Copley, J.V. (2004, February, in press).  Measuring experiences for Young Children.  Teaching Children Mathematics.  Reston, VA:  National Council Teachers of Mathematics.*

Copley, J.V. (2003,May/June).  Assessing the mathematical understanding of the young child.  Child Care Information Exchange. Redmond, WA.

Copley, J.V., (2002, June).  Starting strong:  Understanding and promoting math development in young children.  The First Eight Years:  Pathways to the Future.  Proceedings from Head Start's Sixth National Research Conference, Washington, D.C. 

Copley, J.V. (2001, October).  The early childhood collaborative:  Communities of discourse.  Teaching Children Mathematics. Reston, Va.:  National Council Teachers of Mathematics.* 

Copley, J.V. (2001, July)  Technical Report, Herod Elementary.  An Evaluation Report, End of Three Year Project, Summary 1998-1999, 1999-2000, 2000-2001.  El Siguiente Paso/ a Next Step (SpaNS) 

Copley, J.V. (2001, June).  The joy and power of math for the young child.   HAAEYC Advocate, 20, 4.

Copley, J.V. (2001, April)  Prekindergarten Mathematics Objectives, Project Clear.  Houston ISD.   

Copley, J.V. & Oto, M. (2000, October).  An investigation of the problem-      solving knowledge of young children at block play.  Proceedings of the Psychology of Mathematics Education Conference.  Tucson, AR.:       North American Chapter of the International Group for the Psychology of Mathematics Education.

Copley, J.V. (1999, June).  Evaluation of El siguiente paso a Next Step (SPaNS) Title VII Grant.  Technical report submitted to the Department of Education.  Herod Elementary, Houston Independent School District.   

Basile, C. & Copley, J. (1998,  Fall).  United theory and practice:  Creating field experiences for preservice students through community relationships.  Teacher Educators Journal, 8, 2. 

Copley, J.V. (1998, June).  Evaluation of Foundations in mathematics:  A          mathematics institute for teachers in grades PK to 4th grade.  Technical report submitted to Texas State Systemic Initiative, Austin, TX.  Lamar University - Orange.

Copley, J.V. (1998, June).  Evaluation of Developing algebraic thinking:  A vertically teamed institue for teachers in grades 5 - 12.  Technical report submitted to Texas State Systemic Initiative, Austin, TX.  Lamar University Orange,

Walker, B., Crist, G., Copley, J.V., Mosley, L., Rives, B., (1997, September).  Report of the professional development committee.  Austin, TX:  State Systemic Initiative.

Chancellor, D., Crist, G., Copley, J., Davies, S., Engstrom, S., Hagelberger, B., and Hatchett, M.  (1997).  Uncovering math with your family.  Dallas, TX:  Texas Instruments.

Mouton, S. G., Hawkins, J., MacPherson, R. H., Copley, J.V. (1996, Fall).  School attachment:  Perspectives of low-attached high    school students.  Educational Psychology, 16, 3.

Williams, S.E. & Copley, J.V. (1994).  Justifying the reasonableness of answers:  Processes of middle school mathematics students.  In D.             Kirshner's (Ed.), Proceedings of the Sixteenth Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 2.  Baton Rouge, LA:  Louisiana State University.

Williams, S.E. & Copley, J.V. (1994).  Promoting classroom dialogue:  Using calculators to discover patterns in dividing decimals.  Mathematics Teaching in the Middle School, 1, 72-75.  Reston, VA:  National Council Teachers of Mathematics.

Williams, S.E., Waxman, H.C., Copley, J.V., Huang, S.L., Nath, J.L., and        Bright, G. W. (1994).  Lessons learned from the middle school calculator project about teachers' implementation of technology.  In J. Willis, B. Robin, and D. A. Willis's (Eds.) Technology and Teacher Education Annual, 1994.  Charlottesville, VA.:  Association for the Advancement of Computing in Education.

