Samantha Marshall

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Bio

Dr. Marshall is an assistant professor in the Department of Teacher Education and Learning Sciences (TELS) at North Carolina State University. A first-generation college graduate, she received her B.S.E. in mathematics from Oklahoma Christian University, her M.A. from Columbia University, and her Ph.D. in Learning, Teaching & Diversity from Vanderbilt University. Dr. Marshall’s work lies at the intersection of teacher learning, justice-oriented mathematics education, and learning sciences. Motivated by the need to support teachers in learning anti-oppressive forms of education, her work seeks to design, investigate, and refine supports for teachers’ learning. Dr. Marshall’s research projects have spanned questions of teachers’ learning through professional development, how teachers’ learning is shaped by enactment in context, as well as how STEM teachers learn ambitious, asset-based, and culturally sustaining pedagogies. Drawing on sociocultural and sociopolitical theories, she uses ethnographic methods of data collection as well as critical discourse and interaction analysis methods to understand learning in context. She has two current NSF-funded projects: (1) Project AWISE, which examines math teachers’ learning to support linguistically marginalized learners through teacher coaching, and (2) CAREER: Supporting Teachers to Leverage Students’ Languages in Mathematics.

Dr. Marshall is currently accepting doctoral students interested in researching teachers’ learning about educational equity.

Programs

• Ph.D.: Educational Equity
• MS: Curriculum and Developmental Supervision

Area(s) of Expertise

teacher learning; professional development; educational equity in STEM

Publications

• "Even when it was hard, you pushed us to improve": Emotions and teacher learning in coaching conversations , TEACHING AND TEACHER EDUCATION (2023)
• But What Does it Look Like in Maths?: A Framework for Culturally Sustaining Pedagogy in Mathematics , International Journal of Multicultural Education (2023)
• More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens , Educational Forum (2023)
• Reframing translanguaging practices to shift mathematics teachers' language ideologies , INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION (2023)
• LEARNING ABOUT TEACHING THROUGH MOMENTS OF INSIGHT , Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach (2022)
• Using Problem (Re)framing and Teachers' Pedagogical Responsibility to Facilitate Teacher Learning Opportunities , Proceedings of International Conference of the Learning Sciences, ICLS (2022)
• What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective , JOURNAL OF TEACHER EDUCATION (2021)
• Analytical designs: Goodwin’s substrates as a tool for studying learning , The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (2020)
• Analytical designs: Goodwin’s substrates as a tool for studying learning , Computer-Supported Collaborative Learning Conference, CSCL (2020)
• Coaching through co-inquiry: Augmenting teachers’ pedagogical judgment through video , American Educational Research Association annual meeting (2020)

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