Tracy Weston

Assistant Professor of Education Studies

 
 work(802) 443-5846
 Mondays 10:00 a.m.-12:00 p.m., Wednesdays 1:30-2:30 p.m., and by appointment.
 Twilight Hall 109

Twitter: @tracywstn   #MiddTeachers

I'm a mathematics teacher educator who studies mathematical knowledge in teaching, teacher noticing, animation technology, and pre-service teacher education. Come talk with me about our licensure program--now a double major!

I hold a PhD in mathematics education from the University of North Carolina at Chapel Hill. My dissertation, Elementary preservice teachers' mathematical knowledge for teaching: Using situated case studies and educative experiences to examine and improve the development of MKT in teacher education, studied preservice teachers' development of mathematical knowledge for teaching (MKT) over their final year in a university-based teacher education program. This study was also grounded in Dewey's (1904, 1916) work on educative experiences and considered what experiences in teacher education were educative. In order to analyze mathematics teaching, I developed a new protocol for coding elementary preservice teachers' mathematics instruction by extending Tim Rowland et al.'s (2009) Knowledge Quartet framework. 

After completing my Ph.D. I was a Visiting Scholar at the University of Cambridge, where I participated in the PGCE course and, along with Tim Rowland, co-led an international project to develop a Knowledge Quartet resource for researchers interested in using the framework in their work.  You can read about that work in Weston (2013, reference below) and also  at www.knowledgequartet.org. I continue to participate on this international team and use the Knowledge Quartet as a researcher and teacher educator, as I find it an excellent way to identify, learn, plan, and reflect on essential components of quality mathematics instruction (K-16).    

My Master's Thesis, "Can you borrow from an already borrowed number?", Insights into second graders' understanding of place value, conducted task-based interviews to gain insights into students' knowledge of place value and its application in solving two- and three-digit addition and subtraction problems. If that doesn't sound very complicated, watch this video (and then take EDST 0307).

I completed my undergraduate work at Penn State, where I participated in their award-winning Professional Development School.  Following the completion of my B.S. degree, I taught first grade in Pennsylvania and then in North Carolina. I especially loved teaching mathematics and supporting the development of children's mathematical ideas. 

Here at Middlebury I oversee the elementary licensure program, and I teach the elementary "methods" courses, the student teaching seminar, and a new course in Environmental Education (EDST 0206).

I'd love to talk with you about our licensure program (now a double major!). We have a fabulous group of student teachers in both the elementary and secondary programs and do interesting work with local teachers and schools.  Find us on Twitter using #MiddTeachers, and I'm @tracywstn 

I'm also the proud "Vermom" of the NY 17 Posse and enjoy nordic skiing, hiking, and being in the woods and mountains.

Selected Publications:

Weston, T. L. (2019). Improving coherence in teacher education: Features of a field-based methods course partnership. In T. E. Hodges & A. C. Baum (Eds.), Handbook of research on field-based teacher education (pp. 166–191). Hershey, PA: IGI Global.

Weston, T.L., Kosko, K.W., Amador, J.A., & Estapa, A.T. (2018). Preservice teachers' questioning: Comparing platforms for practice-based teacher education. Journal of Technology and Teacher Education, 26(1), 149-172.

Weston, T. L. (2018). Using the Knowledge Quartet to support prospective teacher development during methods coursework. In S.E. Kastberg, A.M. Tyminski, A.E. Lischka & W.B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp.69-83). Charlotte, NC: Information Age Publishing.

Virmani, R., Taylor, M.W., Rumsey, C. with Box, T., . . . Weston, T. & Woods, D.  (2018).  Bringing mathematics methods into classrooms. In S.E. Kastberg, A.M. Tyminski, A.E. Lischka & W.B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp. 233-248). Charlotte, NC: Information Age Publishing.

Estapa, A., Amador, J., Kosko, K., Weston, T., de Araujo, Z, & Aming-Attai, R. (2018). Preservice teachers' articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.

