Faculty Profile

Colleen Eddy

Title
Associate Professor
Department
Teacher Education and Administration
College
College of Education

    

Education

EdD, Baylor University, 2005.
Major: Curriculum and Instruction: Mathematics Education
Dissertation Title: The effects of a middle grades teacher education program on preservice teachers' choice of teaching strategies and mathematical understanding
MEd, Tarleton State University, 1998.
Major: Educational Administration
BS, University of Texas at Austin, 1990.
Major: Seconday Education
Degree Specialization: Mathematics

Current Scheduled Teaching*

EDCI 6230.001, Implementation and Evaluation of Curriculum, Spring 2023
EDCI 6950.701, Doctoral Dissertation, Fall 2022
EDEE 3350.005, Teaching Mathematics EC 6, Fall 2022 Syllabus
EDUC 6120.001, Theoretical Foundations for Educational Studies, Fall 2022

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDSE 5330.030, Assessment of Learning in Mathematics Education, Summer 5W1 2022 SPOT
EDCI 6950.700, Doctoral Dissertation, Summer 10W 2022
EDSE 5310.030, Pedagogical Content Knowledge for Teachers of Algebra, Summer 5W1 2022 SPOT
EDCI 6950.700, Doctoral Dissertation, Spring 2022
EDEE 3350.013, Teaching Mathematics EC 6, Spring 2022 Syllabus SPOT
EDCI 6950.701, Doctoral Dissertation, Fall 2021
EDCI 5710.030, Research in Classroom Settings, Fall 2021 Syllabus SPOT
EDEE 3350.020, Teaching Mathematics EC 6, Fall 2021 Syllabus SPOT
EDSE 5330.030, Assessment of Learning in Mathematics Education, Summer 5W1 2021 Syllabus SPOT
EDCI 6950.701, Doctoral Dissertation, Summer 10W 2021
EDSE 5310.030, Pedagogical Content Knowledge for Teachers of Algebra, Summer 5W1 2021 Syllabus SPOT
EDCI 5900.700, Special Problems, Summer 5W2 2021
EDCI 6950.700, Doctoral Dissertation, Spring 2021
EDCI 6230.001, Implementation and Evaluation of Curriculum, Spring 2021 Syllabus SPOT
EDCI 6910.702, Special Problems, Spring 2021
EDCI 6950.702, Doctoral Dissertation, Fall 2020
EDCI 5710.031, Research in Classroom Settings, Fall 2020 Syllabus SPOT
EDCI 6900.702, Special Problems, Fall 2020
EDCI 6910.704, Special Problems, Fall 2020
EDME 4351.001, Teaching Mathematics in Grades 4 8, Fall 2020 Syllabus SPOT
EDSE 5330.030, Assessment of Learning in Mathematics Education, Summer 5W1 2020 Syllabus SPOT
EDCI 6950.701, Doctoral Dissertation, Summer 10W 2020
EDSE 5310.030, Pedagogical Content Knowledge for Teachers of Algebra, Summer 5W1 2020 Syllabus SPOT
EDCI 5360.026, Advances in Teaching, Spring 2020 Syllabus
EDCI 5360.030, Advances in Teaching, Spring 2020 Syllabus
EDCI 6950.700, Doctoral Dissertation, Spring 2020
EDCI 6230.001, Implementation and Evaluation of Curriculum, Spring 2020 Syllabus
EDCI 6950.702, Doctoral Dissertation, Fall 2019
EDCI 5710.026, Research in Classroom Settings, Fall 2019 Syllabus
EDCI 5710.030, Research in Classroom Settings, Fall 2019 Syllabus SPOT
EDCI 6910.705, Special Problems, Fall 2019
EDME 4351.001, Teaching Mathematics in Grades 4 8, Fall 2019 Syllabus SPOT
EDSE 5330.030, Assessment of Learning in Mathematics Education, Summer 5W1 2019 Syllabus SPOT
EDUC 6950.708, Doctoral Dissertation, Summer 10W 2019
EDSE 5310.030, Pedagogical Content Knowledge for Teachers of Algebra, Summer 5W1 2019 Syllabus
EDCI 4000.001, Classroom Interactions, Spring 2019 Syllabus SPOT
EDCI 6950.707, Doctoral Dissertation, Spring 2019
