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Profile

Associate Professor, Learning Sciences, Learning Sciences
Director of Undergraduate Education, School of Education and Social Policy

Annenberg Hall
Room 313
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 467-3990
Fax: (847) 491-8999

Biography

Miriam Gamoran Sherin's research interests include mathematics teaching and learning, teacher cognition and teacher education. She publishes in Cognition and Instruction and the Journal of Mathematics Teacher Education as well as in practitioner-based journals such as Educational Leadership and Mathematics Teaching in Middle School. In 1996 Sherin received a postdoctoral fellowship from the James S. McDonnell Foundation to examine the demands that mathematics reform places on teachers' knowledge. In 2001 she received a postdoctoral fellowship from the National Academy of Education and the Spencer Foundation to examine how video clubs can support the development of teachers' professional vision. Sherin was also awarded a five-year Early Career Grant from the National Science Foundation to study the ways that video can support teacher learning. In April 2003, Sherin received the Kappa Delta Pi/American Educational Research Association Division K Award for early career achievements in research on teaching and teacher education.

Websites

professional-vision.org

Research/Scholarship
Education

Year Degree Institution

1996 PhD, Science and Mathematics Education University of California, Berkeley

1987 MA, Mathematics University of California, San Diego

1985 BA, Mathematics University of Chicago

Selected Publications

Sherin, M. G., & Sherin, B. L. (2008). Moving from shared data to shared frameworks. Journal for Research in Mathematics Education Monograph: 185- 194.

Gomez, L., Sherin, M. G., Griesdorn, J., & Finn, L. (2008). Exploring the role of technology in pre-service teacher preparation. Journal of Teacher Education: 117-131.

Sherin, M. G., Russ, R., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education: 27-46.

van Es, E. A. & Sherin, M. G. (2008). Mathematics teachers ”learning to notice” in the context of a video club.. Teaching and Teacher Education: 244-276.

Linsenmeier, K., & Sherin, M. G. (2007). What?, Wow!, and Hmm…: Video clips that promote discussion of student math thinking. Journal of Mathematics Education Leadership.

Mendez, E. M., Sherin, M. G., Louis, D. A., (2007). Multiple perspectives on the development of a classroom discourse community. Elementary School Journal.

Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs in R. Goldman, R. Pea, B. Barron, & S. Derry , Video research in the learning sciences.

Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education 13(3): 475-491.

Sherin, M. G., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20: 163-183.

Sherin, M. G. (2004). New perspectives on the role of video in teacher education in J. Brophy Ed., Using video in teacher education: 1-27.

Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2): 119-150.

Sherin, M. G. (2001). Developing a professional vision of classroom events in Wood, T., Nelson, B. S., & Warfield, J. (Eds.), Beyond Classical Pedagogy: Teaching Elementary School Mathematics: 75-93.

Sherin, M. G., Sherin, B. L., & Madanes, R. (2000). Exploring diverse accounts of teacher knowledge. Journal of Mathematical Behavior: 18(3), 357-375.

Sherin, M. G. (2000). Facilitating meaningful discussions about mathematics. Mathematics Teaching in the Middle School: 6(2), 186-190.

Projects

Distributed Leadership Study
Learn-While-Teaching Mathematics Curriculum
Understanding the Role of Video in Teacher Learning

Research Interests

Mathematics teaching and learning; teacher cognition and teacher education.

Teaching/Advising
Courses

LRN_SCI 451 Professional Development in Teacher Learning Current research topics in the learning sciences. Topics vary. May be repeated for credit with change in topic.

MS_ED 451 Topics in Teaching and Learning: Using Video to Study Teaching

MS_ED 407 Research and Analysis in Teaching and Learning II: Literature Review and Methodology This class is intended to be a forum in which to investigate the paradigms and approaches to educational research that participants can utilize in their Master's Projects. Participants discuss and refine their research questions and examine methods of data collection within the framework of research plans they design for their projects. Teacher research and action research are particularly emphasized for practitioner researchers. Participants investigate criteria used to evaluate research relevant to education and experience peer review of their own research displayed during the course. This is the second of a three-course sequence relating to student's Master's Project research. The third class is MS_ED 408, Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination.