Copley, J.V. (1993, March).  The use of technology in early childhood classrooms:  A constructivist approach to teacher education.   In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual: 1993 Charlottesville, VA:  Association for the Advancement of Computing in Education.

Copley, J.V., & Williams, S.E. (1993, March).  The effect of coaching of the use of technology in middle school mathematics classroom.    In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual: 1993.  Charlottesville, VA:  Association for the Advancement of Computing in Education.

Williams, S.E., Copley, J.V., Huang, S.Y., & Waxman, H.C. (1993, March).  The effects of teacher involvement in curriculum development on        calculator instruction and students' mathematics achievement. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual: 1993. Charlottesville, VA:  Association for the Advancement of Computing in Education.

Williams, S.E., Copley, J.V., Huang, S.L., & Bright, G.  (1993, January).          Effect of teacher involvement in curriculum development on the implementation of calculators.  Journal of Technology and Teacher Education, 1, 53-62.

Waxman, H.C., Huang, S.L., Williams, S.E., & Copley, J.V. (1993).  The        effects of calculator use in middle schools on limited English proficient students problem-solving achievement in mathematics.  In Office of Bilingual Education and Minority Language Affairs (Eds.), Proceedings of the Third National Research Symposium on Limited English Proficient Students:  Focus on middle and high school issues (Vol. 2, pp. 889-894).  Washington DC:  National Clearinghouse for Bilingual Education.

Copley, J.V. (1992, March).  The integration of technology and teacher education:  A constructivist approach.  In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual:    1992 (pp. 534-538).  Charlottesville, VA:  Association for the Advancement of Computing in Education.

Copley, J.V., & Williams, S.E. (1992, March).  The use of classroom observations in technology and education research.  In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual:  1992 (pp. 381-385).  Charlottesville, VA:  Association for the Advancement of Computing in Education.

Huang, S.L., Copley, J.V., Williams, S.E., & Waxman, H.C. (1992, March).  Investigating middle school mathematics teachers' attitudes toward calculator use.  In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual:  1992  (pp. 401-405).  Charlottesville, VA:  Association for the Advancement of      Computing in Education.

Copley, J.V. (1992).  Investigating the at risk behaviors of performance goals oriented learners.  In R. T. Johnson (Ed.), Southwest Journal of Educational Research into Practice (pp. 63-68). Austin, TX: Southwest Educational Research Association.  

Copley, J. (1991, Spring).   Do we motivate students to learn or to perform?  The Gazette. (1), 3.   Greater Houston Area Reading Council:  GHARC.

International

Copley, J.V. & Oto, M. (2000, October). An investigation of the problem-       solving knowledge of young children at block play.  Presented at the Annual Conference of the North American Chapter of the           International Group for the Psychology of Mathematics Education   Conference, Tucson, Arizona.:

Palmer, L. Armsworth, M. Swank, P. Frantz, C., Bush, G., and Copley, J.V. (1996, November).  The Neuropsychological Sequelae of Chronically Psychologically Traumatized Children.  Presented at the 12th Annual     Meeting of the International Society for Traumatic Stress Studies, San Francisco, California. 

Williams, S.E. & Copley, J.V. (1994, November).  Justifying the reasonableness of answers:  Processes of middle school mathematics students.  Paper presented at the sixteenth annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Louisiana State University, Baton Rouge, Louisiana.

Copley, J.V. (1992, August).  The integration of technology with teacher education in elementary mathematics.  Paper presented at the            Seventh International Congress on Mathematical Education, Quebec, Canada.

Copley, J.V. (1992, July).  Describing higher order thinking skills in mathematics classrooms that use calculators.  Paper presented at the Fifth International Conference on Thinking, Townsville, Australia.

Copley, J.V. (1992, July).  Listening in on the thinking of third grade problem solvers.  Paper presented at the Fifth International conference on Thinking, Townsville, Australia.

National

Copley, J.V.  (2003, October)  The young thinker:  Mathematics for the young child.  Early Child Care Forum,  31^st Early Childcare Forum, Corning, New York.

