Megan Franke

Education

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

Teaching & Research Interests

• Theories and practices of teaching
• Leadership in urban low performing schools
• Diversity in mathematics education
• Understanding research methods as they answer the questions of Urban Schooling

Select Publications

Franke, M., Turrou, A.C., Webb, N., Ing, M, Wong, J., Shim, N, Fernandez, C. (in press). Student engagement in each other’s mathematical ideas: The role of teacher invitation and support moves.  Elementary School Journal.

Webb, N. M., Franke, M., Ing, M., Wong, J., Fernandez, C., Shim, N. & Turrou, A. C. (2013). Engaging with each other’s mathematical ideas: Interrelationships among student participation, teachers’ instructional practices and learning. International Journal of Educational Research, 63, 79-93.

Battey, D. & Franke, M. (2013).  Integrating professional development on mathematics and equity: Countering deficit views of students of color.  Education and Urban Society. DOI: 10.1177/0013124513497788.

Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A., Beasley, H., Cunard, A., Crowe, K. (2013).  Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching in mathematics.  Journal of Teacher Education.

Franke, M.L., Kazemi, E.,  Battey, D. (2007).  Understanding teaching and classroom practice in mathematics.  In F. Lester (Ed.)   Second Handbook of research on mathematics teaching and learning, New York: Macmillan.