CURRICULUM VITAE. Victoria M. Deneroff Phone: (404) B Church St. Mobile: (404)

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1 CURRICULUM VITAE Victoria M. Deneroff Phone: (404) B Church St. Mobile: (404) Decatur, GA Education Ph.D. in Education, Division of Urban Schooling, UCLA Graduate School of Education & Information Science. M.A. Russian History, UCLA. B.A. cum laude, European History, UCLA; minor in anthropology; pre-med courses. Dissertation Professional development, practice, and teacher discourse communities: how an urban high school science teacher negotiated inquiry practice. An ethnographic case study of the out-of-classroom interactions of an urban teacher and the effect it had on her practice. Committee: Megan Franke, Ph.D. (Chair), William Sandoval, Ph.D., Frederick Erickson, Ph.D., Howard Adelman, Ph.D. Writings Articles under review Deneroff, V. Professional development in person: identity and agency in the career of a high school science teacher. Submitted to Journal of cultural studies of science education. Conference Papers Deneroff, V.M. (2008). Professional development in practice. Paper presented at the Annual Conference of the National Association of Research in Science Teaching, Baltimore, March, Deneroff, V.M. (2007). Identity, agency and professional development in the career of a veteran science teacher. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 12, Deneroff, V.M. & Sandoval, W.A (2005). Urban science teachers talking about California state content standards: implications for discourse-based professional development about curriculum. Paper presented at the Annual Conference of the National Association of Research in Science Teaching, Dallas, April Deneroff, V.M. & Sandoval, W.A (2005). Urban science teachers learning in discourse-based professional development. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, April Deneroff, V.M., Sandoval, W.A., & Franke, M.L. (2003). From activity-centered to inquiry-centered discourse through professional development. Paper presented at the Annual Conference of the National Association of Research in Science Teaching, Philadelphia, March 26, Deneroff, V.M., Sandoval, W.A., & Franke, M.L. (2003). High school science curriculum development and teacher implementation: what we have learned through an ethnographic study of high school science teachers. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, April Deneroff, V.M., Sandoval, W.A., & Franke, M.L. (2002) Learning the language of inquiry: how inservice high school science teachers understoof themselves as listeners. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, April Franke, M.L., Carpenter, T., Battey, D., Levi, L., & Deneroff, V. (2002). Rethinking professional development for elementary school teachers around algebraic thinking. In Olive, J., Iszak, A., & Blanton, M. (coordinators), Investigating and enhancing the development of algebraic reasoning in the early grades (K-8): the early algebra working group. Paper presented at the conference of the

2 Victoria M. Deneroff Page 2 International Group for the Psychology of Mathematics Education North America, October 2002, Athens, Georgia. Popular Articles Deneroff, V. (1996). The Odyssey of Ulysses in the Solar Sea. Griffith Observer 60(6). Essay on solar physics, Conference Presentations Deneroff, V.M. (2010). K Necting with middle grades mathematics and science, 2. GCSU STEM Symposium, March 11, Deneroff, V.M. (2009). K Necting with middle grades mathematics and science. GCSU STEM Symposium, March, Deneroff, V.M., Sandoval, W.A., & Franke, M.L. Engaging teachers in the complexity of learning. Annual Meeting of the ICLS. October 24, Lectures What Can Montessori Tell us about Post-Secondary Education at Agnes Scott College? Presentation to the Center for Teaching and Learning, Agnes Scott College, February 28, Correspondence from the Front: A Battle over Science Education. Paper presented to the Homi Baba Institute for Science Education, Mumbai, India, October 10, Research Experience present. K Necting with Middle Grades Mathematics and Science. STEM grant for teacher professional development using hands on materials for mathematics and science. Research into teacher talk during curriculum design and lesson study protocols, using video and audio analysis of professional discourse and changes in discourse Summer Research Grant. Agnes Scott College. Worked with undergraduate student to develop and conduct a research project on post-secondary teaching and Montessori Writer and editor. Project-Based Inquiry middle school science curriculum. NSF-funded 3-year middle school effort. Georgia Institute of Technology Postdoctoral Fellow, Kings College London. Funded by NSF, Center for Informal Learning and Schools. Researched ways to improve formal science education through informal learning. Worked on research project investigating social aspects of museum learning Graduate Student Researcher for Professors Frederick Erickson and Megan Franke. Assisted in evaluation of DiME (Diversity in Mathematics Education) project, analyzed discourse for changes in participation as doctoral fellows, university faculty (in Mathematics and Education), postdoctoral fellows, and classroom teachers learned together about the issues of diversity in mathematics education Graduate Student Researcher for Prof. William Sandoval, UCLA. Member of research team studying high school science teachers engaged in professional development about inquiry. Facilitated teacher workshops, observe in classrooms, helped plan workshops and data collection, analyzed data Graduate Student Researcher for Prof. Megan Franke, UCLA. Member of research team studying the teaching of mathematics and professional development in elementary schools. Conducted workgroup sessions, observed classrooms, mentored teachers, gathered, analyzed data.

