Dr. Marshall is an assistant professor in the Department of Teacher Education and Learning Sciences (TELS) at North Carolina State University. She received her Ph.D. in Learning, Teaching & Diversity from Vanderbilt University. A first-generation college graduate, she grew up in Norman, Oklahoma and taught secondary mathematics in Oklahoma, New York, and Tennessee. She also served as a curriculum developer, instructional coach, and school administrator.
Selected Scholarly Publications
- Marshall, S. A. & Buenrostro, P. M. (2021). What makes mathematics teacher coaching effective? A call for a justice-oriented perspective. Journal of Teacher Education. https://doi.org/10.1177/00224871211019024
- Chen, G. A., Marshall, S. A., & Horn, I. S., (2020). ‘How do I choose?’: Mathematics teachers’ sensemaking about pedagogical responsibility. Pedagogy, Culture, & Society, https://doi.org/10.1080/14681366.2020.1735497
- Ehrenfeld, N. Schneeberger McGugan, K., Marshall, S. A., & Garner, B. (2020). Reconciling contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.). Proceedings of the 42nd meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1800-1808). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020
- Keifert, D., Hall, R., Enyedy, N., Vogelstein, L., Pierson, A. Ehrenfeld, N., Marshall, S., Schneeberger McGugan, K., Marin, A. Faulstich, E. N. O., Bordeaux, C., Clark, H., Gravell, J., Lindberg, L., Morales, D., Rodriguez, L. White Eyes, R., Flood, V. J., Sharma, G., … Clark, D. (2020). Analytical designs: Goodwin’s substrates as a tool for studying learning. In M. Gresalfi & I. S. Horn (Eds.) 14th International Conference of the Learning Sciences (pp. 1471-1478). International Society of the Learning Sciences. https://repository.isls.org//handle/1/6352
- Brady, C. B., Blough, R., Hollister, K., Jordan, P., Marshall, S. A., Nichols, I., Vogelstein, L. E, & Wisittanawat, P. (2019). Clockface polygons and the collective joy of making mathematics together. Mathematics Enthusiast, 16(1), 75-106.
- Chen, G. A., & Marshall, S. A. (2019). Conversational patterns and opportunities for teacher learning in collaborative planning conversations. In S. Otten, A. G., Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.) Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 574-578). University of Missouri. http://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf
- Marshall, S. A. (2018). To sustain tribal nations: Striving for Indigenous sovereignty in mathematics education. The Journal of Educational Foundations, 31(1 & 2), 9-37.
- Chen, G. A., & Marshall, S. A. (2018). Mathematics teachers’ learning to enact change in oppressive systems. In S. Richardson, A. Davis, & C. W. Lewis (Eds.) Proceedings of the International Conference on Urban Education (pp. 52-64). Urban Education Collaborative. https://1e1dd9d7-3209-48d8-90a2-7a4cef33595c.filesusr.com/ugd/a4a250_e4a5a6994b914a68975203db95e688ae.pdf
- Marshall, S. A. (2017). A sense of possibility: Cultivating perseverance in an urban mathematics classroom. Journal of Teacher Action Research, 3(3), 1-23.
- ED 569 Teaching Internship: MAT
Honors and Awards
- National Science Foundation Graduate Research Fellowship Program (NSF GRFP)
- National Science Foundation INTERN Award
- Distinguished Alumnus, Oklahoma Christian University College of Education
Ph.D. Learning, Teaching & Diversity Vanderbilt University 2020
M.A. Secondary Education Columbia University 2014
B.S.E. Mathematics Oklahoma Christian University 2008
Area(s) of Expertise
Samantha A. Marshall’s work lies at the intersection of teacher learning, justice-oriented 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. Her current project examines teachers' learning to support multilingual learners through teacher coaching.