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Innovations in research and scholarship are hallmarks of the Curriculum and Instruction experience.
Dr. Arthur Baroody has three grants, totaling almost $250 million, related to helping young children learn mathematics. More information ...
Dr. Georgia Earnest Garcia, along with Dr. Eurydice Bauer, has a $1.5 million grant in collaboration with the University of California-Berkeley and the University of Minnesota. The purpose of the project is to work with teachers to improve the reading comprehension of elementary students, including bilingual students.
Dr. Fouad Abd El Khalick received an $866,000 grant from the National Science Foundation to develop an experimental alternative science and mathematics teacher certification program, RECRUIT, that aims to increase the number of secondary science and mathematics teachers from under-represented populations. More information ...
Dr. Barbara Hug is working with several universities on National Science Foundation grants totaling about $587,000 to improve science instruction in middle school and elementary classrooms. More information ...
Dr. Rochelle Gutierrez is in charge of the NOYCE grant.
Dr. Casey George-Jackson leads the Math Alliance Research Study, funded by the National Science Foundation. The three-year project is investigating the National Alliance for Doctoral Studies in the Mathematical Sciences, a postsecondary intervention program which aims to make the mathematical disciplines more accessible and inclusive to traditionally underrepresented students by changing the culture of math.
Mark Dressman and Sarah McCarthey with Paul Prior (English) are co-editors of the journal Research in the Teaching of English. The premier research journal for the National Council of Teachers of English (NCTE), RTE publishes cutting-edge research in all aspects of literacy from pre-school through college.
Liora Bresler is the editor of the International Journal of Education & the Arts that currently serves as an open access platform for scholarly dialogue. The journal is committed to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts. More information ...
Ian Westbury is general editor of the Journal of Curriculum Studies. First published in 1968 and with regional editors in the US, Canada, Austria, Switzerland and Hong Kong, JCS is the leading international journal in curriculum studies broadly defined -- covering historical, comparative and policy-related studies of the curriculum, pedagogic theory, teacher education and development, assessment and evaluation, and the present state of schooling.
Marilyn Johnston-Parsons, Melissa Wilson, and the teachers at Park Street Elementary have published a book that tells insider success stories of life in a "failing" school, stories of the daily lives of children and educators in an urban school during a time when accountability weighs heavy on both teachers and students. More information ...
Mark Dressman will be publishing a book in March 2008 entitled Using Social Theory in Educational Research that explores the challenges and implications of social theories within educational research. More information ...
Arlette Willis recently published a book entitled “Reading Comprehension Research and Testing in the U.S.: Undercurrents of Race, Class, and Power in the Struggle for Meaning.” More information ...
Klaus Witz has published a book entitled "Spiritual Aspirations Connected with Mathematics: The Experience of American University Students". More information ...
Liora Bresler has edited the Handbook of Research in Arts Education published by Springer (February 2007). The two volumes (1600 plus pages) of the Handbook include chapters and interludes written by 113 authors, and additional fifty five international scholars discussing research in arts education in thirty five countries across the globe. More information ...
Professor Sarah Lubienski, Department of Curriculum and Instruction, is the principal investigator of a new IES-funded postdoctoral training program focusing on the preparation of mathematics education researchers. Lubienski, along with co-PIs Arthur Baroody and Joseph P. Robinson, have designed a program that will allow fellows to work with a range of UI faculty with expertise in mathematics education, psychology, and statistics. The program will help fill the national need for scholars who have a blend of expertise in mathematics education, research design and data analysis. The program will bring in 3 fellows over the next 5 years, with each fellowship lasting 2-3 years. The program's first fellow, Dr. David Purpura, arrived on campus in August, 2010 and will be working primarily with Dr. Art Baroody on his research.
The Department of Curriculum and Instruction welcomes two new postdoctoral researchers in mathematics education—Dr. Erin Reid and Dr. David Purpura. Dr. Reid recently completed her Ph.D. from Pennsylvania State University, with her dissertation entitled Promoting Early Numeracy Skill Growth in Head Start Children: An Efficacy Study of the NumberFun Early Numeracy Skill Program. Dr. David Purpura recently graduated from Florida State University, where he completed his dissertation on Informal number-related mathematics skills: An examination of the structure of and relations between these skills in preschool. Both Dr. Reid and Dr. Purpura will work with Dr. Art Baroody on his IES-funded projects. The College and CI Department are fortunate to have these two outstanding new scholars here.
Professor Sarah Lubienski is the principal investigator of an IES-funded study of gender and mathematics learning. Using data from the Early Childhood Longitudinal Study (ECLS-K), this project explores how boys’ and girls’ early experiences differ at both school and home, and how those differences relate to gender disparities in K-5th grade mathematics achievement. She and Dr. Joseph P. Robinson presented their findings at the annual conference of the Institute for Education Sciences in June, and their article related to this work will appear soon in the American Educational Research Journal.
Professor Sarah Lubienski was awarded a Fulbright fellowship to work with the Centre for the Advancement of Science Teaching and Learning (CASTeL) in Dublin, Ireland. As a Fulbright scholar during Fall, 2010, Dr. Lubienski will teach a graduate course for Irish mathematics teachers and will conduct research on mathematics education reforms in Ireland.
Drs. Barbara Hug & Sarah Lubienski are studying the impact of their new masters degree program with funding of one million dollars from the Illinois State Board of Education. In partnership with Decatur Public Schools, Hug and Lubienski developed the Sense Making in Mathematics and Science (SMMS) program to enhance K-8 teachers’ knowledge of mathematics, science, and teaching. The teachers are in the final year of the program, and they have made significant gains in their content knowledge, as well as important shifts in their science and mathematics instruction.
Professor Fouad Abd-El-Khalick is co-principal investigator on the $5,000,000 EnLiST grant from the National Science Foundation. Scholarship in social and entrepreneurial leadership and distributed leadership frame EnLiST's efforts to build and sustain a state-wide Illinois community of highly qualified science teacher leaders, transforming K-12 science teaching and learning through intensive professional development and innovative school projects. Teacher leaders gain cutting-edge scientific knowledge, research experiences in University laboratories, and effective pedagogical repertoires, as well as entrepreneurial leadership and transformative skills. They return to their districts empowered to energize and transform STEM teaching and learning. Core partners include Education, Physics, Chemistry, Business, Champaign Unit 4 District, Urbana School District #116, and Thornton High School District #205, in addition to other school districts across the state.
Professor Fouad Abd-El-Khalick is principal investigator of a $315,000 grant from the Qatar Foundation, Qatari students' Interest in, and Attitudes toward, Science (QIAS). Drawing on a national probability sample of precollege students, science teachers, and schools in Qatar, QIAS aims to (a) assess students’ interest in, and attitudes toward, science, and the ways in which these variables change during the school years; (b) identify factors that impact students’ interest and attitudes, including their dispositions toward pursuing college science studies and scientifically-based careers; (c) characterize the prevailing modalities of science teaching in the various types of precollege Qatari schools; and (d) examine the relationship between students’ interest and attitudes and their science learning experiences. QIAS will make significant contributions to Qatar at the levels of research, policy, and practice.
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