3 Victoria M. Deneroff Page 3 Grants 2010 (applied for) Noyce Master Teacher Fellowship Planning Grant. Applied for $75,000 for planning a fellowship program for in-service middle school Master Teachers, providing professional development in new teacher mentoring and teacher education, as well as content and pedagogy in science and mathematics. Collaboration with the Cheche Konnen Center of TERC. Collaborative with Arts and Sciences faculty, school districts, community organizations, and engineering professionals K Necting with Middle Grades Mathematics and Science. Received STEM Grant through State of Georgia Initiative, $11,500 for professional development of middle school mathematics and science teachers. Conducted Lesson Study which included pre-service teachers as LPP s Focusing on the Individual Learner in the Post-Secondary Classroom. Awarded $2,000 summer research grant from Agnes Scott College. Worked with undergraduate student to research individualized instruction in the college classroom. University Teaching Experience Fall 2008-present. Assistant Professor of Middle Grades Education. Georgia College & State University, Milledgeville, Georgia. Teaching middle grades education courses to graduate and undergraduate students. Mentor Leader for middle grades MAT program, developed Middle Grades Mathematics and Science MAT. Wrote materials for program review for approvial of MG MAT. Supervise undergraduate and graduate students in field placements. Established professional learning community of in-service and pre-service science teachers. Coordinator of 8 th grade bridge building contest for four middle schools. Fall Visiting Assistant Professor of Education. Agnes Scott College, Decatur, Georgia. Elementary science and mathematics teaching methods. Developed new courses: secondary science methods; secondary mathematics methods; social and philosophical foundations of education; firstyear seminar in videoethnography. Spring 2002-Spring Part-time lecturer, Department of Elementary Education, California State University, Northridge. Master s seminar in mathematics education, elementary math and science methods Part-time instructor, elementary science methods, UCLA Teacher Education Program University Field Supervisor, UCLA Teacher Education Program. Supported novice elementary teachers, evaluated student teaching. K-12 Teaching Experience Middle School Science Teacher, Sherman Oaks Center for Enriched Studies, Los Angeles Unified School District (LAUSD). Taught 7 th and 8 th grade science using an inquiry approach. 1999, Part-time instructor, Career Based Outreach Program (CBOP), UCLA Center X. Taught Saturday and summer enrichment science classes to ethnically and socially diverse student population Part-time teacher, Maxine Waters Saturday Academy. Participated in startup of enrichment program for 9 th grade inner-city high school students. Developed and taught curriculum for astronomy classes Teacher, Physical Sciences, Grover Cleveland High School (LAUSD). Chemistry, astronomy, biology, physical and earth science, integrated science 1 and 2. As Site Coordinator for LA-SI responsible for design and implementation of integrated science curriculum, including $19,000 budget. Assisted new and experienced teachers with activity-based instruction. Parent outreach and education. Member Technology Committee. Science Bowl coach. Coordinator Project

