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Stephanie Behm Cross

Assistant Professor    Middle Level Education    
Education

Bachelor of Arts in Interdisciplinary Studies: Mathematics and Business, Virginia Tech, 2001.
Master of Arts in Education in Curriculum and Instruction: Secondary Mathematics Education, Virginia Tech, 2003.
Doctor in Philosophy in Curriculum and Instruction: Mathematics Education, Virginia Tech, 2008.

Specializations

Urban teacher preparation
Clinical field experiences
Urban teacher residency models
New teacher induction
Mathematics education

Biography

Stephanie Behm Cross is an assistant professor in the Department of Middle and Secondary Education in the College of Education & Human Development. Her scholarly work focuses on urban teacher preparation, new teacher induction, and whiteness in the academy.

Using case study and narrative inquiry, Cross investigates teachers’ experiences throughout student teaching and the first years of teaching in urban settings. Her most recent research, funded through a multi-year Department of Education grant, investigates the impact of a three-year residency program on teacher retention, satisfaction and effectiveness.

Cross coordinates the Ph.D. in Teaching and Learning, Teaching and Teacher Education concentration and works closely with undergraduate students enrolled in the B.S.E. degree program in Middle Level Education. She teaches undergraduate teacher preparation courses on human diversity, power, and oppression in schools, middle level curriculum and pedagogical practices, and critical issues in middle grades education. She also teaches doctoral seminars in urban teacher education and mathematics education. She previously worked as a middle grades mathematics teacher and implemented project-based, integrated curriculum across multiple grades at her school.

Publications

Cross, S. B. (2017). “Whiteness in the academy: Using vignettes to move beyond safe silences.” Teaching in Higher Education, 1-9. Available at http://www.tandfonline.com/eprint/jhZTqIs6GcS8WNEybzMC/full.

Cross, S. B., and Thomas, C.* (2017). “Mitigating new teacher burnout: How reimagined partnerships could support urban middle level teachers.” Middle Grades Review, 3(1), 1-9. Available at: http://scholarworks.uvm.edu/mgreview/vol3/iss1/3

Cross, S. B. (2016). “Reexamining pitfalls of cxperience in urban teacher preparation.” Journal of Urban Learning, Teaching, and Research, 12, 116-123.

Jett, C. C., and Cross, S. B. (2016). “Teaching about diversity in black and white: Reflections and recommendations from two teacher educators.” The New Educator, 12(2), 1-16.

Cross, S. B., and Dunn, A. H. (2016). “‘I don’t know of a better way to prepare to teach:’ A case study of paired student teaching abroad.” Teacher Education Quarterly, 43(1), 71-90.