Tracy Weston
Associate Professor of Education Studies
- Office
- Twilight Hall 109
- Tel
- (802) 443-5846
- tweston@middlebury.edu
- Office Hours
- Spring 2023: Mondays & Wednesdays, 12:45-2:15; and by appointment
- Additional Programs
- Academic Affairs Education Studies
I’m a mathematics teacher educator who studies mathematical knowledge in teaching, teacher noticing, 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, along with Tim Rowland, I 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 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.
I’m also the proud “Vermom” of the NY 17 Posse and enjoy nordic skiing, hiking, and being in the woods and mountains
Courses Taught
EDST 0115
Education In the USA
Course Description
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.
Terms Taught
Requirements
EDST 0206
Environmental Education
Course Description
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. Approval Required (EDST 0115) 3hrs. lect.
Terms Taught
EDST 0305
Elem. Literacy & Soc. Studies
Course Description
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.
Terms Taught
EDST 0306
Upcoming
Elementary Science Methods
Course Description
Elementary Science Methods
In this course we will investigate children’s scientific understanding and how to design learning experiences to advance their understanding. Working closely with practicing elementary school teachers, students will spend five days a week in the schools, observing science instruction, conducting assessments, lesson planning, and teaching standards-based lessons. 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. Students will gain an understanding of how to plan, implement, and assess science instruction through seminars. Students will also continue to work on their Vermont licensure portfolio. [Open to EDST Elementary Licensure candidates only]. (Approval Required)
Terms Taught
Requirements
EDST 0307
Current
Elementary Math Methods
Course Description
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
Terms Taught
EDST 0405
Upcoming
Elem Student Teach Practicum
Course Description
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)
Terms Taught
Requirements
EDST 0406
Upcoming
Elem Student Teach Practicum
Course Description
Student Teaching in Elementary School
See EDST 0405. (Approval required)
Terms Taught
Requirements
EDST 0407
Upcoming
Elem Student Teach Practicum
Course Description
Student Teaching in the Elementary School
See EDST 0405. (Approval required)
Terms Taught
Requirements
EDST 0410
Upcoming
Student Teaching Seminar
Course Description
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.
Terms Taught
Requirements
EDST 0415
Sec Student Teach Practicum
Course Description
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)
Terms Taught
Requirements
EDST 0416
Sec Student Teach Practicum
Course Description
Student Teaching in the Middle School/High School
See EDST 0415. (Approval required)
Terms Taught
Requirements
EDST 0417
Sec Student Teach Practicum
Course Description
Student Teaching in the Middle School/High School
See EDST 0415. (Approval required)
Terms Taught
Requirements
EDST 0430
Current
Senior Seminar in Education
Course Description
Senior Seminar in Education Studies
In this capstone seminar for General Education minors, students will engage, analyze, and offer solutions to real world problems in the current landscape of education. We will read extensively in the field, consider multiple research methods and approaches, and enlist community experts. Working across disciplines and collaboratively, students will create final projects that integrate and apply what they have learned in their coursework, developing and enhancing skills for creative problem solving and leadership in the field. Final projects will vary; all students will make oral presentations. (three of five required courses for the general EDST minor.) 3 hrs. Sem.
Terms Taught
Requirements
EDST 0500
Current
Upcoming
Independent Project
Course Description
Independent Project
(Approval Required)
Terms Taught
Publications
Weston, T. L., & Amador, J. M. (2021). Investigating student teachers’ noticing using 360 video of their own teaching. Journal of Technology and Teacher Education, 29(3), 311-340.
Kosko, K., Weston, T., & Amador, J (2021, online first). 360 Video as an
Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing. Mathematics Teacher Education and Development. https://mted.merga.net.au/index.php/mted/article/view/635
Amador, J. A., Kosko, K. W., Weston, T., & Estapa, A. (2021). Prospective teachers’ appraisals of technology platforms: Comparing perception and complexity. Technology, Pedagogy and Education, 30:3, 473-489.
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.
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.