Educational experience



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Curriculum Vitae

Robert Michael Capraro

1607 Foxfire Drive•College Station, TX 77845•(979) 693-4593

rcapraro@tamu.edu


EDUCATIONAL EXPERIENCE
University of Southern Mississippi Ph. D., 2000

Hattiesburg, Mississippi

University of Miami Ed. S., 1993

Coral Gables, Florida

University of Miami M. S. 1991

Coral Gables, Florida

Saint Thomas University B. S. Ed., 1987

Opa-Locka, Florida


PROFESSIONAL EXPERIENCE
September 2010 – Present Professor of Mathematics Education, Texas A&M University

December 2007-2008 Assistant Department Head, Research Mentoring. Teaching Learning and Culture

September 2007 – 2010 Associate Professor of Mathematics Education. Texas A&M University

August 2000 - 2007 Assistant Professor of Mathematics Education. Texas A&M University

Sept. 1999-2000 Graduate Teaching Assistant. University of Southern Mississippi

Jan.-1996- 1999 Region I Operations Technology & Curriculum, Miami-Dade County Public Schools.

Jan. 1995-1996 District Office Division of Urban Systemic Initiative, Mathematics/ Science.

1994-1997 Adjunct Professor, Mathematics Education, Florida International University


Research Interests


My research interests are best described as the practical application of helping students, teachers, and researchers make better sense of the issues related to mathematical learning and encouraging dialog about quantitative methods. I am interested in the representational models that help middle grades students make sense of mathematics and how these representations, verbal, kinesthetic, written, or abstract function to facilitate broader and deeper mathematical understandings as students progress to increasingly more abstract mathematical ideas.

Advanced Training and Preparation


2010          Multilevel SEM. College of Education-TAMU, Workshop presented by Dr. Ehri Ryu Boston College

2007 Mixed Methods Data Analysis. Southwest Educational Research Association presented by Anthony Onwuegbuzi and John Slate.

2006 Qualitative Data Collection and Data Analysis. Texas A&M University presented by Yvonna Lincoln.

2006 Experimental and Quasi-Experimental Design Workshop. Northwestern University, co-Sponsored by Spencer Foundation and Department of Education presented by Thomas D. Cook and William Shadish.

2006 Hierarchical Linear Modeling for Applied Research. Southwest Educational Research Association presented by Tasha Beretvas and Kyle Roberts.

2006 Mixed Methods Research Designs and Analysis. Southwest Educational Research Association presented by Anthony Onwuegbuzie and John Slate.

2005 Introduction to Hierarchical Linear Modeling. Southwest Educational Research Association presented by Tasha Beretvas and Kyle Roberts.

2005 Factor Analytic Designs in Educational Research. Southwest Educational Research Association presented by Bruce Thompson.

2004 Using S-PLUS: Basic Statistics to Simulations. American Educational Research Association presented by Randall E. Schumacker and J. Kyle Roberts.

2004 Structural Equation Modeling Faculty Collaborative. Texas A&M University presented by Victor Willson



2000-2002 Faculty Statistics Refresher. Texas A&M University presented by Bruce Thompson

PUBLICATIONS

Peer Reviewed Journal Publications


  1. **Matteson, S., Capraro, M. M., Capraro, R. M., & Lincoln, Y. (2012, In Press). Extricating justification scheme theory in middle school mathematical problem solving. Investigations in Mathematics Learning.

  2.  Capraro, M. M., Capraro, R. M., & Cifarelli, V. (2012, In Press). Open-ended problem solving tasks for pre-service middle-grades teachers that elicit mathematical reasoning.  International Journal of University Teaching and Faculty Development, 2(2)

  3. *Capraro, M. M., Capraro, R. M., & Jones, M. (2012, In Press). Numeracy and algebra: Path to full participation in community and society? Reading Psychology. 

  4. **Adiguzel, T., Capraro, R. M., & Willson, V. L. (2011). An examination of teacher acceptance of handheld computers. International Journal of Special Education, 26(3), 12-27.

