Faculty Research Profiles: Michele Crockett

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Assistant Professor

Curriculum & Instruction
388 Education Building
1310 S. 6th St. MC 708
217 244-3905
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Research Biography

Michele Crockett’s research includes issues of education policy, school reform, and institutional contexts, especially as these issues relate to teachers’ professional learning for improving mathematics instruction and achievement at underperforming schools. Presently, she seeks to understand how formative assessment practices in teachers’ mathematics instruction can directly improve students’ deep mathematical understandings and the implications for refocusing school-based professional development efforts.

Degrees

  • Ph.D., Education, University of California-Los Angeles, 1999
  • M.A., Education, University of California- Riverside, 1992
  • B.A., Biology, University of California- Riverside, 1984

Key Professional Appointments

  • Assistant Professor, Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2002--
  • Assistant Professor, Division of Learning and Instruction, University of Southern California, 1999-2002
  • Graduate Student Researcher, Psychiatry and Behavioral Sciences, School of Medicine, University of California-Los Angeles, 1998-1999
  • Graduate Student Researcher, National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California-Los Angeles, 1996-1997
  • Fellow, Research Assistant, Harvard University, 1996-1996
  • Fellow, Woodrow Wilson National Fellowship Foundation, 1992-1995

Activities & Honors

  • Favorite College Professor, The Phi Delta Psi Chapter of the Mortar Ba, Mortar Board National Senior Honor Society, 2003-2004
  • Chair, Division B (Curriculum Studies), Section 1 (Curriculum in Classrooms) for the Annual Meeting, American Educational Research Association, 2001-2002

Grants

  • Principal Investigator, Teacher Inquiry as Professional Development: Improving Algebra Teaching and Learning in Urban Middle Schools, The Spencer Foundation (National Academy of Education), 2002
  • Principal Investigator, Linking Policy and Practice: Using Student Work as a Mechanism for Improving Mathematics Instruction, John Randolph Haynes and Dora Haynes Foundation , 2000

Selected Publications

  • Crockett, M. D. (2008). Mathematics and teaching. New York: Routledge.
  • Crockett, M. D. (2007). The relationship between teaching and learning: Examining a Japanese and a U.S. mathematics professional development effort. Journal of Curriculum Studies, 39(5), 609-621.
  • Crockett, M. D. (2007). Teacher professional development as a critical resource in school reform. Journal of Curriculum Studies, 39(3), 253-263.
  • Lubienski, S. T., & Crockett, M. D. (2007). NAEP findings regarding race and ethnicity: Mathematics achievement, student affect, and school-home experiences. In P. Kloosterman & F. Lester (Eds.), Results and interpretations of the 2003 Mathematics Assessment of the National Assessment of Educational Progress (pp. 227-260). Reston, VA: NCTM.
  • Crockett, M. D. (2002). Inquiry as professional development: Creating dilemmas through teachers' work. Teaching and Teacher Education, 18, 609-624.