Office: Stevenson Hall 3025
Dr. Kathy Morris
Associate Professor, Department of Literacy, Elementary, and Early Education
"Chance favors the prepared mind." Attributed to Louis Pasteur
- [EDMS 474]Teaching Mathematics n the Elementary School
- [EDMS 476F/482F/482S]Student Teaching for the Multiple Subject Credential (supervision and seminar)
I have been a member of Sonoma State University's Education faculty since 2003, devoting most of my time to teaching pre-service elementary & special education to teach math and supervising student teachers. I also work with practicing teachers through SSU Education MA programs and through K-12 professional partnership grants with Sonoma, Mendocino, Lake, Del Norte, & Humboldt Counties. I am currently the Principle Investigator (PI) for the California Common Core powered by Student Success grant and the Co-PI for Project Lead, both of which support in-service teachers to increase their capacities as math teachers and become teacher leaders.
- PhD, University of Michigan, 2003
- MA, Elementary Education, San Francisco State University, 1995
- BA, Linguistics, University of California, Berkeley, 1987
- California Multiple Subject Professional Clear Teaching Credential
- Cross-Cultural & Language Academic Development (CLAD) Certificate
- Mathematics Education
- Professional Development/In-service Teacher Education
- Constructivist Teaching
- Qualitative Research Methods, especially ethnography and/or discourse analysis
- Classroom-based & Practitioner Research
- National Board Certification
Academic & Professional Experience
- Elementary teacher
- Math coach
- National professional development consultant
- Associate Professor
- PI and Co-PI for various education grants to support mathematics education and teacher leadership
Recent Scholarship and Publications
- Bodner, S., Denstaedt, L., Hunault, J., Morris, K. A., Rex, L. A., Roop, L., Schiller, L. S., and Steadman, S. (April 2003). Inventing the air: The pedagogy of the Michigan Classroom Discourse Group, a professional development community. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
- Richman G. & Morris, K. (2010). Journaling in Technicolor: Bringing new voices and ideas to class discussions. In Wood, S., Steadman, S.C., & Simmons J. (Eds.), Literacy Instruction for Today’s Classrooms: Implementing Strategies Based on 20 Top Scholars and Their Ideas. Norwood, MA: Christopher-Gordon.
- Morris, K. A., (2006). “Considering discourse analysis as a method for researching professional development.” In L. A. Rex, (Ed), Discourse of Opportunity: How Talk in Learning Situations Creates and Constrains (pp. 35-66). Cresskill, NJ: Hampton Press.
- Silver, E. A, & Mesa V., Morris, K., Star, J., & Benken, B. (2009). Teaching for understanding: An analysis of mathematics lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal. 46(2), 501-53
- Lane, P., Nickel, M., & Morris, K (accepted with revisions for publication). E-portfolios in teacher education: Beyond assessment. Teacher Education Quarterly.
- Morris, K. A., (2008). What would you do next if this were your class? Using cases to engage preservice teachers in their new role. In M. S. Smith & S. Friel (Eds.), Cases in mathematics teacher education: Tools for developing knowledge needed for teaching. San Diego, CA: Association of Mathematics Teacher Educators