Meg K. Burke is an Assistant Professor of Elementary Education in the Elementary and Early Childhood Education (PreK-4) Program at Penn State Behrend. She received her Doctorate of Philosophy in Curriculum and Instruction with a Mathematics Education Specialization from Arizona State University, Tempe, Arizona. Dr. Burke teaches courses in the foundations, theories, and pedagogy of teaching elementary school mathematics, in the foundations of education, and in teaching emergent bilingual students. Her research interests focus on the intersections of teachers’ knowledge, beliefs, and pedagogy in elementary school mathematics teaching at both pre-service and in-service levels as well as examining the use of formative assessments as part of the mathematics teaching cycle and students' opportunities to learn. Dr. Burke’s publications include a co-authored chapter on Inequitable teaching practices in the Mathematics for Every Student series (2009) and a co-authored article on how policy impacts the teaching and learning of mathematics in Title I schools in Teachers College Record (2013). Dr. Burke has also presented at national and local conferences around her work in mathematics education.
Battey, D., Llamas-Flores, S., Burke, M., Guerra, P., Kang, H.J., & Kim, S.H. (2013). ELL policy and mathematics professional development colliding: Placing teacher experimentation within a sociopolitical context. Teachers College Record. 115(6).
Battey, D. & Stark*, M. (2009). Equitable classroom practices: Avoiding ability attributions from misconceptions in mathematics. In C. Malloy (Ed.), Mathematics for Every Student. Reston,VA: National Council of Teachers of Mathematics
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