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Karen Koellner

Professor of Childhood Education Director of Childhood Education

Karen Koellner

kkoellne@hunter.cuny.edu
212-772-4675
913 West

Education

University of Southern California, BS Education, 1989

California State University, Los Angeles, MS Curriculum & Instruction, 1991

Arizona State University, PhD Mathematics Education, 1998

Teaching

Mathematics Curriculum and Methods, Fieldwork & Seminar courses, Seminar to Student Teaching

Research

Professor Koellner’s research is focused on the professional education of urban K-12 teachers of mathematics (pre service and inservice) and teacher leaders/facilitators of professional development. In particular, she is interested in how teachers learn mathematical knowledge for teaching, how teachers learn instructional strategies to reach all learners, how teachers use their understanding of student thinking and how this knowledge is applied in classrooms.

Awards

2017 Association of Teacher Education’s Distinguished Research Award in Teacher Education

Refereed Publications

Koellner, K., Seago, N., & Jacobs, J. (in press). Representations of practice to support teacher practice: Video case mathematics professional development. International Congress of Mathematics Education Monograph.

Seago, N., Koellner, K., & Jacobs, J. (in press). Video in the Middle: Designing Video-based In-Service Teacher Development. Contemporary issues in Technology Education.

Jacobs, J., Seago, N. & Koellner, K. (in press). Preparing facilitators to use and adapt professional development materials productively. International Journal of STEM Education.

Lachuk, A. & Koellner, K. (2015). Performance-based assessment for certification: Insights from edTPA implementation, Language Arts, 93(2) 84-95.  

Koellner, K., Pittman, M., Brandefur, J. (2015) Expect the unexpected when teaching probability, Mathematics Teaching, 245, pp. 29-32.

Koellner, K. & Jacobs, J. (2014). Impact of an adaptive professional development model on mathematics teachers’ knowledge, instruction, and student achievement. Journal of Teacher Education. 66, 51-67 DOI: 10.1177/0022487114549599.

Borko, H., Koellner, K. & Jacobs, J. (2014). Examining novice teacher leaders’ facilitation of mathematics professional development. Journal of Mathematical Behavior, 33, 149-167.

Jacobs, J., Koellner, K., & Funderburk, J. (2012). Problem solved: Middle school math instruction gets a boost from a flexible model for learning. Journal of Staff Development, 33(2), 32–39.

Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics professional development: Critical features for developing leadership skills and building teachers’ capacity. Mathematics Teacher Education and Development, 13(1), 115–136.

Koellner, K., Colsman, M., & Risley, R. (2011). Multidimensional assessment: Guiding response to intervention in mathematics. Teaching Exceptional Children, 44, (2), 48-56.

Borko, H., Koellner, K., Jacobs, J. & Seago, N. (2011). Using video representations of teaching in practice based professional development programs. Zentralblatt für Didaktik der Mathematik: International Reviews on Mathematical Education, Published online: http://www.springerlink.com/content/n12g38449p245358/ DOI 10.1007/s11858-010-0302-5 

Koellner, K., Wallace, F., & Swackhamer, L. (2009). Literacy Integration to Encourage and Support the Development of Mathematics for all Students. Middle School Journal, 41(2) 30-39.

Swackhamer, L., Koellner, K., Basile, C & Kimbrough, D. (2009). Increasing the self-efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2),63-78.

Koellner, K., Schneider, C., Roberts, S., Jacobs, J., & Borko, H. (2008). Using the Problem-Solving Cycle model of professional development to support novice mathematics instructional leaders. Inquiry into Mathematics Teacher Education. Association of Mathematics Teacher Educators (AMTE) Monograph Series, Monograph 5, pp. 59-70.

Wallace, F., & Koellner, K. (2008). Yong adult literature in the mathematics classroom. Journal of Content Area Reading, 7(1), 29-53.

Koellner, K., Pittman, M. E, & Frykholm, J. (2008) Generally talking and talking generally: Conversations in an algebra classroom. Mathematics Teaching in the Middle School, 15(5) 304-310.

Jacobs, J., Borko, H., Koellner, K., Schneider, C., Eiteljorg, E., & Roberts, S.A. (2007). The Problem-Solving Cycle: A model of mathematics professional development. Journal of Mathematics Education Leadership, 10(1), 42-57.

Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M., Eiteljorg, E., Bunning, K., & Frykholm, J. (2007). The Problem-Solving Cycle: A model to support the development of teachers’ professional knowledge. Mathematical Thinking and Learning, 9(3), 271-300.   

Grants

K. Koellner (Co PI) with Jacobs, J. (PI) (University of Colorado), and N. Seago (Co PI) (WestEd). An Efficacy Study of the Learning and Teaching Geometry Professional Development Materials: Examining Impact and Context-Based Adaptations. Total Award, $2,891,210 (2015-2019)

K. Koellner (Co PI) with Jennifer Jacobs (PI) and E. Wiley (Co PI)(University of Colorado Boulder); and H. Borko (Co PI) (Stanford University). Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle A DRK-12 Discovery grant sponsored by the National Science Foundation. Total award $1,499,497. 2007-2014

K. Koellner (Co PI) with D. White (PI) and C. Basile (Co PI) (University of Colorado Denver). Robert Noyce Scholarship Program: Aurora Noyce Scholars Program. Approximately $896,985/5 years. (2008-2013)

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