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Furtak, Erin Marie

Professor

Positions

Research Areas research areas

Research

research overview

  • Erin Marie Furtak is Professor of Education specializing in Science Education. She examines how secondary science teachers improve their classroom teaching through iterative co-design of formative assessment tasks, as well as how to promote more equitable science learning through classroom assessment.

keywords

  • Secondary science education, science teacher education, formative assessment, reform science teaching, life sciences education, science classroom discourse, teacher professional development

Publications

selected publications

Teaching

courses taught

  • EDUC 4060 - Classroom Interactions
    Primary Instructor - Spring 2018 / Fall 2018
    Students design and implement instructional activities informed by what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of classroom artifacts. Students examine how content and pedagogy combine to make effective teaching. Students are required to work in a classroom 4 hours per week. Same as EDUC 5060.
  • EDUC 4340 - Advanced Issues of Assessment, Teaching, and Learning in Reading, Mathematics, an
    Primary Instructor - Spring 2023
    In this course, students engage with theories and practices of assessment and instruction in the key content areas of reading, mathematics, and science. This course is taught in two half-semester modules�one focused on reading and one on mathematics/science�and occurs in the fourth and final year of the elementary major. The course addresses issues of assessment, teaching, and learning that build from and extend knowledge and practice from the assessment course and the methods courses in the three focal content areas. Modules will examine the purposes and practices of assessment in reading, mathematics and science education in elementary education. Particular attention will be given to theoretical foundations in assessment, applications of theory in classroom practice, and the design and use of assessment techniques and tools to support teaching for student understanding. While some attention will be given to large-scale assessment, this will be necessarily limited and addressed only as it pertains to the influence of these assessments on the design and use of classroom assessment. A key goal of the course is to support advanced understandings that can be practiced, analyzed, and refined during student teaching in the final year of the major.
  • EDUC 5022 - LGBTQ+ Topics in Higher Education
    Primary Instructor - Fall 2018
    Explores the diverse aspects of college and university life for students, staff, and faculty who identify as LGBTQ+. Examines the different higher education supports and challenges for LGBTQ+ student populations.
  • EDUC 5060 - Classroom Interactions
    Primary Instructor - Fall 2018
    Students design and implement instructional activities informed by what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of classroom artifacts. Students examine how content and pedagogy combine to make effective teaching. Students are required to work in a classroom 4 hours per week. Same as EDUC 4060.
  • EDUC 8165 - Advanced Topics in Mathematics Education
    Primary Instructor - Spring 2019
    Examines special topics in theory and research related to mathematics education. Topics vary each semester.May be repeated up to 12 total credit hours.
  • ... more

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