Copley, J.V. (2003, September).  The young thinker:  Mathematics for the young child.  Early Childhood Symposium.  Community Colleges in Southern California.  LaVerne, CA.

Clements, D and Copley J.V. (2003, June).  Integrating knowledge of learning and teaching mathematics, development, and high-quality practice:  A catalyst for professional development.  NAEYC's 12^th National Institute for Early Childhood Professional Development, Portland, Oregon.  

Copley, J.V. and Petri, D. (April, 2003) An examination of the belief systems of teachers before and after participation in a mathematics professional development project.  Division K:  Teaching and Teacher Education.  Annual meeting for American Education Research Association , Chicago, Ill.  . 

Copley, J.V. (April, 2003).  Promoting the mathematics understanding of early childhood teachers:  Lessons learned from the PreK/K TEXTEAM Program.  Annual Conference, National Council Supervisors of Mathematics.  San Antonio, TX. 

Copley, J.V. (2002, December).  The prekindergarten child:  The young thinker and mathematics.  Annual Sales Conference, Everyday Mathematics, Chicago, Ill.

Copple, C., Clements, D., Copley, J. & Andrews, A. (2002, November).  Putting into practice the NCTM/NAEYC Postion on Mathematics.  Annual Conference for the National Associaiton for the Education of Young Children.  New York, NY.

Copley, J.V. Discussant. (2002, July).   Defining quality in early mathematics education. Rutgers, the State University of New Jersey and Teachers College, Columbia University.  Sponsored by Carnegie Corporation of New York.

Copley, J.V. (2002, June).  The young child and mathematics:  What do mathematically-rich classrooms require?  Conference for Administrators and Teachers in Bloomington Public School District, Bloomington, Illinois. 

Copley, J.V., D. Arnold, D. Clements, C. Greenes, B. Balfanz.  (2002, June).  Starting strong:  Understanding and promoting math development in young children.  Head Start's Sixth National Research Conference, Washington, DC. 

Copley, J.V. (2002, March).  Mathematics for the Young Child:  TEXTEAM Module.  Kamehameha Schools, Honolulu, Hawaii.

Copley, J.V. (2001, December)  The young child and mathematics. Presented at the National Headstart Trainers of Trainers Conference, Washington DC.

Copley, J.V. (2001, November).  The young child and mathematics.  Paper presented at the National Association for the Education of the Young Child's annual conference in Anehiem, CA

Copley, J.V. & Joshe, V. (2001, September).  Professional academy, PK-2, Algebraic Thinking.  National Council Teachers of Mathematics.  Denver, CO.

Copley, J.V. (2001, August). The young child and mathematics.  Keynote Speech, Amarillo ISD, Amarillo, TX 

Copley, J.V., Weber, M., and Joshe, V. (2001, July)  Professional academy, PK-2.Algebraic Thinking.  National Council Teachers of Mathematics.  Cincinnati, OH.

Copley, J.V. (2001, May)  The young child and mathematics.  Paper presented at the National Head Start Association's 28^th Annual Training Conference, Orlando, FL.

Copley, J.V. (2001, April)  The early childhood collaborative:  A professional development model for change.  Presented at the annual meeting of the National Council of Supervisors of Mathematics, Orlando, FL.

Copley, J.V. (2001, March).  The young child and mathematics.  The Los Angeles Archdiocese, Elementary Schools. 

Copley, J.V. (2001, March).  The young child and mathematics.  Kamehameha Schools, Honolulu, HA.

Copley, J.V. (1999, February).  Reasonable mathematics:  Preparing learners for the next century.  Paper presented at the annual Mathematics Symposium of Mathematics Leaders for Houghton Mifflin Publishers, Chicago, IL.

Copley, J. V. (1998, August).  Promoting mathematical literacy:  Using multiple representations, meaningful teaching, and opportunities for communication. Paper presented at the annual Literacy Conference,     Pulaski County, AK.