Amador, J.M., Estapa, A., de Araujo, Z., Kosko, K.W. & Weston, T.L. (2017).  Eliciting and analyzing preservice teachers’ mathematical noticing. Mathematics Teacher Educator, 5(2), 158-177

Amador, J., Weston, T., Estapa, A., Kosko, K., & de Araujo, Z. (2016).  Animations as a transformational approximation of practice to communicate professional noticing.  Journal of Technology and Teacher Education, 24(2), 127-151.

de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R. & Kosko, K. (2015).  Animating preservice teachers’ noticing. Mathematics Teacher Education and Development, 17(2), 25-44.

Weston, T.L. & Henderson, S.C. (2015). Coherent experiences: The new missing paradigm in teacher education. Educational Forum, 79(3), 321-335.

Weston, T.L. (2013). Using the Knowledge Quartet to quantify mathematical knowledge in teaching: The development of a protocol for initial teacher education. Research in Mathematics Education, 15(3).

Weston, T.L., Kleve, B., & Rowland, T. (2012). Developing an online coding manual for The Knowledge Quartet: An international project. Proceedings of the British Society for Research into Learning Mathematics, 32(3), 179-184.

Selected Presentations:

Weston, T. & Amador, J. (2018, July). Teacher questioning: Comparing multi-media platforms for initial teacher education. Presented at the annual meeting of the International Group for the Psychology of Mathematics Education (PME), Umea, Sweden.

Weston, T., Johnston, C., & Canavan, C. (2018, March). Towards a more just, compassionate, and equitable society: A methods course partnership to develop Next Gen teacher candidates. Presented at the annual meeting of the National Association for Professional Development Schools (NAPDS), Jacksonville, FL.

Weston, T., Kosko, K., Amador, J. & Estapa, A. (2018, February). Comparing multi-media platforms: Approximating practice & aligning instruction. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Houston, TX.

Amador, J., Estapa, A., Kosko, K. & Weston, T. (2018, February). Extending noticing to practice: Analyzing preservice teachers’ pedagogical enactment based on the professional noticing framework. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Houston, TX.

Kosko, K. W., Weston, T. L., Estapa, A., & Amador, J. (2017, April). Preservice teachers’ approximations of questioning. Roundtable presented at the 2017 annual meeting for the American Educational Research Association (AERA, Division K), San Antonio, TX.

Amador, J., Estapa, A., Weston, T. & Kosko, K. (2016, November). Communicating professional noticing through animations as a transformational approximation of practice. Paper presented at the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ.

Weston, T.L. (2016, July). Developing knowledge of representations in initial teacher education. Poster presented at the 13th International Congress on Mathematics Education (ICME). Hamburg, Germany.

Weston, T.L., Kasteberg, S.L. (2016, January). Exploring frameworks: Building our practice. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

Amador, J., Estapa, A., Weston, T. (2016, January). Mathematical Nature of Preservice Teacher Noticing Through Video Animations as an Appoximation of Practice. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

Weston, T.L. (2015, October). Guided teaching within a methods course. Poster presented at the NSF-funded Scholarly Inquiry and Practices Conference for Mathematics Education Methods, Atlanta, GA.

Estapa, A., Amador, J., de Araujo, Z., Weston, T., & Aming-Attai, R. (2015, April). Noticing transfer across mediums for future elementary teachers.  Presented at the National Council of Teachers of Mathematics Annual Research Conference (NCTM), Boston, MA.

Amador, J., Estapa, A., Weston, T., de Araujo, Z., Kosko, K., & Aming-Attai, R. (2015, February). Noticing exposed through preservice teachers’ video animations. Presented at the Annual Meeting of the Association of Mathematics Teacher Educators (AMTE), Orlando, FL.

Weston, T. L. & Henderson, S.C. (2014, April). Coherent experiences: The new ‘missing paradigm’ in teacher education. Poster presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA.

Henderson, S.C.  & Weston, T. L. (2014, April). Uncovering a problem of practice:Supervisors’ field observations of preservice teachers’ approximations of practice. Paper presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA.

