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. Her current project examines math teachers’ learning to support linguistically marginalized learners through teacher coaching.

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

• Reframing translanguaging practices to shift mathematics teachers' language ideologies , INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION (2023)
• 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)
• Coaching through co-inquiry: Augmenting teachers’ pedagogical judgment through video , American Educational Research Association annual meeting (2020)
• Cultivating racial solidarity among mathematics education scholars of color to resist White supremacy , The International Journal of Critical Pedagogy (2020)
• Reconciling local contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2020)
• Supporting anti-racism in STEM education: Affordances of video-based formative feedback , Proceedings of the 10th International Conference on Education and Social Justice (2020)
• ‘How do I choose?’: mathematics teachers’ sensemaking about pedagogical responsibility , Pedagogy, Culture & Society (2020)
• Adding value in coaching by centering the mathematics , Proceedings of the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators (2019)
• Clockface polygons and the collective joy of making mathematics together , Mathematics Enthusiast (2019)

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