EDCI 6900.700, Special Problems, Spring 2019
EDCI 6950.702, Doctoral Dissertation, Fall 2018
EDCI 5710.026, Research in Classroom Settings, Fall 2018 SPOT
EDCI 5710.030, Research in Classroom Settings, Fall 2018 SPOT
EDUC 6040.001, Traditions of Inquiry, Fall 2018 SPOT
EDSE 5330.030, Assessment of Learning in Mathematics Education, Summer 5W1 2018
EDCI 6950.700, Doctoral Dissertation, Summer 5W1 2018
EDCI 4000.002, Classroom Interactions, Spring 2018 Syllabus SPOT
EDCI 6950.707, Doctoral Dissertation, Spring 2018
EDCI 6230.001, Implementation and Evaluation of Curriculum, Spring 2018 SPOT
EDCI 5900.700, Special Problems, Spring 2018
EDCI 6910.701, Special Problems, Spring 2018
EDCI 5710.030, Curriculum and Instruction Inquiry I, Fall 2017 SPOT
EDCI 6950.702, Doctoral Dissertation, Fall 2017
EDCI 6900.704, Special Problems, Fall 2017
EDUC 6040.001, Traditions of Inquiry, Fall 2017 SPOT
EDSE 4000.002, Classroom Interactions, Spring 2017 Syllabus SPOT
EDCI 6950.707, Doctoral Dissertation, Spring 2017
EDSE 5340.030, Innovations in Mathematics Teaching and Learning, Spring 2017 SPOT
EDCI 5710.030, Curriculum and Instruction Inquiry I, Fall 2016 SPOT
EDCI 6900.704, Special Problems, Fall 2016
EDCI 6910.705, Special Problems, Fall 2016
EDME 4351.001, Teaching Mathematics in Grades 4 8, Fall 2016 Syllabus SPOT
EDSE 4000.002, Classroom Interactions, Spring 2016 Syllabus SPOT
EDCI 6950.707, Doctoral Dissertation, Spring 2016
EDCI 6950.705, Doctoral Dissertation, Fall 2015
EDCI 6950.710, Doctoral Dissertation, Spring 2015
EDCI 6900.705, Special Problems, Spring 2015
EDCI 5710.030, Curriculum and Instruction Inquiry I, Fall 2014
EDCI 6950.701, Doctoral Dissertation, Fall 2014
EDCI 5900.701, Special Problems, Summer 5W1 2014
EDSE 4000.001, Classroom Interactions, Spring 2014 Syllabus
EDCI 6950.710, Doctoral Dissertation, Spring 2014
EDSE 4608.752, Student Teaching I in Mathematics and Science, Spring 2014
EDSE 4618.752, Student Teaching II in Mathematics and Science, Spring 2014
EDSE 5330.001, Assessment of Learning in Mathematics Education, Fall 2013
EDCI 5710.001, Curriculum and Instruction Inquiry I, Fall 2013
EDCI 6950.710, Doctoral Dissertation, Fall 2013
EDSE 4000.001, Classroom Interactions, Spring 2013 Syllabus
EDCI 6950.710, Doctoral Dissertation, Spring 2013
EDSE 4000.001, Classroom Interactions, Fall 2012 Syllabus
EDCI 6950.710, Doctoral Dissertation, Fall 2012
EDSE 5001.032, Public Education and the Teaching Profession, Fall 2012
EDCI 6950.710, Doctoral Dissertation, Summer 5W2 2012
EDSE 5800.001, Studies in Education, Summer 5W2 2012
EDSE 5800.002, Studies in Education, Summer 5W2 2012
EDSE 4000.002, Classroom Interactions, Spring 2012 Syllabus
EDCI 6950.710, Doctoral Dissertation, Spring 2012
EDSE 5002.033, Everyone Can Learn: Applying Theory to Teaching Practice, Spring 2012
EDSE 4000.001, Classroom Interactions, Fall 2011 Syllabus
EDCI 6950.710, Doctoral Dissertation, Fall 2011
EDSE 5001.032, Public Education and the Teaching Profession, Fall 2011
EDCI 6910.710, Special Problems, Fall 2011
EDCI 6950.710, Doctoral Dissertation, Summer 5W2 2011
EDSE 4000.002, Classroom Interactions, Spring 2011 Syllabus
EDCI 6950.710, Doctoral Dissertation, Spring 2011
EDSE 5470.033, Maintaining Classroom Discipline, Spring 2011
EDCI 6900.705, Special Problems, Spring 2011
EDSE 4000.001, Classroom Interactions, Fall 2010 Syllabus
