. In J. Leonard, J. Barnes-Johnson, & A. Burrows (Eds.) Research on the recruitment, preparation, and retention of next generation STEM teachers. Boston: Sense Publishers.
• Dunleavy, T. K. (2018). High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative “Get It Quick and Get It Right.” Education Sciences, 8(2), 1-13. http://www.mdpi.com/2227-7102/8/2/58.
• Dunleavy, T.K., Joseph, N., & Zavala, M. (2016, November). Black girls in high school mathematics: Crossing the borders of deficit discourses. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli. (Eds.). Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (p. 1091-1094). Tucson, AZ: The University of Arizona. Online. 2016-11-9 from http://www.pmena.org/pmenaproceedings/PMENA%2038%202016%20Proceedings.pdf
• Campbell, S. S. & Dunleavy, T. K. (2016). Connecting university coursework and practitioner knowledge through mediated field experiences. Teacher Education Quarterly, 43(3), 49-70.
• Dunleavy, T. K. (2015). Delegating mathematical authority as a means to strive toward equity. Journal of Urban Mathematics Education, 8(1), 62-82. http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/242