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Pier Angeli Junor Clarke

Clinical Associate Professor    Secondary-Mathematics Teacher Educator and Researcher    
Education
Ph.D. OISE at University of Toronto
M.A., City University of New York
B.Sc., University of Guyana
Specializations
Secondary Mathematics Teacher Preparation
Mathematics Content Knowledge
Professional Learning Community
Creating Cultural Responsive Spaces
Urban Education
Teacher Retention
Biography

Pier A. Junor Clarke is a clinical associate professor in the Middle & Secondary Education Department, College of Education, Georgia State University. She is the Mathematics Education Unit Leader and Lead coordinator and faculty of the Master of Arts in Teaching and Certification program for secondary mathematics education. She also teaches and advises doctoral students in the mathematics education program. Her research focuses on the development, retention, and sustainability of effective professional learning communities that support high quality secondary mathematics teachers in urban settings. As co-principal investigator in collaboration with faculty from multiple disciplines, Junor Clarke was awarded several National Science Foundation grants that target her work. She has published several refereed journal articles, proceedings, and book chapters and presented at the American Educational Research Association (AERA), the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), among other prominent conferences. During 2006, Junor Clarke was awarded a grant to work with a group of teacher educators from Kingston, Jamaica. She will continue with international initiatives and will direct a Study Abroad program for mathematics teachers in May 2014. Currently, she is working collaboratively on an initiative to redesign secondary mathematics teacher preparation programs through SMTI APLU.

Pier Junor Clarke CV

Publications

Junor Clarke, P.A. and Fournillier, J. (2012). “Action research, pedagogy, and activity theory: Tools facilitating two instructors’ interpretations of the professional development of four preservice teachers.” Teaching and Teacher Education, TATE1658, 649-660.

Founiller, J., Thomas, C., Junor Clarke, P. and Vidakovic, D. (2011). “Multi-user virtual environments: A platform for professional development and research on mathematics teacher retention in an urban environment.” Journal of the European Teacher Education Network, Vol. 6(1), 127-143.

Junor Clarke, P.A. and Kinuthia, W. (2010). “A collaborative teaching approach: Views of a cohort of preservice teachers in mathematics and technology courses.” International Journal of Teaching and Learning in Higher
Education, 21(1), 518-549.

Kinuthia, W., Dias, L., and Junor Clarke, P.A. (2010). “Development of pedagogical technology integration content knowledge in preparing mathematics preservice teachers: The role of case analyses and reflection.” Journal of Technology and Teacher Education, 18(4), 645-669.

Junor Clarke, P.A. (2009). “A Caribbean preservice mathematics teacher’s impetus to integrate computer technology in his practice.” International Journal of Teaching in Mathematics Education, 16(4), 1-10.

 
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