EDCI 6950.710, Doctoral Dissertation, Fall 2010
EDCI 6900.710, Special Problems, Fall 2010
EDCI 6910.710, Special Problems, Fall 2010
EDSE 5003.031, Successful Teaching in the Secondary School, Fall 2010
EDCI 6900.700, Special Problems, Summer 5W2 2010
EDSE 5800.001, Studies in Education, Summer 5W2 2010
EDSE 5800.700, Studies in Education, Summer 3W1 2010
EDSE 4000.002, Classroom Interactions, Spring 2010 Syllabus
EDCI 6950.710, Doctoral Dissertation, Spring 2010
EDCI 6900.700, Special Problems, Spring 2010
EDCI 6900.704, Special Problems, Spring 2010
EDCI 6910.710, Special Problems, Spring 2010
EDSE 5900.700, Special Problems, Spring 2010
EDME 4351.001, Teaching Mathematics in Grades 4 8, Spring 2010 Syllabus
EDCI 6950.710, Doctoral Dissertation, Fall 2009
EDEE 4350.004, Mathematics in Grades EC 8, Fall 2009 Syllabus
EDCI 6350.001, Research and Practice of Teaching, Fall 2009
EDCI 6900.701, Special Problems, Fall 2009
EDEE 4900.700, Special Problems, Fall 2009
EDSE 5900.701, Special Problems, Fall 2009
EDCI 6900.700, Special Problems, Summer 5W1 2009
EDCI 5360.001, Effective Teaching and Learning, Spring 2009
EDSE 5115.031, Practicum II, Spring 2009
EDCI 6900.700, Special Problems, Spring 2009
EDCI 6900.701, Special Problems, Spring 2009
EDCI 6910.710, Special Problems, Spring 2009
MATH 5900.776, Special Problems, Spring 2009
EDEE 4350.004, Mathematics in Grades EC 8, Fall 2008
EDSE 5105.031, Practicum I, Fall 2008
EDCI 6900.700, Special Problems, Fall 2008
EDEE 5900.701, Special Problems, Fall 2008
EDSE 4108.753, Student Teaching in the Secondary School, Fall 2008
EDSE 4118.753, Student Teaching in the Secondary School, Fall 2008
EDSE 5108.754, Student Teaching in the Secondary Schools, Fall 2008
EDSE 5118.753, Student Teaching in the Secondary Schools, Fall 2008
EDCI 6900.700, Special Problems, Summer 5W2 2008
EDEE 5900.701, Special Problems, Summer 5W1 2008
EDSE 5900.701, Special Problems, Summer 5W1 2008
EDCI 5360.001, Effective Teaching and Learning, Spring 2008
EDCI 5360.090, Effective Teaching and Learning, Spring 2008
EDSE 5115.034, Practicum II, Spring 2008
EDCI 6900.701, Special Problems, Spring 2008
EDSE 4108.752, Student Teaching in the Secondary School, Spring 2008
EDSE 4118.753, Student Teaching in the Secondary School, Spring 2008
EDEE 5020.001, Advanced Studies in Elementary School Mathematics, Fall 2007
EDEE 4350.004, Mathematics in Grades EC 8, Fall 2007
EDEE 5105.032, Practicum I, Fall 2007
EDSE 5105.032, Practicum I, Fall 2007
EDSE 4108.764, Student Teaching in the Secondary School, Fall 2007
EDSE 4118.758, Student Teaching in the Secondary School, Fall 2007
EDSE 5108.756, Student Teaching in the Secondary Schools, Fall 2007
EDSE 5118.756, Student Teaching in the Secondary Schools, Fall 2007
EDCI 5800.002, Studies in Education, Fall 2007
EDCI 6900.701, Special Problems, Summer 5W2 2007
EDEE 5020.001, Advanced Studies in Elementary School Mathematics, Spring 2007
EDCI 5960.001, Education Institute, Spring 2007
EDEE 4350.005, Mathematics in Grades EC 8, Spring 2007
EDCI 6900.706, Special Problems, Spring 2007
EDCI 5360.085, Effective Teaching and Learning, Fall 2006
EDEE 4350.003, Mathematics in Grades EC 8, Fall 2006
EDEE 4350.008, Mathematics in Grades EC 8, Fall 2006

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Abstracts and Proceedings