Copley, J.V. (1998, November).  Keynote Speech:  Mathematics for Everyone.  Annual Winter Conference for the Archidoceses of California, Los Angeles, CA.

Copley, J.V. (1998, February).  Mathematics and the young child. Paper presented at the Forum on Early Childhood Science, Mathematics, and Technology Education:  Policy, Partners, and Practices, Washington DC.

Copley, J.V. & Padron, Y. (1998, February).  Preparing mathematics teachers of young children.  Paper presented at the Forum on Early Childhood Science, Mathematics, and Technology Education:  Policy, Partners,            and Practices, Washington DC.

Copley, J.V. (January, 1998).  Preparing for Tests of Mathematics Problem Solving.  Association of Mathematics Teachers of New Jersey.Jamestown, NJ.

Copley, J.V. and Petri, D. (1998, April).  A University/School Collaborative Coaching Project:  A Tool that Created Change.  Paper presented at the annual meeting of the National Council Supervisors of Mathematics,     Washington DC.

Copley, J.V. (1997, November).  Collecting, Organizing and Displaying Data:  Mathematics and Science Activities for the Young Child.  Paper presented at the annual meeting of the Mathematics School Science           and Mathematics Association, Madison, WI.

Copley, J.V. (1997, October).  Number Sense and Problem Solving:  The        Essence of Elementary School Mathematics.  Paper presented at the annual meeting of the Association of Mathematics Teachers of New Jersey.  New Brunswick, NJ.

Basile, C. and Copley, J.V. (1997, March).  The Effect of an Outdoor Nature Investigation Program on Young Children's Ability to Transfer Knowledge.  Paper presented at the annual meeting of the American             Educational Research Association, Chicago, IL.

Copley, J.V. (1996, March).  Effective Coaching Models:  Video Modeling, Peer Coaching, and Instructional Debriefing.  Paper presented at the annual meeting of the National Council of Supervisors of Mathematics, San Diego, California.

Copley, J.V. & Plemons, M. (1995, April).  Investigating teacher-student          interactions in prekindergarten classrooms.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Copley, J.V. & McNemar, B. (1995, March).  Connecting state needs and       the NCTM standards.  Paper presented at the 27th annual conference of the National Council of Supervisors of Mathematics, Boston, MA.

Bond, J., Hamilton, R., Swank, P., Rudisill, M., & Copley, J. (1994, June).  The effects of motivational orientation on memory monitoring in adults.  Paper presented at the twenty-second annual conference of          the Canadian Society for the Study of Education.  Calgary, Canada.

Williams, S.E. & Copley, J.V. (1994, April).   Effect of calculator use on           students' approach to mathematics problems and their ability to justify the reasonablness of obtained answers.  Paper presented at annual meeting of the American Educational Research Association,        New Orleans, LA.

Mouton, S.G., Hawkins, J., Armsworth, M., & Copley, J.V. (1993,     November).      The effects of social problem-solving training on the self-esteem of students identified as "at risk" for school drop out.  Paper presented at the 27th annual meeting of the Association for Advancement of Behavior Therapy, Atlanta, GA.

Copley, J.V. (1993, April).  The effect of performance and       learning goal     treatments on the cognitive and metacognitive strategy use of third grade problem-solvers.  Paper presented at the annual meeting of the          American Education Research Association, Atlanta, GA.

Copley, J.V. & Williams, S.E. (1993, April).  The effects of coaching on the teaching behaviors of middle school mathematics teachers.  Paper presented at the annual meeting of the American Education Research Association, Atlanta, GA.

Copley, J.V., Williams, S.E., and Lilly, M. (1993, April).  Bridging the standards:  Calculators in the middle schools.  Mini-session  presented at the annual meeting of the National Council of Teachers of Mathematics, Seattle, WA.

Copley, J.V. (1993, March).  Early childhood classrooms, teacher education, and technology:  A constructivist approach.  Paper presented at the annual meeting of the Society for Technology and Teacher Education, San Diego, CA.

