Michelle Perry

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Henricks, G., Jay, V., Beilstein, S., Perry, M. Bates, M., Moran, C., & Cimpian, J. (2019). Foundations of community in an online, asynchronous professional development website. In C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.). A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (577-580). Lyon, France: International Society of the Learning Sciences.*
  • Beilstein, S. O., Perry, M., & Bates, M. S. (2017). Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes. Teaching and Teacher Education, 63, 285-295.*
  • Bajwa, N. P., & Perry, M. (2020, in press). Using a virtual pan balance as a support for developing understanding of mathematical equivalence. Mathematical Thinking and Learning, 22. DOI: 10.1080/10986065.2020.1700587
  • Bosch, P.N., Huang, E., Angrave, L.C., & Perry, M. (2019). Modeling improvement for underrepresented minorities in online STEM education. In G.A. Papadopoulos, G. Samaras, S. Weibelzahl, D. Jannach, & O. Santos (Eds.), Proceedings of the 27th ACM Conference on User Modeling, Adaptation and Personalization (pp. 327-335). Larnaca, Cyprus: ACM.
  • Wang, S., Perry, M., Mingle, L. A., & McConney, M. (2020, in press). Examining discourse structure in Chinese and U.S. elementary mathematics classes. International Journal of Educational Research, 99.
University of Illinois at Urbana-Champaign

In this project, the investigators will explore different ways that elementary school teachers participate in online learning in a platform that includes videos, discussions, and other resources for mathematics teaching. Knowing that teachers may use the platform to different degrees depending on their interest and time available, the study will investigate how different profiles of participation influence teachers' learning.

University of Illinois at Urbana-Champaign, University of Chicago (U of C)

The purpose of this project is to investigate issues in the design and implementation of effective virtual learning communities (VLCs) for teachers and to examine the relation between teachers' reflective engagement with VLCs and their students' mathematics learning outcomes. Findings from this project will be used to build and share effective ways to support teacher learning online.