4 Victoria M. Deneroff Page , interdisciplinary team teaching program Teacher, Taft High School. Physical and earth science. Developed physical/earth science curriculum. Coordinated outside lecture series. Initiated series of science/engineering competitions Teacher, Glendale Montessori School, K-1-2. Selected Experience Facilitating Professional Development Science Curriculum and Pedagogy Facilitator and principal investigator. Lesson study project with in-service middle grades science teachers, in the context of a bridge building contest for 8 th grade students. Ongoing professional development of in-service science teachers Co-facilitator, UCLA, Beyond Final Form Science summer institute and ongoing monthly workshops on using inquiry in the high school classroom. Includes veteran and novice teachers of urban students Facilitator, Center X. UCLA. Provided staff development and support for science teachers in the Centinela Valley Union High School District's Summer Bridge Academy, Compton Unified School District workshop on secondary science teaching best practices Facilitator, LAUSD. Workshops on inquiry based science instruction, including Project Star (astronomy), Issues, Evidence and You and Science & Sustainability (environmental science). Elementary Mathematics and Algebraic Thinking , UCLA. Facilitator of CGI work groups Moffatt Elementary School, Lennox, CA. Worked with 7 second-grade teachers on understanding and using student thinking to design mathematics instruction as part of study on teacher generativity , UCLA. Facilitator of CGI second-grade work group at Will Rogers Elementary School, Lynwood, CA. Pilot study for multi-center NSF grant on algebraic thinking. Reading and Writing in the Content Areas Facilitator, LAUSD, North Hollywood High School. Provided series of workshops on the use of reciprocal teaching in science classes Facilitator, Banning High School, LAUSD. 4 monthly workshops on teaching science to English language learners. Conferences 1999 and Presenter, Integrated/Coordinated Science Conference, Los Angeles and Fresno Systemic Initiatives and CSP-UCLA Science Project. Workshops on hands-on astronomy activities for grades 6-11, emphasizing insights of cognitive science. Materials from the Harvard-Smithsonian Private Universe project. Selected Curriculum Development Experience Facilitator, design of lessons on Newton s Laws with 7 th and 8 th grade science teachers Facilitator, design of lessons on sound transmission developed by 8 th grade science teachers Writer, Project Based Inquiry, Georgia Institute of Technology. Developed curricular units for middle school science Consultant, Los Angeles Systemic Initiative (LA-SI). Curriculum developer and writer. Helped Core Curriculum Committee plan and write pilot integrated science curriculum for grades 6-11, with emphasis on articulation and authentic assessment Facilitated meetings and collected data from moderation meetings of LAUSD high school

5 Victoria M. Deneroff Page 5 teachers in pilot assessment program for SEPUP Science & Sustainability high school environmental science curriculum. Summer, Writer and curriculum developer Science & Sustainability for SEPUP, Lawrence Hall of Science, University of California, Berkeley Site Coordinator Integrated Science, Cleveland H.S. Oversaw development of a two-year, college preparatory integrated science program in conjunction with other faculty members. University Service Georgia College & State University 2010, Chair of College of Education Diversity in Curriculum Committee. Committee member, Middle Georgia Student Diversity Conference, to be held on April 7, 2010, responsible for overall coordination of conference Middle Grades MAT committee member. Wrote course descriptions and program narrative for Professional Standards Committee approval of program. Designed and implemented ten courses for MG MAT School of Education Conceptual Framework Committee Agnes Scott College Member, MAT Advisory Committee Teaching Credentials California Clear Credential, Single Subject, Physical Science. Montessori Primary Credential, Santa Monica Montessori Institute. Awards Phi Beta Kappa. UCLA Dean s List, 8 quarters. 3 rd prize winner, Hughes Aircraft/Griffith Observatory Third International Science Writing Competition, Professional Memberships National Association for Research in Science Teaching American Educational Research Association National Council of Teachers of Mathematics Georgia Science Teachers Association Society for Animation Studies Community Service Volunteer, International Community School, Decatur, GA. Weekly math enrichment with third grade students in diverse school serving refugee and immigrant populations.