Eddy, C. M., Pratt, S. (2018). Conducting high quality mathematics professional development. Hawaii International Conference on Education. http://hiceducation.org/proceedings-library/
Eddy, C. M., Pratt, S., Kuehnert, E. R. (2018). Creating opportunities to listen through lesson study. American Educational Research Assoication. http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
Kuehnert, E. R., Eddy, C. M., Pratt, S. (2018). Creating opportunities to listen to students' algebraic reasoning. 129-136. Research Council on Mathematics Learning. https://rcml.memberclicks.net/proceedings
Petty, C. S., Eddy, C. M., Pratt, S. (2018). The deliberate formation of mathematics lesson study groups. 145-152. Research Council on Mathematics Learning. https://rcml.memberclicks.net/proceedings
Richardson, C., Eddy, C. M., Natesan, P. (2016). College readiness and the impact increased high school graduation requirements. Southwest Educatinal Research Association. http://sera-edresearch.org/repository
Gupta, D., Eddy, C. M., Jasper, W., Sorto, A., Wilkerson, T. (2016). Refining and validating of algebra teacher self-efficacy instrument. Southwest Educatinal Research Association. http://sera-edresearch.org/repository
Eddy, C. M., Wu, M. (2016). The retention of highly qualified mathematics and science teachers. Southwest Educatinal Research Association. http://sera-edresearch.org/repository
Eddy, C. M., Jasper, W., Wilkerson, T., Sorto, A., Cooper, S., Ward, E., Fuentes, S., Mallam, W., Parker, Y. (2014). A conceptual model for algebra teacher self-efficacy. 129-137. Research Council on Mathematics Learning.
Subramaniam, K., Wojnowski, D., Harrell, P., Eddy, C. M., Pratt, S., Shaker, Z. (2012). Prospective teachers' knowledge of constructing concept maps.. In A. J. Cañas, J. D. Novak, & J. Vanhear (Eds.), Concept Maps: Theory, Methodology, Technology. 2, 377-381. Msida, Malta: Veritas Press.
Eddy, C. M., Wojnowski, D., Harrell, P., Subramaniam, K., Pratt, S. (2012). Using concept mapping to assess a large-scale project.. In A. J. Cañas, J. D. Novak, & J. Vanhear (Eds.), Concept Maps: Theory, Methodology, Technology. 2, 446-451. Msida, Malta: Veritas Press.
Harrell, P., Subramaniam, K., Shaker, Z., Wojnowski, D., Eddy, C. M., Pratt, S. (2012). Using concept maps to assess and categorize elementary preservice teachers misconceptions.. In A. J. Cañas, J. D. Novak, & J. Vanhear (Eds.), Concept Maps: Theory, Methodology, Technology. 2, 452-459. Msida, Malta: Veritas Press.
Harrell, P., Eddy, C. M. (2009). Expanding the pool to staff high-need schools with talented mathematics and science teachers: A two year study of the UNT science and mathematics Robert Noyce Scholarship Program. Honolulu, HI: Proceedings of the Hawaii International Conference on Education.
Byrd, J., Eddy, C. M. (2007). A call for statistical reform in educational administration: report confidence intervals, effect size, and confidence. Washington, D.C.: Proceedings of the University Council for Educational Administration Conference.
Cooper, S., Wilkerson, T., Eddy, C. M., Kamen, M., Marble, S., Junk, D., Sawyer, C. (2007). Mathematics Educators form Virtual Communities to Conduct Lesson Study. In C. Crawford et al. (Eds.) Proceedings of Society for Information Technology and Teacher Education International Conference 2007. 3227-3232. Chesapeake, VA: AACE.
