- 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.
Ph. D. in Curriculum and Instruction: Mathematics Education, Virginia Tech, 2008.
- mathematics education, teacher education, clinical field experiences, teacher Induction, teachers' curriculum use
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 the clinical preparation of teachers, new teacher induction, and professional learning communities for both in-service and pre-service teachers. 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 multi-year Race to the Top grant, investigates the impact of a 3-year residency model on both new and veteran teachers at a local K-8 charter school. Cross has a secondary interest in issues of autonomy and agency in new mathematics teachers’ curricular decision-making. She has published this and other work in several teacher education research journals and books. Cross also serves as an assistant editor for the Journal of Urban Mathematics Education; is the co-coordinator of 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. Cross teaches undergraduate courses focused on middle level curriculum and mathematics pedagogy, and also teaches doctoral seminars in teacher education and mathematics education. Cross previously worked as a middle grades mathematics teacher and implemented project-based, integrated curriculum across multiple grades at her school.
Cross, S. B., & Bayazit, N. (in press). “Helping preservice teachers connect theory and practice: Using reading, writing, and observation protocols to structure field experiences.” Teacher Education Quarterly.
Bayazit, N., Cross, S. B. (2013). “’I hate that kids hate math:’ The power of content passion in student teaching practices.” In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago: All Academic.
Cross, S. B. (2011). “Preservice elementary teachers’ uses of mathematics curriculum materials: The role of disequilibrium and human resources.” In Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Eugene, OR: All Academic.
Behm, S. L., & Lloyd, G.M. (2008). “Factors influencing student teachers’ use of mathematics curriculum materials.” In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction (pp. 205-222). New York: Routledge.
Lloyd, G. M., & Behm, S. L. (2005). “Preservice elementary teachers’ analysis of mathematics instructional materials.” Action in Teacher Education, 26(4), 48-62.