Megan Franke
Vice Chair of Professional Programs; Professor
Megan and her colleagues support and study teachers as they make use of research based information about the development of children’s mathematical thinking (Cognitively Guided Instruction) and considers how attention to students’ mathematical thinking can help challenge existing school structures and create opportunities for marginalized students to learn with understanding. Her research work to support teachers, schools and communities was recognized with the AERA Research into Practice Award and she was elected to the National Academy of Education.
Departments
Programs
- Education Undergraduate Program
- Educational Leadership Program
- Principal Leadership Institute
- Teacher Education Program
- UCLA Lab School
- Urban Schooling
Academic Advising Specializations
- Cognitive Development
- Early Childhood
- Human Development and Psychology
- Learning Sciences
- Teaching, Curriculum, and Pedagogies
Interests
Expertise
Research Centers
Titles and Positions
- Professor of Education
- Vice Chair of Professional Programs
Education
Ph.D., Educational Psychology, University of Wisconsin, Madison, 1990
Select Publications
- Franke, M. L., Carpenter, T.P., Levi, L., Fennema, E. (2001). Capturing teachers’ generative growth: A follow-up study of professional development in mathematics. American Educational Research Journal, 38, 653-689.
- Franke, M., Turrou, A.C., Webb, N., Ing, M, Wong, J., Shim, N, Fernandez, C. (2015). Student engagement in each other’s mathematical ideas: The role of teacher invitation and support moves. Elementary School Journal,116 (1), 126-148.
- Battey, D. & Franke, M. (2013). Integrating professional development on mathematics and equity: Countering deficit views of students of color. Education and Urban Society. DOI: 10.1177/0013124513497788.
- Franke, M., McMillan, B., Johnson, N, & Turrou, A. (2020). Focusing on what children know and can do: Methodological issues in assessing mathematical understanding. In V. Gadsden, E. Graue, & S. Ryan (Eds.) Advancing Knowledge & Building Capacity for Early Childhood Research. Washington D.C.: AERA.
- Webb, N.M., Franke, M. L., Ing, M., Turrou, A.C., Johnson, N.C., & Zimmerman, J. (2017). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research. Online publication: http://dx.doi.org/10.1016/j.ijer.2017.07.009.
- Johnson, N.C., Turrou, A.C., McMillan, B.G., Raygoza, M.C., & Franke, M.L. (2019). “Can you help me count these pennies?”: Surfacing preschoolers’ understandings of counting. Mathematical Teaching and Learning. doi:10.1080/10986065.2019.1588206
- Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A., Beasley, H., Cunard, A., Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching in mathematics. Journal of Teacher Education, 64, 226-243.
- Shaughnessy, M., Ghousseini, H., Kazemi, E., Franke, M., Kelley-Peterson, M., Hartmann, E. (2019). Using a common specification for leading mathematics discussions to support teacher candidates’ learning. Teaching and Teacher Education: An International Journal of Research and Studies, 80(1), 167-179. Elsevier Ltd.
- Stipek, D., Clements, D., Coburn, C., Franke, M., Farran, D. (2017). PK-3: What does it mean for instruction? Social Policy Report, Vol. 30, 2. 3-21.
- Carpenter, T.P., Fennema, E., Franke, M., Levi, L. & Empson, S. (2014). Children’s Mathematics: Cognitively Guided Instruction, 2nd Edition. Portsmouth, NH: Heinemann.