  5. Rupley, W., Capraro, R. M., & Capraro, M. M. (2011, In Press). Theorizing an integration of reading and mathematics: Solving mathematical word problems in the elementary grades. LEARNing Landscapes, Special Issue: Mind, Brain and Education, 5, 227-250.

  6. Capraro, R. M., Roe, M. F., Caskey, M. M., Strahan, D., Bishop, P.A., Weiss, C. C., & Swanson, K. W. (2011). Research summary: Assessment. Retrieved from http://www.nmsa.org/Research/ResearchSummaries/

  7. **Muzheve, M. T., & Capraro, R. M. (2011). An exploration of the role natural language and idiosyncratic representations in teaching how to convert among fractions, decimals, and percents. Journal of Mathematical Behavior, doi:10.1016/j.jmathb.2011.08.002

  8. *Han, S. Y., Rosli, R., Capraro R. M., & Capraro, M. M. (2011). The textbook analysis on probability: The case of Korea, Malaysia, and U. S. textbooks. Journal of the Korea Society of Mathematics Education Series D: Research in Mathematical Education, 15(2), 127-140.

  9. Capraro, R. M., Capraro, M. M., & Rupley, W. (2011).  Reading enhanced word problem solving (REPS): A theoretical model. European Journal of Psychology of Education. DOI: 10.1007/s10212-011-0068-3 (.547 impact factor http://www.springer.com/psychology/journal/10212)

  10. *Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Corlu, M. S., Özel, S., Ye, S., & Kim, H. G. (2011). An international perspective on students’ understanding of the equal sign. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 187-213.

  11. *Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing algorithmic computations with the help of science: A Turkish middle and high grades study. Turkish Online Journal of Educational Technology, 10(2), 72-81. (1.016 impact factor)

  12. *Zientek, L. R., Carter, T. A., Taylor, J. M., Capraro, R. M. (2011). Preparing prospective teachers: An examination of attitudes toward statistics. The Journal of Mathematical Sciences and Mathematics Education, 5, 25-38.

  13. **Piccolo, D., Capraro, R. M., & Capraro, M. M. (2011). Student teachers’ general and content-specific pedagogical development within a mathematics milieu. Middle Grades Research Journal, 5(4), 169-183.

  14. Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66.

  15. *Capraro, M. M., Capraro, R. M., Carter, T. A., & Harbaugh, A. (2010). Questioning, curiosity, and representing: What makes a difference mathematically? Research in Middle Level Education Online, 34(4), 1-19.

  16. *Corlu, M. S., Burlbaw, L. M., Capraro, R. M., Corlu, M. A., & Han, S. (2010).  The Ottoman Palace School Enderun and the man with multiple talents, Matrakçı Nasuh. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education. 14(1), 19-31.

  17. *Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Özel, S., Kim, H. G., & Küçük, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.

  18. *Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010). Examining Hispanic-students mathematics performance on high-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3), 193-209.

  19. **Piccolo, D., Capraro, M. M., & Capraro, R. M. (2010). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator, 45(1), 37-53.

  20. Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.

  21. *Capraro, R. M., Burlbaw, L. M., & Zientek, L. R. (2009). Content and pedagogical knowledge in Colorado teachers‚ mathematics exams at the turn of the 20th century. Curriculum History. 158-174.

  22. *Young, J. R., Woods, M., Yetkiner, Z. E., Lewis, C. W., & Capraro, R. M. (2009). An examination of mathematics achievement and growth in a midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65. (The correct authorship order for this article is reflected here and not what is in print)

  23. Capraro, R. M., & Capraro, M. M. (2009). Quantitative reporting practices in middle-grades research journals: Lessons to learn. Middle Grades Research Journal, 4, 1-10.

  24. Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, D., & Strader, R. A. (2009). Examination of applicant profiles for admission into and completion of an online secondary teacher certification program. Educational Technology & Society, 12(1), 214-229.

  25. Helfeldt, J., Capraro, R. M., Capraro, M. M. Foster, E., & Carter, N. (2009). An urban schools -university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator, 44, 1-20.

