Megan Franke Professor Urban Schooling 2320C Moore Hall (310) 206 3511 mfranke@ucla.edu

Education

Ph.D., Educational Psychology, University of Wisconsin, Madison, 1990

Research Interests

Dr. Franke's work focuses on understanding and supporting teacher learning through professional development, particularly within elementary mathematics. As a part of Center X, she works with UCLAís Teacher Education Program, The California Subject Matter Projects, University Researchers and Community Administrators and Teachers to create and study the development of learning opportunities for students in Los Angelesí lowest performing schools.

Recent Publications

Franke, M. L., Carpenter, T.P., Levi, L., Fennema, E. (2000). Capturing teachersí generative growth: A follow-up study of professional development in mathematics. American Educational Research Journal, 38, 653-689.

Franke, M., Carpenter, T. & Battey, D. (in press). Content Matters: The Case of Algebraic Reasoning in Teacher Professional Development. In Kaput, J. & Blanton, M. (Eds.) Exploring Early Algebra, New Jersey: Erlbaum

Jacobs, V., Franke, M.., Carpenter, T., Levi, L. & Battey, D. (in press). Exploring the impact of large scale professional development focused on childrenís algebraic reasoning. Journal for Research in Mathematics Education.

Franke, M. L., Kazemi, E., Shih, J., Biagetti, S., & Battey, D. (2005). Changing teachersí professional work in mathematics: One schoolís journey. In T. A. Romberg, T. P. Carpenter, & Dremock, F. (Eds.), Understanding mathematics and science matters. Pp. 209-230. Mahwah, NJ: Erlbaum

Kazemi, E. & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education. 7, 203-235.

Carpenter, T. P., & Franke, M. L. (2004)). Challenging the core of educational practice: The case of Cognitively Guided Instruction. In S. Bodilly & T. Glennan (Eds.), Taking educational programs to scale: Lessons from the field. Washington, DC: Rand.