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Kate Reed
Professor
Department of Teacher Education
- E-mail: catherine.reed@csueastbay.edu
- Phone: (510) 885-7540
- Office: AE 301
- Vitae: View my CV
Teaching is a challenging profession. Developing teaching talent requires carefully sequenced support for the novice and developing teacher. Potential teachers ought to develop a solid foundation in their chosen subject. This foundation should be coupled with pre-service as well as in-service programs of sufficient duration and rigor to allow education students to experience, understand, and develop teaching techniques using constructivist and differentiation methodologies. These methodologies should, themselves, empower an academically diverse community to become independently functioning, life-long learners.
Mathematics has been a passion of mine as far back as I can remember. Other academic interests are Gifted Education and underserved populations. These interests came together in my 19 years of classroom teaching at the middle, secondary, and community college levels. While I pursued my doctorate, I served for 3 years in a middle school as a mathematics coach to the faculty and as the Gifted Resource Specialist to the students. The University of Virginia awarded me my Ph.D. in Educational Psychology-Gifted with an additional concentration in Mathematics Education from the Curry School of Education. My dissertation is entitled "Predicting the Calculus Level Selected by High-Performing High School Females: A Discriminant Analysis" I am married to a Geochemist and have two adult daughters. Outside of academe, I enjoy hiking, gardening, reading, and music.
TEACHING INTERESTS
Working with pre-service as well as in-service teachers to develop their skills with heterogeneously grouped classes is my central interest. To this end, I employ a laboratory format that allows exploration in constructivist methods. I challenge my students to develop an understanding of linguistic and cultural diversity, and to investigate the possibilities that differentiated instruction allow for framing course content, for supporting the processes by which their students learn, and for creating assessments designed to promote demonstration by the student of content mastery.
RESEARCH INTERESTS
Gender equity issues form the core of my research into mathematics. With my background in both qualitative and quantitative research methods, I am now engaged in joint research with faculty from the Department of Mathematics and Computer Science. The research focuses on equity issues with regard to recruitment and retention in CS.
- BA German Literature, Pomona College
- Secondary Teaching Credential, Claremont Graduate School and University
- MA German Linguistics, San Jose State University
- PhD Educational Psychology, University of Virginia
Not teaching this quarter.
Tomlinson, C.A., and Reed, C. (Guest Eds.) (2007). New England Mathematics Journal XXXIX(2). Keene, NH:Keene State College.
Reed, C.F. (2007) Differentiation in Algebra I: A Tiered Graphing Lesson . New England Mathematics Journal XXXIX(2).
Reed, C. (2007). We Can Identify and Serve ESOL GATE Students: A Case Study. Gifted Child Today 30(2). Waco, TX: Prufrock Press.
Holz, H.J., Applin, A., Haberman, B., Joyce, D., Reed, C., and Purchase, H. (2006). Research Methods in Computing: What are they, and how should we teach them? ITiCSE-WGR ’06: Working group reports on ITi CSE on Innovation and Technology in Computer Science Education, pp.96-114. ACM Press: New York. (ISBN 1-59593-603-3).
Hofmann, K., Reed, C., and Holz, H.J. (2006). Unobtrusive Data Collection for Web-Based Social Navigation. In Weibelzahl, S. & Cristea, A. (Eds.), Proceedings of Workshops held at the 4th International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems (AH2006). Lecture Notes in Learing and Teaching. pp.570-575. Dublin: National College of Ireland. (ISSN 1649-8623).
Holz, H.J., Hofmann, K., and Reed, C. (2006). Unobstrusive User Modeling for Web-Based Systems. International Journal of Pattern Recognition and Artificial Intelligence (IJPRAI): Special Issue on Personalization Techniques for Recommender Systems and Intelligent User Interfaces, 21(2) World Scientific Publishing Co. (ISSN 0218-0014).
Hofmann, K., Reed, C., and Holz, H.J. (2006). Unobtrusive Data Collection for Web-Based Social Navigation. AH'06 Workshop Social Navigation and Community-Based Adaptation Technologies.
Holz, H.J., Hofmann, K., and Reed, C. (2006). Unobstrusive User Modeling for Adaptive Hypermedia. International Journal of Pattern Recognition and Artificial Intelligence. World Scientific Publishing Co.
Reed, C.F. (2005). Mathematically Gifted in the Heterogeneously Grouped Mathematics Classroom. In Susan K. Johnsen & James Kendrick (Eds.), Math Education for Gifted Students (pp.17-31). Waco, TX: Prufrock Press.