Copley, J.V., Lilly, M., & Williams, S.E. (1993, March).  The seeds of change:  Middle school mathematics and calculators.  Paper  presented at the annual meeting of the National Council of Supervisors of Mathematics, Seattle, WA.

Copley, J.V. & Williams, S.E. (1993, March).  Advice for teachers:  Middle school students' perceptions on technology use.  Paper presented at        the annual meeting of the Society for Technology and Teacher Education, San Diego, CA.

Copley, J.V. & Williams, S.E. (1993, March).  Coaching effects:  Middle school           teachers using technology in mathematics classrooms.  Paper presented at the annual meeting of the Society for Technology and Teacher Education, San Diego, CA.

Copley. J.V. (1992, November).  The effectiveness of coaching of middle         school teachers on the implementation of curriculum.  Paper presented at the annual meeting of the National Middle School Association, San Antonio, TX.

Copley, J.V., Williams, S.E., Huang, S.L., & Waxman, H.C. (1992, May).  Research on calculator use in middle school mathematics classrooms.  National Calculator Conference, U.S. Department of Education and   University of Houston, Houston, TX.

 Copley, J.V. (1992, April).  Effects of classroom instruction on students' problem-solving mathematics achievement.  Paper presented at the annual meeting of the American Education Research Association,San Francisco, CA.

Copley, J.V. (1992, April).  The effects of goal emphases on the motivation of third-grade problem solvers.  Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Nashville, TN.

Copley, J.V. (1992, March).  The integration of teacher education and technology:  A constructivist model.  Paper presented at the Third       Annual Conference of Technology and Teacher Education, Association for the Advancement of Computing in Education, Houston, TX.

Copley, J.V. & Shutes, R. (1992, April).  The effect of performance and learning treatments on the motivation of learners with performance and learning goal orientations.  Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA.

Copley, J.V., & Williams, S.E..  (1992, April).  A calculator mathematics          curriculum for grades 6-8:  The results of a Department of Education National Eisenhower Grant.  Annual Conference of the          National Council of Teachers of Mathematics, Nashville, TN.

Copley, J.V., Williams, S.E., & Huang, S.L. (1992, March).  Examining calculator use in middle-school mathematics classrooms.  Paper presented at the Third Annual Conference of Technology and Teacher Education, Association for the Advancement of Computing in Education, Houston, TX.

Williams, S.E., Copley, J.V., & Lilly, M. (1992, March).  E=MC (Excel =        Mathematics:  Changes created through calculators).  Annual Conference of the National Council of Teacher of Mathematics,     Nashville, TN.

Regional and Local

Copley, J.V. (2003, July)  Keynote Presentation:  The Young Thinker:  Children Solving Problems, Communicating, and Representing Solutions. Conference for the Advancement of Mathematics Teaching.  Annual Texas Conference.  Houston, TX.  

Copley, J.V.  (2002, August).  The young thinker:  Mathematics for the young child.  Arlington ISD, Arlington, TX. 

Copley, J.V. (2002, August).  Mathematics classrooms for teachers:  What you should expect to see.  Presentation to the administrators of Plano ISD, Plano, TX.

Copley, J.V. (2001, January – May).  TEXTEAMS for PREKINDERGARTEN and KINDERGARTEN.  Presented to the Headstart teachers in the Neighborhood Centers Project funded by Texas Education Agency. 

Copley, J.V. (2001, February).  Geometry and spatial skills for the young          child.  Keynote speech delivered at the Prekindergarten Mathematics Conference, Houston ISD, Houston, TX

Copley, J. V. (2001, February).  Higher order thinking skills for the young         child.  Presented for the Early Childhood Curriculum Planners, Klein ISD.

Copley, J.V. (2001, February)  Third grade mathematics.  Klein ISD, Klein, TX.

Copley, J.V. (2001, January).  Mathematics in the early years.   Keynote speech presented at the Early Childhood Winter Conference, First          Baptist Church, Houston, TX.

