Megan Taylor

Contact:

Phone: 707-664-4065

Office: Stevenson Hall 3011

Office Hours: by appointment

Curriculum Vitae

Dr. Megan W. Taylor

Assistant Professor, Department of Curriculum Studies and Secondary Education

Courses Taught

Biography

Megan is an Assistant Professor in the Curriculum Studies and Secondary Education department, focusing on secondary mathematics education and teacher education. Over the past twelve years Megan has taught 6th-12th grade mathematics in Daly City, San Mateo, Redwood City, and Santa Clara, and is a nationally board certified mathematics teacher. Her research program focuses on how secondary mathematics teachers interact with their curricula, specifically when, why and how they adapt textbook materials. She believes improving public mathematics education in the U.S. hinges on improving teacher education, and she works in academic and professional development settings to this end. Her current work in professional development involves helping mathematics teachers use and design curricula in the most effective ways possible. Megan lives with her partner, Adam, twin girls, Aza and Dillon, and doggie, Cole, in San Francisco.

Education

  • Postdoctoral Fellow, Transforming the Engagement of Students in Learning Algebra (TESLA) Project: Harvard Graduate School of Education, 2010-2012
  • PhD, Mathematics Curriculum and Teacher Education: Stanford University, 2010
  • Board Certification, National Board for Professional Teaching Standards, 2007
  • MA, Mathematics Education, Stanford University, 2002
  • CLAD teaching credential, Stanford University, 2002
  • BS, Psychology with Mathematics Emphasis, University of California, Davis, 2001

Research Interests

  • Secondary mathematics education
  • Secondary mathematics teacher education and professional development
  • Middle-school teaching and learning
  • Algebra education
  • Curriculum use

Recent Scholarship and Publications

  • Taylor, M. W. (2012). Replacing the "teacher-proof" curriculum with the "curriculum-proof" teacher: Toward more effective interactions with mathematics textbooks. Journal of Curriculum Studies, (in press).
  • Murata, A., Bofferding, L., Pothen, B. E., Taylor, M. W., & Wischnia, S. (2012). Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study. Journal for Research in Mathematics Education, (in press).
  • Taylor, M. W. (2012). We're number one! Examining high school mathematics teachers' prioritizations of algebra standards. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
  • Taylor, M. W. (2011). Teacher divergence from expected curriculum use. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Taylor, M. W., Sherin, M., Drake, C., & Mitchell, R. (2011). Professional development for "more effective" curriculum use. Paper presented at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA.

Professional Memberships and Affiliations

  • American Educational Research Association (AERA)
  • AERA Special Interest Group – Research in Mathematics Education (SIG-RME)
  • California Association of Mathematics Teacher Educators (CAMTE)
  • Association of Mathematics Teacher Educators (AMTE)