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Karen Koellner

Professor of Childhood Education Director of Childhood Education

Karen Koellner
913 West


University of Southern California, BS Education, 1989

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

Arizona State University, PhD Mathematics Education, 1998


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


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.


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.


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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