Copley, J.V, (2001, January) The Young Child and Mathematics.  Presented at the Early Childhood Winter Conference, Region IV, Houston, TX.

Copley, J.V. (2001, January).  Assessment in PK-5 mathematics classrooms.  Pearland ISD, Pearland, TX.

Copley, J.V. (2001, January).  Mathematics in the early years.  Keynote speaker at Mathematics Summit, Alief ISD, Alief, TX.

Copley, J.V. (2001, January).  Mathematics in the early years:  PK to 2nd         grade.  Palmer Elementary, Fort Bend, ISD.   

Copley, J.V. (2000, December).  Manipulatives:   Necessary for meaningful  learning.  Prekindergarten Teachers of Spring Branch ISD, Spring Branch, TX.

Copley, J.V. (2000, November and December).  TEXTEAMS Prekindergarten and Kindergarten.,  Austin, TX.

Copley, J.V. (2000, October)  TEXTEAMS  Prekindergarten and Kindergarten  Houston, Region IV.  .

Copley, J.V. (2000, September). What's important:  The processes of mathematics.  Houston ISD, East District

Copley, J.V. (2000, September).  What works in the K-12 mathematics classroom.  Houston Suburban Schools Chapter/Texas Association for Supervision and Curriculum.  Presentation made in Humble, TX.

Copley, J.V. (2000, August)  Prekindergarten mathematics:  Activities for          the young child.  Spring Branch ISD, Spring Branch, TX.

Copley, J. V. (2000, August).  Problem solving for everyone.  Honor Roll         Elementary School, Sugarland, TX.

Copley, J.V. (2000, January).  Training the Early Childhood Trainer:  New Directions in Mathematics.  Headstart Conference, Austin, TX.

Copley, J.V. (1999, June).  Mathematical Standards 2000.  Keynote Address to the El Paso Eisenhower Mathematics Collaborative, El Paso, TX.

Copley, J.V. (1998, July). Bridge over the river “Why”:  Mathematical reasoning.  Keynote Address to the Conference for the Advancement of Mathematics Teaching, San Antonio, TX.

Basile, C.& Copley, J. (February, 1998.  Collaborative Coaching:  An Alternative to Inservice Programs.  Association of Teacher Educators Annual Conference, Dallas, TX.

Basile, C., Copley, J., White, C., & Devoogd, G.  (January, 1998).  Contextual Learning for All Ages:  Evidence from the Classroom. Southwest Educational Research Association, Houston, TX.

Copley, J. V. (1997, October).  Listening, Observing, Questioning: Lessons Learning in Elementary Classrooms.  Keynote Address presented at the Third Annual Mathematics Preservice Conference, Texas Statewide Systemic Initiative of the Charles A. Dana Center at the University of Texas at Austin.

Copley, J.V. (1997, January).  Number Sense for Elementary and Middle School Teachers.  Paper presented at the Professional Development Conference for T Cubed Instructors, Dallas, TX. 

Copley, J.V. (1995, November).  Number Sense.  Session presented at the      southern regional conference of the National Council of Teachers of Mathematics, Houston, TX.

Copley, J.V., Beeler, T., Weiss, A., Kwak, L., Nabors, D., & Cunningham, B. (1993, January).  Authentic assessment of young children.  Innovative session presented at the annual meeting of the Southwest      Education Research Association, Austin, TX.

Copley, J.V. & Hawkins, J.E. (1993, January).  The early childhood inclusion process:  Similar perspectives from regular and special education.  Paper presented at the annual meeting of the Southwest Education Research Association, Austin, TX.

Copley, J.V. & Williams, S.E. (1993, January).  Determining the right answer:  Perceptions, processes and beliefs of middle school mathematics students.  Paper presented at the annual meeting of the Southwest Education Research Association, Austin, TX.

Copley, J.V. (1992, January).  Identifying and investigating the goal orientation of elementary students.  Paper presented at the annual meeting of the Southwest Educational Research Association, Houston, TX.