Alignment of Texas and NCTM/CAEP Accreditation Standards
Cruz-White, I., Eddy, C. M., Browning, S., Weilmuenster, J., Fuentes, S. Q., Jones, D. (2017). Texas Middle Grades Mathematics Content Knowledge Test. NCTM CAEP Standards. National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/CAEP-Standards/State-Licensure-for-NCTM-CAEP-Standards/
O'Neal, J., Eddy, C. M., Brown, S., Swarthout, M. (2015). Texas Secondary Mathematics Content Knowledge Test. NCTM CAEP Standards. National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/CAEP-Standards/State-Licensure-for-NCTM-CAEP-Standards/
Assessment Manual
Harrell, P. E., Eddy, C. M. (2013). A short-cycle formative assessment observation protocol.
Eddy, C. M., Harrell, P. E. (2013). AssessToday: A short-cycle formative assessment observation protocol. 1-27.
Book Chapter
Eddy, C. M., Pratt, S. S. (2021). Bringing joy and humor into the mathematics classroom.. Teach mathematics with a sense of humor: Why (and how to) be a funnier and more effective mathematics teacher and laugh all the way to your classroom?. Curious Acadmic Publishing.
Gupta, D., Montgomery, M., Eddy, C. M., Kalinec-Craig, C., Morton, K., Hulme, K., Mahdi, F. (2021). Developing and Supporting Mathematics Teacher Educators Through a Virtual Collaborations. Shifting to Online Learning Through Faculty Collaborative Support. IGI Publisher.
Kamen, M., Junk, D., Marble, S., Cooper, S., Eddy, C. M., Wilkerson, T., Sawyer, T. (2011). Walking the talk: Lessons learned by university mathematics methods instructors implementing lesson study in their teaching. Springer.
Book Review
Nadeem, F., Eddy, C. M. (2020). Constructivist education in an age of accountability: edited by David W. Kritt, Chem, Switzerland, Springer Nature (Palgrave Macmillan imprint), 2018, 351 pp., $102 (hardcover), ISBN 978-3-319-66049-3.. Journal of Education Policy. 35(3), 442-444.
Alanazi, F., Eddy, C. M. (2020). Meet the Parents: How Schools Can Work Effectively with Families to Support Children’s Learning: By Dorothy Lepkowska and Julie Nightingale. Pp 182. London: Imprint Routledge. 2019.£ 100.00 (hbk)£ 20.69 (ebk). ISBN 978-1-13848945-5 (hbk) ISBN 978-1351-03754-9 (ebk). British Journal of Educational Studies. 1-3.
Nadeem, F., Eddy, C. M. (2019). Constructivist education in an age of accountability. Journal of Education Policy.
Eddy, C. M. (2010). Barrons E-Z algebra. 16, 124. Mathematics Teaching in the Middle School.
Eddy, C. M. (2009). Book review: Ornamental Origami, Exploring 3D geometric designs. 15(5), 302. Mathematics Teaching in the Middle School.
Conference Proceeding
Eddy, C. M., Harrell, P. E., Moonpo, P., Thinwiangthong, S., Suttiamporn, W., Khongthip, Y. (2015). Translating a short cycle formative assessment observation protocol. Honolulu, HI: Proceedings of the Hawaii International Conference on Education.
Journal Article
Thinwiangthong, S., Eddy, C. M., Inprasitha, M. (2020). An investigation of mathematics teachers’ formative assessment abilities after the intervention of lesson study and open approach. Malaysian Journal of Learning and Instruction. 17(1), 101-132.
Eddy, C. M., Moonpoo, P., Inprasitha, M., Thinwiangthong, S., Suttiamporn, W. (2020). Cross-Border research: Retaining construct equivalence for translating a teacher observation instrument.. International Journal of Assessment and Evaluation. 27(1), 45-56.
Eddy, C. M., Pratt, S., Martinez, M. (2020). Breaking the routine in mathematics. Texas Mathematics Teacher. 66(1), 38-46.
Eddy, C. M., Kuehnert, E. R. (2018). The advancement of teacher questioning in mathematics education. American Educational History Journal. 45(2), 33-53.
Eddy, C. M. (2018). Mathematics for all: From fantasy to reality.. Educational Studies in Mathematics. 99(3), 359-362. Springer.