  26. *Piccolo, D. L., Carter, T. A., Harbaugh, A. P., Capraro, M. M., & Capraro, R. M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. Journal of Advanced Academics, 19, 376-410.

  27. *Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 37, 208-216.

  28. *Özel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108, 80-85.

  29. *Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and the United States. Cognition and Instruction, 26, 195-217.

  30. Capraro, R. M., & Thompson, B. (2008). The educational researcher defined: What will future researchers be trained to do? Journal of Educational Research, 101, 247-253.

  31. *Yetkiner, Z. E., Anderoglu, H. Y., & Capraro, R. M. (2008). Research summary: Project-based learning in mathematics. Retrieved January 2, 2008, from http://www.nmsa.org/Research/ResearchSummaries/ProjectBasedLearninginMath/tabid/1570/Default.aspx

  32. *Capraro, R. M., Capraro, M. M., Ding, M., & Li, X. (2007). Thirty years of research: Current interpretations of the equal sign. Psychological Reports, 101, 784-786.

  33. Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum & Pedagogy, 4(1), 34-39.

  34. *Capraro, M. M., Ding, M., Matteson, S., Capraro, R. M., & Li, X. (2007). Representational implications for understanding equivalence. School Science and Mathematics, 107, 86-88.

  35. Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2, 23-48.

  36. Beal, G., Sulentic, M. M., & Capraro, R. M. (2006). How do literacy experiences affect the teaching propensities of elementary pre-service teachers? Reading Psychology, 27, 235-255.

  37. Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology, 27, 21-36.

  38. **Carter, T. A., & Capraro, R. M. (2005). Stochastic misconceptions of pre-service teachers. Academic Exchange Quarterly, 9(3), 105-111.

  39. *Zientek, L. R., Kadhi, T., & Capraro, R. M. (2005). Analysis of the literature on alternative certification programs. Academic Exchange Quarterly, 9(3), 121-125.

  40. Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge. Journal of Research in Childhood Education, 20, 102-118.

  41. Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.

  42. Henson, R., Capraro, R. M., & Capraro, M. M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals. Research in the Schools, 11(2), 61-72.

  43. *Naiser, E. A., Wright, W. E., & Capraro, R. M. (2004). Teaching fractions: Strategies used for teaching fractions to middle grades students. Journal of Research in Childhood Education, 18, 193-198.

  44. Capraro, R. M. (2004). Statistical significance, effect size reporting, and confidence intervals: Best reporting strategies. Journal for Research in Mathematics Education, 35, 57-62.

  45. Capraro, M. M., & Capraro, R. M. (2003). Exploring the APA 5th Edition Publication Manual’s impact on the analytic preferences of journal editorial board members. Educational and Psychological Measurement, 63, 554-565.

  46. Capraro, R. M., & Capraro, M. M. (2002). Treatments of effect sizes and statistical significance tests in textbooks. Educational and Psychological Measurement, 62, 771-782.

  47. Capraro, R. M., & Capraro, M. M. (2002). Myers-Briggs Type Indicator score reliability across studies: A meta-analytic reliability generalization study. Educational and Psychological Measurement, 62, 590-602.

  48. Capraro, M. M., Capraro, R. M., & Henson, R. K. (2001). Measurement error of scores on the mathematics anxiety rating scale across studies. Educational and Psychological Measurement, 61, 373-386.

  49. Capraro, M. M., & Capraro, R. M. (2001). Bigger is not better: Seeking parsimony in canonical correlation analysis via variable deletion strategies. Multiple Linear Regression Viewpoints, 27, 24-33.

  50. Capraro, R. M., & Capraro, M. M. (2001). Commonality analysis: Understanding variance contributions to overall canonical correlation effects of attitude toward mathematics on geometry achievement. Multiple Linear Regression Viewpoints, 27, 16-23.

  51. *David, H. L., & Capraro, R. M. (2001). Strategies for teaching in heterogeneous environments while building a classroom community. Education, 122, 80-86.

* indicates a publication with a student under my direction

** indicates a publication from a student’s dissertation

Cumulative Social Science Citation Index = Impact Factor 15.490, (July, 2011)

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