Copley, J.V., Williams, S.E., & Huang, S.L. (1992, January).  The quantity and quality of calculator use in middle school mathematics      classrooms.  Paper presented at the annual meeting, Southwest Educational Research Association, Houston, TX.

Copley, J.V. & Williams, S.E. (1992, April).  Research report:  Alief ISD/DOE calculator grant.  Paper presented to Middle School Administrators, Alief Independent School District.

Discussant, Panel Member, Reactor

Copley, J.V. (1995, April).  Classroom Observation Special Interest Group

Symposium.  Chair at the annual meeting of the American Education Research Association, Atlanta, GA.

Copley, J.V. (1994, April).  Classroom Observation Special Interest Group Symposium.  Chair at the annual meeting of the American Education Research Association, Atlanta, GA.

Copley, J.V. (1993, April).  Classroom Observation Special Interest Group Session.  Discussant at the annual meeting of the American Education         Research Association, Atlanta, GA.

Copley, J. (1991, March).  Paper Session, Student Research.   Fifth Annual Phi Delta Kappa Research into Practice Conference, University of Houston and University of Houston-Clear Lake Chapters.  University of Houston, Texas.

Farmer, V., & Copley, J.,(1991, November).  Developmental education teacher training.  Central Educational Telecommunications Consortium.   Grambling State University, Grambling,    Louisiana. 

Haynes, L. & Copley, J.  (1991, April).  National Coordinating Board Review, Texas A&M, College Station, TX.

Funded RESEARCH GRANTS AND CONTRACTS

Copley, J.V., Hawkins, J., Houston, R. and Padron, Y. Co-Principal Investigators, Department of Education C3 Coaching Grant for Early Childhood Educators, (2003-2006) ($2,600,000). 

Consultant, CT Early Childhood Mathematics and Science Leadership Institute. University of Connecticut. Dan Dolan, PI.  (2002-2003).

Consultant, NICHD Planning Grant for Early Childhood Curriculum, University of Texas, Houston.  Susan Landry, PI.  (2002 – 2003).

Consultant, Handheld Assessment and Young Children,  Teachers College and National Science Foundation.  Herb Ginsburg, PK (2003-2005). 

Copley, J.V. (1999 - 2000) Principal Investigator.  PreKindergarten and Kindergarten TEXTEAM Mathematics Grant.  Texas State Systemic Initiative.  ($ 51,500)

Copley, J.V. (1998-2001).  Evaluator. El signuiente paso a       Next Step (SPaNS) Department of Education Bilingual Grant, Herod Elementary, Houston Independent School District  ($600,000)

Copley, J.V. (1998-1999).  Evaluator. Eisenhower Grant, Developing Algebraic Thinking:  A Vertically-           Teamed Institute for Teachers in Grades 5-12,. Lamar University - Orange.  (evaluation:  $4000)

Copley, J.V. (1998-1999).  Evaluator.  Eisenhower Grant Foundations in Mathematics:  A Mathematics Institute for Teachers in Grades PK -4, Lamar University - Orange. (evaluation:  $4000)

Copley, J.V. (1996).  Principal Investigator. The Effectiveness of Peer and Video-Monitoring Coaching Interventions on Mathmatics Instruction.             Limited Grants-in-Aid, University of Houston.  ($2000). 

Copley, J.V. (1995-1996).  Principal Investigator.  Problem-Solving Behaviors of the Young Child.  Limited Grants-in-Aid, University of Houston.  ($2000).

Copley, J.V. (1993-1994).  Principal Investigator.  Mathematics Inservice         Program:  Patterns, Relations, and Functions, Grades K-2.  TEA       Module, Austin, TX. ($39,000).

Copley, J.V. (1992-1994).  Principal Investigator. Sherman Elementary Little City Project.  Innovative Grants Program, Houston ISD.  ($191,000, Evaluator $5,000).

