Terrie M Galanti
Biographic Data
| ID | 9512539 |
|---|---|
| NAME | Terrie M Galanti |
| GIVEN NAMES | Terrie M |
| FAMILY NAME | Galanti |
| SIGNATURE | GALANTI T M |
| AFFILIATIONS | University of North Florida |
| ORCID | 0000-0003-2948-7898 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Using a productive disciplinary engagement framework to analyze early childhood teachers’ implementations of student-centered mathematics routines
Dominant Discourses About What It Means to Be “Good” at Mathematics
Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These dominant discourses are communicated to students in a myriad of ways through family, friends, media, and overall societal norms. They reify deficit perspectives (oft…
“Everybody Was Included in the Conversation”
This qualitative interview study examines STEM integration in three diverse elementary schools through the eyes of the teachers and instructional coaches (n = 9) who facilitated the transdisciplinary Box Turtle Model-eliciting Activity (MEA). Prior to implementation, participants attended a full-day professional development workshop in which they experienced the MEA in school-based triads of principals, coaches, and teachers. The educators then i…
Teachers in the Loop
With increasing attention on the potential overlap between computational thinking (CT) and mathematical reasoning, STEM education researchers seek to understand how integrating CT and mathematics can deepen student learning across disciplines. Although there are various professional development programs that introduce teachers to CT concepts and strategies for curriculum integration, limited research exists on how teachers might apply this knowle…
Promoting teachers' advocacy and agency for equity in STEM education through research and reflection
Systemic equity challenges in K‐12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of change, they have the power to impact their classrooms, schools, and communities. Using a collaborati…
No prominent works on this page.
“Everybody Was Included in the Conversation”
This qualitative interview study examines STEM integration in three diverse elementary schools through the eyes of the teachers and instructional coaches (n = 9) who facilitated the transdisciplinary Box Turtle Model-eliciting Activity (MEA). Prior to implementation, participants attended a full-day professional development workshop in which they experienced the MEA in school-based triads of principals, coaches, and teachers. The educators then i…
Teachers in the Loop
With increasing attention on the potential overlap between computational thinking (CT) and mathematical reasoning, STEM education researchers seek to understand how integrating CT and mathematics can deepen student learning across disciplines. Although there are various professional development programs that introduce teachers to CT concepts and strategies for curriculum integration, limited research exists on how teachers might apply this knowle…
Promoting teachers' advocacy and agency for equity in STEM education through research and reflection
Systemic equity challenges in K‐12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of change, they have the power to impact their classrooms, schools, and communities. Using a collaborati…
Dominant Discourses About What It Means to Be “Good” at Mathematics
Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These dominant discourses are communicated to students in a myriad of ways through family, friends, media, and overall societal norms. They reify deficit perspectives (oft…
Using a productive disciplinary engagement framework to analyze early childhood teachers’ implementations of student-centered mathematics routines
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Discipline (2 works) · Elementary mathematics (2 works) · Innovative Teaching and Learning Methods (2 works) · Professional development (2 works) · Science Education and Pedagogy (2 works)