LRN_SCI 434 Teacher Thinking and Learning Recent research on teacher cognition, how teacher knowledge is organized and accessed and relationship between knowledge and practices. Investigate novice and veteran teachers learning.

MS_ED 431 Using Video to Study Teaching and Learning Video has become an important tool for teacher education. Both in pre-service and in in-service programs, teachers are often asked to view video from their own or from others' classrooms. In this course, we will examine several of the different ways that video is used in teacher education. For each of these ways, we will explore differences in the videos themselves as well as in the frameworks that are used to analyze the videos. In addition, we will move towards creating new frameworks geared to helping teachers examines their own practices. A portion of each class session will be devoted to investigating a research-based framework for the analysis of classroom video. In the second half of each class, participants will have an opportunity to show and discuss their own video work and the techniques they are using to analyze their practices.

MS_ED 408 Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination This course helps students refine the reflective skills required of educators in complex social institutions such as schools, businesses, and nonprofit organizations and develop effective problem-identification and -solving approaches. Intensive analysis and discussion of questions encountered in elementary and secondary schools, administrative, higher education, and corporate settings. Students present their Master's Project in this course.

Service/Recognition
Editorial Boards

Year Journal Name Position

2008 Cognition and Instruction Member

2008 Canadian Journal of Science Member

Last Updated: 2009-11-04 10:32:39

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Year	Degree	Institution
1996	PhD, Science and Mathematics Education	University of California, Berkeley
1987	MA, Mathematics	University of California, San Diego
1985	BA, Mathematics	University of Chicago

LRN_SCI 451		Professional Development in Teacher Learning Current research topics in the learning sciences. Topics vary. May be repeated for credit with change in topic.

MS_ED 451		Topics in Teaching and Learning: Using Video to Study Teaching

MS_ED 407		Research and Analysis in Teaching and Learning II: Literature Review and Methodology This class is intended to be a forum in which to investigate the paradigms and approaches to educational research that participants can utilize in their Master's Projects. Participants discuss and refine their research questions and examine methods of data collection within the framework of research plans they design for their projects. Teacher research and action research are particularly emphasized for practitioner researchers. Participants investigate criteria used to evaluate research relevant to education and experience peer review of their own research displayed during the course. This is the second of a three-course sequence relating to student's Master's Project research. The third class is MS_ED 408, Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination.

LRN_SCI 434		Teacher Thinking and Learning Recent research on teacher cognition, how teacher knowledge is organized and accessed and relationship between knowledge and practices. Investigate novice and veteran teachers learning.

MS_ED 431		Using Video to Study Teaching and Learning Video has become an important tool for teacher education. Both in pre-service and in in-service programs, teachers are often asked to view video from their own or from others' classrooms. In this course, we will examine several of the different ways that video is used in teacher education. For each of these ways, we will explore differences in the videos themselves as well as in the frameworks that are used to analyze the videos. In addition, we will move towards creating new frameworks geared to helping teachers examines their own practices. A portion of each class session will be devoted to investigating a research-based framework for the analysis of classroom video. In the second half of each class, participants will have an opportunity to show and discuss their own video work and the techniques they are using to analyze their practices.

MS_ED 408		Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination This course helps students refine the reflective skills required of educators in complex social institutions such as schools, businesses, and nonprofit organizations and develop effective problem-identification and -solving approaches. Intensive analysis and discussion of questions encountered in elementary and secondary schools, administrative, higher education, and corporate settings. Students present their Master's Project in this course.

Year	Journal Name	Position
2008	Cognition and Instruction	Member
2008	Canadian Journal of Science	Member