Wilkerson, T., Eddy, C. M., Quebec-Fuentes, S., Sorto, M., Gupta, D., Ward, E. K., Jasper, W. A., Parker, Y. A., Mallam, W., Cooper, S., Kerschen, K. (2018). Development and validation of the Algebra Teachers’ Self-Efficacy Instrument: Assessment of algebra teachers’ knowledge and personal teaching self-efficacy. School Science and Mathematics. 118(6), 206-217. http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1949-8594
Eddy, C. M., Pratt, S., Green, C. (2018). Interactive maps for systems of linear-inequalities. The Mathematics Teacher. 111(6), 424-430. National Council of Teachers of Mathematics.
Kuehnert, E., Eddy, C. M., Miller, D., Pratt, S., Senawongsa, C. (2018). Bansho for sequencing mathematical ideas. Teaching Children Mathematics. 24(6), 362-369. National Council of Teachers of Mathematics. www.nctm.org/tcm
Eddy, C. M., Harrell, P. E., Heitz, L. (2017). An observation protocol of short-cycle formative assessment in the mathematics classroom. Investigations in Mathematics Learning. 9(3), 130-147. Taylor & Francis.
Isoda, M., R. A., Eddy, C. M., Matney, G., Williams, J., Calfucura, P., Aguirre, C., Becerra, P., Gormaz, R., Soto-Andrade, J., Noine, T., Mena-Lorca, A., Olfos, R., Baldin, Y., Malaspina, U. (2017). Teaching energy efficiency: A cross-border public class and lesson study in STEM. Interaction Design & Achitecture(s). 35, 7-31. Scuola Iad.
Pratt, S., Eddy, C. M. (2017). Selecting Tools to Model Integer and Binomial Multiplication. Journal of Mathematics Education at Teachers College. 8(2), 31-40. http://journals.tc-library.org/index.php/matheducation/index
Eddy, C. M., Araya, R. (2016). Challenges of Cross-Border Lesson Study for STEM Education on the APEC Project. 39(4), 31-40. Khon Kaen University.
Pratt, S., Eddy, C. M. (2016). Area Models for Integer and Binomial Multiplication. 6(3), 6-8. https://amte-tx.com/online-journal-2/
Eddy, C. M., Quebec Fuentes, S., Ward, E. K., Parker, Y. A., Cooper, S., Jasper, B., Mallam, W., Sorto, M. A., Wilkerson, T. (2015). Unifying the algebra for all movement. Journal of Advanced Academics. 26(1), 59-92. Sage Publications. https://us.sagepub.com/en-us/nam/journal-of-advanced-academics/journal202069#submission-guidelines
Harrell, P. E., Eddy, C. M. (2012). Examining mathematics teacher content knowledge: Policy and practice. Policy Futures in Education. 10(1), 103-116.
Eddy, C. M., Hughes, K., Kieftenbeld, V., Hayata, C. (2012). Quadrilaterals: Transformations for developing student thinking. Illinois Mathematics Teacher. 61(1), 36-47.
Quebec Fuentes, S., Parker, Y., Epperson, J., Kribs-Zaleta, C., Jorgenson, T., Mallam, W., Gawlik, C., Eddy, C. M. (2011). A Model of a Cross-Institutional Collaborative Working Group. Academic Exchange Quarterly. 15(4), 160-165.
Eddy, C. M., Easton-Brooks, D. (2011). Ethnic matching, school placement, and mathematics achievement of African-American students from kindergarten through fifth grade. Journal of Urban Education. 46, 1280-1299.
Cooper, S., Wilkerson, T., Eddy, C. M., Kamen, M., Marble, S., Junk, D., Sawyer, C. (2011). Lesson study among mathematics educators: Professional collaboration enabled through a virtual community. Learning Communities Journal. 3, . http://celt.muohio.edu/lcj/index.php
Harrell, P. E., Eddy, C. M. (2011). Teacher content knowledge: Policy and practice.. Education Research and Perspectives. 38, 81-104.
Eddy, C. M., Easton-Brooks, D. (2011). Teacher efficacy as a multi-group model using latent class analysis. Education Research International. 1-7.
Eddy, C. M., Eddy, C. M. (2011). The mathematics argument: Proponents and opponents of a standardized core. American Educational History Journal. 38, 277-288.
