Alice S. Alston has worked as as part-time faculty member of the Department of Learning and Teaching of the Graduate School of Education at Rutgers University and as Research Associate at the Robert B. Davis Institute for Learning. Earlier professional experiences include teaching in both public and independent middle and secondary schools, and chairing a middle-school mathematics department, before assuming a central staff role in both professional development and research projects of the Rutgers University Center for Mathematics, Science and Computer Education and the Robert B. Davis Institute of Learning from its inception. Subsequently, as a full-time faculty member, Dr. Alston regularly taught both graduate and undergraduate courses in mathematics education at the GSE as a Visiting Associate Professor in Mathematics Education. She continues to actively advise graduate students in their research endeavors, working closely with the RBDIL director.
Victoria Krupnik is a research consultant for RBDIL. She advises graduate students on creating video narratives for publication in the Video Mosaic Collaborative (VMC) and supports the RBDIL director with ongoing research projects. Her research focuses on the development of mathematical reasoning in children. She is also a math coach for K-8 and teaches part-time at the Math Department at Rutgers University. She received a BA, M.Ed. and Ph.D. from Rutgers University.
Maria Steffero is the Supervisor of Mathematics and Science at Colts Neck High School in the Freehold Regional High School District. She has written and presented on standards-aligned instruction, integration of science in the secondary math classroom, and cross-curricular integration of history and math for the Association for Mathematics Teachers of NJ. She has also presented at the national level at ISTE and ASCD on technology tools and assessment to support multilingual learners in math and science. Her research at the Graduate School of Education of Rutgers University explored and supported the construction of conceptual knowledge in collaborative learning environments where personally relevant problems were shared, questioned, and argued. She holds a B.A. In Mathematics and English, a M.Ed. in Mathematics Education and an Ed.D. in Mathematics Education, all from Rutgers University. Website
Kara Teehan is a mathematics professor and math education researcher at Monmouth University. She taught high school math for eight years and served as a mathematics interventionist for two years. She provides professional development, coaching, and math consulting for K-12 teachers. She runs math education workshops and professional development through Rutgers Center for Math and Computer Science Education. Kara is the president of the Association of Mathematics Teachers of NJ. She regularly presents at national, regional, state, and local conferences. She earned her Ph.D. from Rutgers University, and has a master's degree in math education, a master's degree in educational leadership, and two bachelor's degrees in mathematics and in education. Faculty Website
Dr. Marjory F. Palius is a senior researcher at the RBDIL, continuing her
collaborative relationship with the institute's personnel and projects
after sixteen years of serving as its associate director (2008-2016) and
assistant director (2000-2008). Marjory has also taught for the GSE as
an adjunct instructor and as an assistant professor of professional practice
(2014-2016) in the Department of Learning and Teaching. She has mentored
many students, informally as well as through academic appointments.
Her career pathway has also included stints of working as a middle-school
teacher of mathematics at a charter school and conducting studies and
program evaluations in the field of workforce development. Marjory is a
talented innovator who co-led the team that built the Video Mosaic
Collaborative and conducted design research on its use in teacher education,
and she continues to support use of those materials in research and teacher
education. Marjory's research interests are diverse and transdisciplinary,
mostly focused on the learning sciences yet extending to broader issues,
such as the convergence of teacher education programs with workforce
development and public policy initiatives.
Marjory earned a bachelor's
degree in sociology from Smith College with a minor in linguistics and
philosophy of language. She has two degrees in education: a masters in
social and philosophical foundations and a doctorate in learning and
teaching. Marjory has presented her research at regional, national and
international professional conferences, and has published her scholarly
work in journals. After many years of university employment, Marjory now
works as an independent contractor.