Estapa, A., Amador, J., Kosko, K, de Araujo, Z., Weston, T. & Aming-Attai, R. (2014, February). Noticing in action: An animated look into the noticing of future elementary teachers. Poster presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

Weston, T. L. (April, 2013).  The Knowledge Quartet researcher coding manual, an international project. Presentation at the annual meeting of the National Council of Teachers of Mathematics Research Presession (NCTM), Denver, CO.

Weston, T. L. & Henderson, S. C. (February, 2013).  The iterative development of a cross-content, practice-based methods course. Presentation at the annual meeting of the Professional Development Schools National (NAPDS), New Orleans, LA.

Weston, T., Rowland, T. (November, 2012).  Developing an online coding manual for the Knowledge Quartet: An international project.  Presentation at the joint meeting of the British Society for Research into Learning Mathematics and Nordic Society for Research in Mathematics Education (BSRLM/NoRME), University of Cambridge, UK. 

 

Courses

Course List: 

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDST 0115 - Education In the USA      

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. 3 hrs. lect./1 hr. disc. AMR NOR SOC

Spring 2015, Spring 2016

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EDST 0206 - Environmental Education      

Environmental Education
In this interdisciplinary course students will learn foundational principles and practices in environmental education. Topics include ecological citizenship, environmental literacy, place-based education, learning theories, nature pedagogy, school gardens, and forest schools. Most class sessions will be held outdoors, where students will apply and extend their learning, develop lessons, and practice teaching. This course is appropriate for students interested in outdoor environmental education in formal or non-formal settings with any age between early childhood and high school. Field experiences with community partners occur outside of class. (EDST 0115 or by approval) 3hrs. lect.

Fall 2018

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EDST 0305 - Elem. Literacy & Soc. Studies      

Reading & Writing the World: Teaching Literacy and Social Studies in the Elementary School
In this course, we examine what it means to be literate in the 21st century and ways in which all students can be empowered by the texts and teaching they encounter in schools. Students will develop their ability to enact literacy instruction based on current research about how children learn to read and write. We will take a critical look at texts—fiction, nonfiction, and historical—to consider the ways that texts read and write the world, develop abilities to select texts that empower all learners, and analyze retellings of historical events/persons to take into account multiple perspectives. Many class sessions occur onsite at a local elementary school to provide consistent practice and supportive feedback on authentic components of teaching (transportation provided). In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area to see the workings of an entire class. 3 hrs. lect./1 hr. disc.

Fall 2014, Fall 2015, Fall 2016, Fall 2017, Fall 2018

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EDST 0306 - Elementary Science Methods      

EDST 0307 Elementary Science Methods
In this course we will investigate children’s scientific understanding and how to design learning experiences to advance their understanding. Students will learn to use a claim/evidence/reasoning framework to develop children’s scientific explanations. We will also study recent research in science education and the engineering and design process. Activities will include observing science instruction, conducting assessments, lesson planning, and teaching standards-based lessons. Students will gain an understanding of how to plan, implement, and assess science instruction through class and field placements in local schools (approximately 15 hours/week). Students will also collect evidence and write an entry for their Vermont licensure portfolio. (Approval Required) WTR

Winter 2018, Winter 2019

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EDST 0307 - Elementary Math Methods      

Elementary Math Methods
In this course we will approach mathematics as the construction of ideas rather than the memorization of facts and rules. We will investigate children’s mathematical reasoning, how to construct learning experiences to advance conceptual development, and how a social justice stance enables math to be a source of empowerment for children. Many class sessions occur at a local elementary school (transportation provided) so students can ground their thinking about course topics within a school, and consistently practice and receive feedback on authentic components of teaching. Students will also complete field experiences in a local K-6 classroom and Vermont licensure requirements. (EDST 0306) 3 hrs. lect./1 hrs. disc

Spring 2018, Spring 2019

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EDST 0315 - Elem Mathematics and Science      