Reed, C.F. (2005). What Goes Up Must Come Down. In C.A. Tomlinson & C. Strickland (Eds.), Differentiation in Practice, Grades 9 – 12 (pp.250-284). Alexandria, VA: ASCD.
Henry, T., Holz, H.J. Steinback, C, Reed, C. & Baid, A. (2004). A General Model for Student Retention and Recruitment in Computer Science Programs, Proceedings of the 2004 Frontiers in Education Conference.
Reed, C.F. (2004). Mathematically Gifted in the Heterogeneously Grouped Mathematics Classroom: What is a Teacher to Do? Journal of Secondary Gifted Education, 15(3).
Reed, C.F. (2002) Predicting Gifted Females’ Choice of Calculus Level. Research Briefs, 2002 NAGC National Conference.
Reed, C.F., Dickinson, G, & Cuozzo, C.C. (2000). Middle level catchers in the rye: The unique emerging identity among middle school teachers. Research in Middle Level Quarterly, 23(1).
Reed, C.F. (1999). Put to the test: An educator’s and consumer’s guide to standardized testing. Review in The American School Board Journal, 186(9).
Reed, C.F. (1999). Why national standards and tests? Politics and the Quest for Better Schools. Review in The American School Board Journal, 186(10).
California Mathematics Council-North. Presenter at the December, 2008 annual conference; Asilomar, CA; with a repeat of Improve Your Students’ Test Scores!
California Mathematics Council-North. Presenter at the December, 2008 annual conference; Asilomar, CA; CAMTE session BPEP Program – Inception and Results to Data.
California Mathematics Council-South. Presenter at theNovember, 2008 annual conference; Palm Springs, CA; CAMTE session BPEP Program – Inception and Results to Data.
California P-16 Collaboration and Student Success Conference: Student Achievement and Educational Equity Through Regional Collaboration. Panel Member for MSTI Initiatives. June, 2008.
Grayslake Differentiation Conference. Presented 6 workshops in mathematics differentiation for Middle School and High School teachers, Junes, 2008.
California Mathematics Council-North. Presenter at the December, 2007 annual conference; Asilomar, CA; Improve Your Students’ Test Scores!
MESA Academy for Science and Mathematics Educators. Co-presenter at the August, 2007 conference; San Ramon, CA; Playing with Virtual Fractions.
California Association for Gifted Children. Presenter at the March, 2007 annual conference; Santa Clara, CA; Presenter of 2 talks: Curriculum for a Crowded World and A Differentiated Algebra I Lesson and Discussion.
California Mathematics Council-North. Presenter at the December, 2006 annual conference; Asilomar, CA; December, 2006. Games Galore!
California Mathematics Council-North. Presenter at the December, 2005 annual conference; Asilomar, CA; December, 2005. A Differentiated Algebra I Graphing Lesson and Discussion.
California Association for Gifted Children. Presenter at the February, 2005 annual conference; Sacramento. Presenter of 2 talks: Making Sense of Fractions, Decimals, and Percents and We Can Identify and Serve ESOL Gifted Students: A Case Study.
Mt. Diablo Unified School District. Presenter at Middle School Conference, Sept. 2004. Making Sense of Number Sense.
Grounding Student Retention and Recruitment in Computer Science Programs in Sound Research Methodology and Data: CSU System-Wide Computer Science Workshop. Presenter at the first workshop; April, 2004. Recruitment and Retention in Computer Science: Designing Research.
National Science Foundation. Member of the Mathematics Science Partnership Review Panel #11 for the NSF, February, 2004; Arlington, VA.
National Association for Gifted Children. Presenter at the November, 2003 national conference; Indianapolis, IN Writing Differentiated Mathematics Lessons for Heterogeneously Grouped Classrooms.
National Association for Gifted Children. Presenter at the October, 2002 national conference; Denver, CO Predicting the Calculus Level of High Performing High School Females: A Discriminant Analysis.
Virginia Council of Teachers of Mathematics. Presenter at the March, 2002 annual conference; Manassas, VA Making Sense of Fractions, Decimals and Percents: A Model Lesson.
Alpha Delta Kappa. Speaker for October, 2001 chapter-wide meeting; Fairfax, VA; Gifted: Educational Questions and Classroom Strategies.
Northern Virginia Council of Teachers of Mathematics. Invited Presenter for December, 2000 conference; Woodson High School, Fairfax, VA; Early Indicators of the Ability to Multiply: Even Kindergartners May Have It!
