Chance Lewis

People

Additional Phone Numbers: 
9794580835
Organization/Institution: 
About Me (Bio): 
Dr. Chance W. Lewis is the Houston Endowment Inc., Endowed Chair and associate professor of urban education and Co-Director of the Urban Education Graduate program in the College of Education at Texas A&M University. Additionally, Dr. Lewis is the Co-Director of the Center for Urban School Partnerships at Texas A&M University. Dr. Lewis has over 100 publications including 50+ refereed journal articles in some of the leading academic journals in the field of urban education and teacher education. Additionally, he has received over $2 million in external research funds since 2006. Also, Dr. Lewis has landed research contracts with government agencies and private corporations as well. To date, Dr. Lewis has authored/co-authored/co-edited 4 books: White Teachers/Diverse Classrooms: A Guide for Building Inclusive Schools, Eliminating Racism and Promoting High Expectations (Stylus, 2006); The Dilemmas of Being an African American Male in the New Millennium (Infinity, 2008); An Educator’s Guide to Working with African American Students: Strategies for Promoting Academic Success (Infinity, 2009); and Transforming Teacher Education: What Went Wrong with Teacher Training and How We Can Fix It (Stylus, 2010).
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University of Delaware (UD)
03/01/2005

This project compares the effects on algebraic learning when using the Connected Math Program to the effects of using other (non-NSF supported) middle school mathematics curriculum materials at the middle school level. The algebra focus skills/concepts to be assessed are: conceptual understanding and problem solving; algebraic manipulative skills; solution strategies, representations and mathematical justifications.

Texas A&M Research Foundation
09/01/2010

This project is using Second Life and other technology to structure carefully planned learning experiences for pre-service teachers. Virtual technologies are used to provide pre-service teachers practice in presenting and assessing problem solving activities in a virtual classroom with diverse populations. Researchers hypothesize that technology enriched strategies have the potential to deepen pre-service teachers' understanding and effectiveness in teaching emerging algebra concepts to diverse student populations.