Byrd, J. K., Eddy, C. M. (2010). An investigation of principals' use of data in data-driven decision-making and the impact on student achievement. School Leadership Review. 5(2), 65-93.
Kieftenbeld, V., Nateson, P., Eddy, C. M. (2010). An item response theory analysis of the Mathematics Teacher Efficacy Beliefs Instrument. Journal of Psychoeducational Assessment.
Eddy, C. M., Patton, B., Gimdt, L. A. (2010). Interactive electronic mathematics presentations for the classroom. Studies in Learning, Evaluation, Innovation and Development. 7(3), 120-136.
Eddy, C. M., Patton, B. (2010). Middle grades students in engaging mathematics with interactive electronic mathematics presentations. Journal of the Research Center for Educational Technology. 6(2), 102-111.
Byrd, J. K., Eddy, C. M. (2009). Statistical applications in two leading educational administration journals. The Journal of Educational Administration. 47, 508-520.
Eddy, C. M., Addams, J. (2008). Jane Addams. Other.
Byrd, J., Eddy, C. M. (2007). A call for statistical reform in educational administration: Report confidence intervals, effect size, and confidence. Proceedings of the University Council for Educational Administration Conference, Washington, D.C..
Cooper, S., Wilkerson, T., Eddy, C. M., Kamen, M., Marble, S., Junk, D., Sawyer, C. (2007). Mathematics educators form virtual communities to conduct lesson study. 3227-3232. Chesapeake, VA: AACE.
Eddy, C. M., Wilkerson, T. L. (2005). Essential components of pre-service mathematics teacher preparation: Supporting teaching for understanding. Texas Teacher Education Forum. 28, 3-9.
Magazine/Trade Publication
Eddy, C. M. (2009). In the first Person. 3(4), 2. The Baylor Impact.
Monograph
Eddy, C. M. (2008). Evaluation of Problem Solving to Develop Algebraic Thinking (Midwestern State University) Teacher Quality Grants. Austin, Tx: Texas Higher Education Coordinating Board.
Newsletter
Burton, M., Eddy, C. M., Grady, M., Krupa, E., Miller, T., Salinas, A. (2016). Connecting and becoming stronger advocates through affiliates. Connections. 25(3), . Association of Mathematics Teacher Educators. https://amte.net/connections/2016/03/connecting-and-becoming-stronger-advocates-through-affiliates
Popular Press Article
Eddy, C. M. (2008). XTreem Mathematics: Teaching Algebra I..
Eddy, C. M. (2006). The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. Pro Quest Digital Dissertations & Theses (UMI No. 3195295). http://wwwlib.umi.com/dissertations/gateway
Research Report
Eddy, C. M., Quintanilla, J. A., Pratt, S., Friday, S. M., Bush, B. (2017). UNT Secondary NCTM CAEP SPA Report.
Technical Report
Eddy, C. M., Harrell, P. E. (2015). The growth of math, science, and writing teachers' content knowledge: As measured by concept maps 2014-2015. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.
Harrell, P. E., Eddy, C. M. (2014). Concept map report 2013-2014. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.
Eddy, C. M., Harrell, P. E. (2014). The growth of math, science, and writing teachers' content knowledge: As measured by concept maps 2012-2014. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.
Harrell, P. E., Eddy, C. M. (2013). Concept map report 2012-2013. Examinations of the Professional Growth of Teachers Participating in a Professional Development Program.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Eddy, C. M. (Principal), Huang, Z. (Co-Principal), "Capacity Building: Creating and Sustaining a Pathway for Engineering Students to be STEM Teachers," Sponsored by National Science Foundation, Federal, $75000 Funded. (June 1, 2022May 31, 2023).
Eddy, C. M. (Principal), Huang, Z. (Co-Principal), "NSF Noyce Capacity Building: Creating and Sustaining a Pathway for UNT Engineering Majors to be STEM Teachers," Sponsored by NSF, Federal, $75000 Funded. (June 1, 2022May 31, 2023).
Harrell, P. E. (Principal), Eddy, C. M. (Co-Principal), Pratt, S. (Other), "North Texas Science and Mathematics Institute," Sponsored by The Higher Education Coordinating Board, State, $858781 Funded. (February 1, 2016February 28, 2018).
