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Selected Works of Michele Carney

Associate Professor, Department of Curriculum, Instruction and Foundational Studies

Dr. Michele Carney joined the faculty of the Department of Curriculum, Instruction and Foundational Studies in the College of Education at Boise State University in 2012. Prior to this appointment she had served as the associate director of the Initiative for Developing Mathematical Thinking through the Center for School Improvement at Boise State, and as a professional development contractor for the Mathematical Thinking for Instruction program for the Idaho State Department of Education. Dr. Carney also has served as the West Ada School District’s mathematics curriculum coordinator and secondary math academic coach, and taught high school math and science. She specializes in mathematics teacher preparation and professional development, and her research focus is on how mathematics teacher education can be effectively scaled and measured. She has served as PI or Co-PI on several large-scale mathematics professional development projects. She is currently serving as director of the R egional Math Center at Boise State University, co-director of the MoDAL Institute, and co-PI on the NSF-funded Video Cases of Students’ Functional Reasoning (VCAST).

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About Michele Carney

Dr. Michele Carney joined the faculty of the Department of Curriculum, Instruction and Foundational Studies in the College of Education at Boise State University in 2012. Prior to this appointment she had served as the associate director of the Initiative for Developing Mathematical Thinking through the Center for School Improvement at Boise State, and as a professional development contractor for the Mathematical Thinking for Instruction program for the Idaho State Department of Education. Dr. Carney also has served as the West Ada School District’s mathematics curriculum coordinator and secondary math academic coach, and taught high school math and science. She specializes in mathematics teacher preparation and professional development, and her research focus is on how mathematics teacher education can be effectively scaled and measured. She has served as PI or Co-PI on several large-scale mathematics professional development projects. She is currently serving as director of the R egional Math Center at Boise State University, co-director of the MoDAL Institute, and co-PI on the NSF-funded Video Cases of Students’ Functional Reasoning (VCAST).

2012 - Present	Assistant Professor, Boise State University ‐ Department of Curriculum, Instruction and Foundational Studies
Institution Organization Position Type Position Title Time Period to Options Current Position Affiliate my profile with this Institution
Present	Co-Director, Boise State University ‐ IDoTeach Program
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Education, Curriculum and Instruction, and Science and Mathematics Education

Mathematics Professional Development and Mathematics Education

2020 - 2024	Assessing Attentiveness to Student Ideas in Physics
	National Science Foundation (NSF) - 2021258
	Standard Grant
	Role: Co-Principal Investigator
	Colleague(s): Leslie Atkins Elliott (Principal Investigator) and Ya Mo (Co-PI)
	$299,075
2023 - 2023	To support teachers by developing strategies to not only catch students up in math achievement, but to understand and build on what students learn
	Idaho State Board of Education
	Colleague(s): Joe Champion
	$1,500,000
2019 - 2023	Improving Grades 6-8 students' mathematics achievement in modeling and problem solving through effective sequencing of instructional practices
	National Science Foundation - 1907840
	Continuing Grant
	Role: Co-Primary Investigator
	Colleague(s): Joe Champion (PI); Keith Theide (co-investigator); Ya Mo (Co-PI); Michael Jarry-Shore (Co-PI); and Sam Coskey (co-investigator)
	$3,000,000

2010-2013 - Mathematical Thinking for Instruction, Professional Development Grant, Co-PI ($4,241,000)
2016 - National Technology Leadership Initiative Award, Association of Mathematics Teacher Educators
2018 - Outstanding Paper Award in Mathematics Education, Society for Information Technology and Teacher Education Conference. Paper Title: "Video Case Analysis of Students' Mathematical Thinking: Initial Development Process"

E-mail: michelecarney@boisestate.edu

http://orcid.org/0000-0003-2231-3692

Articles (17)

Interpretation and Use Statements for Instruments in Mathematics Education (Michele B. Carney, Jonathan Bostic, Erin Krupa, et al.) Journal for Research in Mathematics Education (2022)

This Research Commentary addresses the need for an instrument abstract—termed an Interpretation and Use Statement (IUS)—to be included when mathematics educators present instruments for use by others in journal articles and other communication venues (e.g., ...

Efficient Assessment of Students’ Proportional Reasoning (Michele Carney, Katie Paulding and Joe Champion) Applied Measurement in Education (2022)

Teachers need ways to efficiently assess students’ cognitive understanding. One promising approach involves easily adapted and administered item types that yield quantitative scores that can be interpreted in terms of whether or not students likely ...

Using Think-Alouds for Response Process Evidence of Teacher Attentiveness (Ya Mo, Michele Carney, Laurie Cavey, et al.) Applied Measurement in Education (2021)

There is a need for assessment items that assess complex constructs but can also be efficiently scored for evaluation of teacher education programs. In an effort to measure the construct of teacher attentiveness in an ...

Argumentation Surrounding Argument-Based Validation: A Systematic Review of Validation Methodology in Peer-Reviewed Articles (Matthew Ryan Lavery, Jonathan D. Bostic, Lance Kruse, et al.) Educational Measurement: Issues and Practice (2020)

Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and ...

Professional Noticing on a Statistical Task (Courtney Nagle, Stephanie Casey and Michele Carney) Investigations in Mathematics and Learning (2020)

This study explores secondary in-service mathematics teachers’ professional noticing of student work on a statistical task involving informally placing a line of best fit. The manuscript describes how teachers interpreted student work on the line ...

Scaling Professional Development for Mathematics Teacher Educators (Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, et al.) Teaching and Teacher Education (2019)

There have been multiple calls (Adler, Ball, Krainer, Lin, & Novotna, 2005; Conference Board of the Mathematical Sciences, 2012; Kilpatrick, Swafford, & Findell, 2001) and extensive evidence (Hiebert, 2003; Lemke et al., 2004; National Math ...