Virginia Council of Teachers of Mathematics. Invited Presenter for March, 2000 annual conference; Norfolk, VA; The Heterogeneously Grouped Classroom: What’s a Teacher to Do?
Northern Virginia Council for Gifted/Talented Education. Annual conference; March 6, 1999; Alexandria, VA: The Why’s and How’s of Differentiating a Mathematics Lesson.
National Association for Gifted Children. Joint presentation at annual conference; November, 1998; Louisville, KY: Performance Assessment and Gifted Students.
James County City Schools. Professional development day for James Blair Middle School teachers and administration; Williamsburg, VA; February, 1998: Creating Alternative Assessments.
Northern Virginia Council for Gifted/Talented Education. Annual conference; March, 1996; Warrenton, VA: A First Experience in Differentiating A High School Geometry Unit.
Co-Director (2006 – present) CSUEB Math and Science Teacher Education Initiative (MSTI). Objective is to increase numbers of credentialed high school mathematics and science teachers. Initial new credential pathway called the Bachelor’s Plus Early Pathway (BPEP). Current funding in excess of $200K.
Bechtel Lower Division Transfer Pathway Grant – Evaluator: 2008 – present.
Bechtel Engineering Grant – Evaluator: 2009 – present.
Faculty Support Grant. CSUEB; 2002-2003. Extended dissertation research into the local school districts for the purpose of validating dissertation research instrument with heterogeneously grouped high school females; and evaluating computer science data obtained from dissertation instrument.
CSU Teacher Recruitment Project, Chancellor's Office, MSTI (Math Science Teacher Initiative), CSU, Received July 1, 2008, $225,000, For July 1, 2008 to June 30, 2009, Expand successful recruitment to the new STEM teacher pathway named BPEP
Math Science Teacher Initiative, CSU Office of the Chancellor, Math and Science Teacher Recruitment Project, CSU Office of the Chancellor, Received August 1, 2007, $225,000., For September 1, 2007 to June 30, 2008, To continue work that creates single subject blended teaching credential programs in mathematics and each of the four science content areas.
CSU TEacher Recruitment Project: BPEP (Bachelor's Plus Early Pathway), CSU, MSTI (Math Science Teacher Initiative), Chancellor's Office, Received July 1, 2007, $225,000, For July 1, 2007 to June 30, 2008, To continue the successful program designed to create single subject blended teaching credential programs in mathematics and each of the four science content areas.
Math Science Teacher Initiative, CSU Chancellor's Office, CSU Teacher Recruitment Project, CSU, Received December 19, 2005, $74,796, For July 2, 2006 to June 30, 2010, To create single subject blended teaching credential programs in mathematics and each of the four science content areas.
High Performing Females' Choice of Calculus Level: A Discriminant Analysis, CSUEB - Office of Faculty Development, Faculty Development Grant, CSUEB, Received May 28, 2003, $250, For June 1, 2003 to June 1, 2004, Extend data base, established by dissertation research, for factor analysis
Integrating GollyGee Software into TED 5350 - Curriculum and Instruction Elementary Math Mehods, Project Partners PT3, Faculty Support Grant, CSUEB, Received February 6, 2003, $2000, For February 16, 2003 to May 31, 2003, Obtain a site license for Golly Gee Blocks, mathematics educational software; train credential candidates in the use of the software
Phi Delta Kappa - former CSU East Bay Chapter Secretary
former Board Member: R.A.A.M.P. Charter Academy, Antioch, CA
volunteer mathematics tutor for San Ramon Valley school children
Board Member - California Mathematics Council-North. Co-chair of Pre-service Teacher Strand
2-day training for all RAAMP Charter Academy teachers for using the mathematics adoption enVision Mathematics
3 workshops in differentiation of mathematics for KIPP teachers in middle school and in high school.
2 differentiation workshops in mathematics for Ruston, LA teachers in middle school and in high school
Oakland Military Academy 1 day workshop in effecting student engagement in mathematics
2 differentiation workshops in mathematics for Christina School District, DE teachers in middle school and in high school
Differentiation workshop in mathematics for American School of London teachers of grades 5, 6 & 7
Created 2 national FBLA examinations for the 2004 FBLA Summer Conference
Conducted workshops in differentiation techniques for Grosse Pointe Public Schools, Grosse Pointe, MI high school mathematics teachers
Conducted differentiation workshop for all Half Hollow Hills School District, Half Hollow Hills, NY district high school mathematics teachers
Designed lessons included in the Activity Guide that accompanies GollyGee software
Alumni Admissions Volunteer interviewer for Pomona College.