Eddy, C. M. (Co-Principal), "North Texas Collaborative for Science, Math, and Writing," Sponsored by Teacher Quality Grants under the NCLB of 2002: Public Law 107-110, State, $1057434 Funded. (20142016).
Eddy, C. M. (Principal), Harrell, P. E. (Co-Principal), Quintanilla, J. A. (Co-Principal), Hughes, L. E. (Co-Principal), Pratt, S. (Co-Principal), "UNT Science and Mathematics Robert Noyce Scholarships," Sponsored by National Science Foundation, Federal, $749965 Funded. (September 01, 2010August 31, 2016).
Harrell, P. E. (Principal), Eddy, C. M. (Co-Principal), Pratt, S. (Other), "North Texas Collaborative for Science, Math, and Writing," Sponsored by The Texas Higher Education Coordinating Board, State, $1057434 Funded. (April 1, 2014April 30, 2016).
Eddy, C. M. (Principal), Harrell, P. E. (Co-Principal), Pratt, S. (Other), "An Examination of the Professional Growth of Teacher Participating in a Professional Development Program," Sponsored by The Texas Higher Education Coordinating Board through Texas Christian University as a subaward, State, $78314 Funded. (20142015).
Eddy, C. M. (Principal), Harrell, P. E. (Co-Principal), Pratt, S. (Other), "An Examination of the Professional Growth of Teacher Participating in a Professional Development Program.," Sponsored by Subcontract with Texas Christian University, State, $147601 Funded. (20122014).
Eddy, C. M. (Co-Principal), "Ft. Worth/Dallas Xtreem Science and Math Institute," Sponsored by Teacher Quality Grants under the NCLB of 2002: Public Law 107-110., State, $974219 Funded. (20122014).
Harrell, P. E. (Principal), Eddy, C. M. (Co-Principal), Subramaniam, K. (Co-Principal), Pratt, S. (Co-Principal), Wojnowski, D. (Co-Principal), "Mutual Mentoring Project for Concept Mapping in Mathematics & Science Teacher Education," Sponsored by University of North Texas, University of North Texas, $5500 Funded. (20122013).
Eddy, C. M. (Co-Principal), "Mutual mentoring project for concept mapping in mathematics & science teacher education," Sponsored by University of North Texas: Faculty Mentoring Grants, University of North Texas, $5500 Funded. (20122013).
Harrell, P. E. (Principal), Eddy, C. M. (Co-Principal), Pratt, S. (Other), "Ft Worth/Dallas XTreem Science and Math Institute," Sponsored by Teacher Quality Grants Program, State, $974219 Funded. (February 1, 2012April 30, 2013).
Pratt, S. (Co-Principal), Eddy, C. M. (Principal), "Developing a Partnership between the U.S. and Thailand in Mathematics Education," Sponsored by Pursuit of Extramural Support Travel (PEST) Fund, University of North Texas, $3900 Funded. (September 1, 2011September 30, 2011).
Harrell, P. E. (Principal), Eddy, C. M. (Co-Principal), "UNT Science and Mathematics Robert Noyce Scholarships," Sponsored by National Science Foundation, Robert Noyce Scholarship, Federal, $499992 Funded. (20052010).
Grant - Teaching
Pratt, S. (Co-Principal), King, K. M. (Principal), Eddy, C. M. (Co-Principal), Gonzalez-Carriedo, R. (Co-Principal), Martin, T. (Co-Principal), Leavell, A. G. (Co-Principal), Revelle, C. (Co-Principal), Young, J. (Co-Principal), "Development of Online Courses for a Master’s in Curriculum and Instruction," Sponsored by CLEAR Online Program Initiative, University of North Texas, $12500.00 Funded. (April 1, 2015August 31, 2015).
Sponsored Research
Pratt, S. (Co-Principal), Eddy, C. M. (Principal), "U.S.-Thailand Research Network to Advance the Teaching and Learning of Algebraic Reasoning," Sponsored by UNT-International, College of Education and Department of Teacher Education & Administration, University of North Texas, $12000 Funded. (August 16, 2013November 1, 2013).
Pratt, S. (Principal), Eddy, C. M. (Principal), "Planning Visit for US-Thai Mathematics Education Researchers Roundtable," Sponsored by UNT, University of North Texas, $4511 Funded. (20122012).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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