Argument-Based Validation in Practice: Examples From Mathematics Education (Erin Elizabeth Krupa, Michele Carney and Jonathan Bostic) Applied Measurement in Education (2019)

This article provides a brief introduction to the set of four articles in the special issue. To provide a foundation for the issue, key terms are defined, a brief historical overview of validity is provided, ...

Comparison of Two Approaches to Interpretive Use Arguments (Michele Carney, Angela Crawford, Carl Siebert, et al.) Applied Measurement in Education (2019)

The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of ...

Improving the Accuracy of Teachers' Judgments of Student Learning (Keith W. Thiede, Jonathan L. Brendefur, Michele B. Carney, et al.) Teaching and Teacher Education (2018)

We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative ...

Video Case Analysis of Students’ Mathematical Thinking: Initial Development Process (Laurie Cavey, Tatia Totorica, Michele Carney, et al.) Research Highlights in Technology and Teacher Education 2018 (2018)

Video shows promise for supporting mathematics teacher candidates’ understanding of student thinking. As a result, we began a design-based research project on using video-based online learning modules as a component of a teacher preparation program ...

Assessing Teacher Attentiveness to Student Mathematical Thinking (Michele B. Carney, Laurie Cavey and Gwyneth Hughes) The Elementary School Journal (2017)

This article illustrates an argument-based approach to presenting validity evidence for assessment items intended to measure a complex construct. Our focus is developing a measure of teachers’ ability to analyze and respond to students’ mathematical ...

Influence of Proportional Number Relationships on Item Accessibility and Students’ Strategies (Michele B. Carney, Everett Smith, Gwyneth R. Hughes, et al.) Mathematics Education Research Journal (2016)

Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems ...

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs (Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, et al.) Educational Policy (2016)

We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, ...

The Relationship Between High-School Mathematics Teachers' Beliefs and Their Practices in Regards to Intellectual Quality (Jonathan L. Brendefur and Michelle B. Carney) Journal of Mathematics Education (2016)

This study examines the relationship between mathematics teachers’ beliefs and instructional practices related to learning, pedagogy, and mathematics in regards to components of intellectual quality for eight high-school mathematics teachers. Research has demonstrated that the ...

Developing a Mathematics Instructional Practice Survey: Considerations and Evidence (Michele B. Carney, Jonathan L. Brendefur, Gwyneth R. Hughes, et al.) Mathematics Teacher Educator (2015)

As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and ...

Can Teachers Accurately Predict Student Performance? (Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, et al.) Teaching and Teacher Education (2015)

In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of ...

Reshaping Teachers’ Mathematical Perceptions: Analysis of a Professional Development Task (Gwyneth Hughes, Jonathan Brendefur and Michele Carney) Mathematics Teacher Educator (2015)

As the focus of mathematics education moves from memorization toward reasoning and problem solving, professional development for in-service teachers must model these activities while simultaneously increasing participants’ mathematical knowledge. We examine a representative task from ...

VCAST Learning Modules: A Functions & Modeling Course Innovation (Laurie O. Cavey, Jason Libberton, Tatia Totorica, et al.) Preparing STEM Teachers: The UTeach Replication Model (2020)

The VCAST learning modules are a direct response to calls for teacher preparation programs to improve the mathematical preparation of future secondary teachers and to provide teacher candidates experiences with anticipating the different ways that ...

Developing a Construct Map for Teacher Attentiveness (Michele B. Carney, Tatia Totorica, Laurie O. Cavey, et al.) Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives (2019)

Conducting Classroom Assessment Based in Cognition: The Case of Proportional Reasoning (Michele B. Carney, Gwyneth R. Hughes, Jonathan L. Brendefur, et al.) Annual Perspectives in Mathematics Education 2015: Assessment to Enhance Learning and Teaching (2015)

Framing Professional Development That Promotes Mathematical Thinking (Jonathan L. Brendefur, Michelle Carney, Gwyneth Hughes, et al.) STEM Education: An Overview of Contemporary Research, Trends, and Perspectives (2015)

Several studies have shown that when teachers teach for conceptual and procedural understanding, rather than focusing solely on computational fluency, student achievement improves (Haycock, 2001; Knapp, 1995; Newmann & Associates, 1996). But because teachers themselves ...

Mapping Student Reasoning in Support of Mathematics Teacher Candidate Digital Learning (Laurie Cavey, Tatia Totorica, Michele Carney, et al.) Proceedings of International Conference of the Learning Sciences, ICLS (2018)

Using design-based research, we are developing a series of video-based online learning modules to engage mathematics teacher candidates in analyzing cases of secondary students’ mathematical reasoning. We describe our process for developing a student reasoning ...

Exploring and Examining Quantitative Measures (Jonathan D. Bostic, Erin Krupa, Michele Carney, et al.) Proceedings: Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2016)

The purpose of this working group is to bring together scholars with an interest in examining the research on quantitative tools and measures for gathering meaningful data, and to spark conversations and collaboration across individuals ...

Moving Online: Challenges and Successes of Transforming Mandated Professional Development from an In-Person to Hybrid Model (Gwyneth Hughes, Michele Carney and Jonathan Brendefur) Proceedings of Society for Information Technology & Teacher Education International Conference (2016)

In this paper we describe the process of moving a 45-hour, mandated, in-person professional development course into a 70% online, 30% in-person format. We address various challenges that arose during the process including 1) maintaining ...

Students' Reasoning Around the Functional Relationship (Michele Carney and Angela Crawford) Proceedings: Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2016)

Proportional reasoning is related to flexible use of the scalar and functional relationships that exist in proportional situations. More specifically, in regard to the functional relationship, students’ understanding of the multiplicative comparison that exists between ...