Answers Are Not the Solution: Teaching Mathematics and Science in the Elementary School
What does it mean to know something? In this course we will approach mathematics and science learning as the construction of ideas rather than the memorization of facts, rules and procedures. We will investigate the mathematical and scientific reasoning of young people and how to construct learning experiences to support students’ conceptual development and ability to communicate in mathematical and scientific ways. We will also explore how a social justice stance enables math and science to be a source of empowerment for students. Many class sessions occur on site at a local elementary school (transportation provided). This partnership allows students to ground their thinking about the role of schools in a democratic society within the workings of a local school and provides consistent practice and supportive feedback on authentic components of teaching. In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area. 3 hrs. lect./1 hr. disc.

Spring 2015, Spring 2016, Spring 2017

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EDST 0317 - Children And The Arts      

Children and the Arts
This course will examine the integration of the arts into the elementary curriculum. Students will teach standards-based lessons that include the literary, performing, and visual arts. Activities will include art projects, sketch journals, reading assignments, and the exploration of community and teaching resources. Students will gain an understanding of the important role the arts can play in the curriculum through field placements in local schools (approximately 15 hours/week) and class discussions. (Pass/Fail) ART non-standard grade WTR

Winter 2015, Winter 2016

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EDST 0327 - Field Exp Secondary/Special Ed      

Field Experience in Secondary Education and Special Education
In this course we will examine secondary teaching and special education at the middle school level. Working closely with practicing middle school teachers, students will spend five days a week in the schools, observing, tutoring, directing small-group learning, developing lessons, and assessing student work. In this seminar we will explore, through selected readings and a case study, the policy and pedagogy of special education for students with learning disabilities. Further topics in middle/secondary education will be addressed. Required for students seeking a minor in secondary education. (Pass/Fail) non-standard grade WTR

Winter 2017

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EDST 0405 - Elem Student Teach Practicum      

Student Teaching in the Elementary School
A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410) (Approval required) non-standard grade

Fall 2014, Fall 2016, Fall 2017, Spring 2018

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EDST 0406 - Elem Student Teach Practicum      

Student Teaching in Elementary School
See EDST 0405. (Approval required) non-standard grade

Fall 2014, Fall 2016, Fall 2017, Spring 2018

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EDST 0407 - Elem Student Teach Practicum      

Student Teaching in the Elementary School
See EDST 0405. (Approval required) non-standard grade

Fall 2014, Fall 2016, Fall 2017, Spring 2018

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EDST 0410 - Student Teaching Seminar      

Student Teaching Seminar
Concurrent with student teaching, this course is designed to provide guidance in curriculum development and its implementation in the classroom, and to explore issues related to the teaching process and the profession. Students will construct a Teaching Licensure Portfolio as well as exchange ideas about their student teaching experiences. Topics including technology, classroom management, special education, and assessment will be featured. The Vermont Framework of Standards and Learning Opportunities, the five Standards for Vermont Educators, the Principles for Vermont Educators, and ROPA-R will guide the development of the Teacher Licensure Portfolio. (Corequisite: EDST 0405, EDST 0406, EDST 0407 or EDST 0415, EDST 0416 EDST 0417) (Approval required) 3 hrs. lect. CW

Fall 2014, Fall 2016, Fall 2017, Spring 2018, Fall 2018

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EDST 0415 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410) (Approval required) non-standard grade

Spring 2018

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EDST 0416 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
See EDST 0415. (Approval required) non-standard grade

Spring 2018

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EDST 0417 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
See EDST 0415. (Approval required) non-standard grade

Spring 2018

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EDST 0500 - Independent Project      

Independent Project
(Approval Required)

Fall 2014, Winter 2015, Spring 2015, Fall 2015, Winter 2016, Spring 2016, Fall 2016, Winter 2017, Spring 2017, Fall 2017, Winter 2018, Spring 2018, Fall 2018, Winter 2019, Spring 2019

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Program in Education Studies

Twilight Hall
50 Franklin Street
Middlebury College
Middlebury, VT 05753

fax 802.443.6010