Copley, J.V. (1992-1993).   Principal Investigator.  Mathematics Inservice Program: Patterns, Relations, and Functions, Grades 3-6.  TEA Module, Austin, TX. ($41,000).

Copley, J.V. (1992).  Principal Investigator. The Strategy Use and        Motivation of Fifth Grade Problem Solvers .  College of Education, Research Grant ($900)

Waxman, H. C. & Copley, J.V. (1991-1993)  Co-Principal Investigators.  Calculator mathematics curriculum for grades 6-8.  Washington, D.C.:  U.S. Department of Education ($260,336).

EDITORIAL CONTRIBUTIONS

Editorship

Copley, J.V.  (2003).  PK Mathematics.  Growing with Mathematics, McGraw Hill, Chicago, IL.

Copley, J.V. (1999).  Mathematics in the early years.  Reston, VA.: National Council    Teachers of Mathematics.

Copley, J.V. (1997).  Kindergarten program.  Math central.  Boston, MA:  Houghton   Mifflin Company.

Copley, J.V., & Williams, S.E. (1994, April).  Section:  Integrating Technology

into Methods Classes.  In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual: 1994 Charlottesville, VA:  Association for the Advancement of Computing in Education.

Copley, J.V., & Williams, S.E. (1993, April).  Section:  Integrating Technology

into Methods Classes.  In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual: 1993 Charlottesville, VA:  Association for the Advancement of Computing in Education.

Copley, J.  (1991, December).  IBM Region Seven Newsletter.  University of  Houston, Houston, TX.

Reviewer

Copley, J.V. (1994-present).  Educational Research Quarterly.

Copley, J.V.  (1994).  Phi Delta Kappan dissertation awards.

Copley, J. (1993-1994).  Journal of Technology and Teacher Education.

Copley, J.V. (1993).  Reader, Moral classrooms, moral children:  The constructivist sociomoral atmosphere. Rheta DeVries and Betty Zan.  Teacher's College Press.

Copley, J.  (1991, February).  Chair, Committee to Select "Outstanding Paper:  Fifth Annual Phi Delta Kappa Research into Practice Conference".

TEACHING AND INSTRUCTIONAL ACTIVITIES

Certification/Licensure

Elementary Certification in Texas, Kansas, Michigan, Illinois

Language Arts and Mathematics (through 9^th grade) in Michigan and Illinois 

Courses Taught:

Courses with numbers 3000 - 4000 are undergraduate classes; courses with numbers 6000 - 7000 are masters level courses; and courses with numbers 7000 - 8000 are doctoral level courses. 

          CUIN 3315:  Introduction to Early Childhood Education

                        Fall, 1997; Fall, 1993

            CUIN 3316:  The Prekindergarten Child

                        Fall, 1998; Fall, 1992

            CUIN 3317:  Kindergarten and Elementary Programs for the Young                             Child; Summer, 1998; Summer, 1997

          CUIN 4315:  Assessment of the Young Child

Summer, 1998; Spring, 1998; Fall, 1997; Fall, 1995; Fall, 1994; Spring, 1994; Summer, 1997; Summer, 2000

            CUIN 4317:  Innovative Programs in Early Childhood Education

                        Summer, 1993; Spring, 1993

            CUIN 6380:  Teaching Young Children

                        Fall, 99: Fall, 98; Summer, 1995; Summer, 1992

            CUIN 6381:  Early Childhood Education:  The Prekindergarten

                        Spring, 1993

          CUIN 6382:  Curriculum Studies in Early Childhood

Spring, 2002, Fall, 2000; Summer, 2000; Summer, 1999; Summer, 1998;        Spring, 1998; Summer, 1997; Spring, 1997; Spring, 1996; Spring, 1995; Summer, 1993

            CUIN 6397:  Problem Solving for the Young Child

                        Spring, 1999; Spring, 1998; Summer, 1995; Fall, 1994

            CUIN 7300:  Function of Play in Early Childhood

                        Fall, 2001, Spring, 1997; Fall, 1995; Fall, 1993

            CUIN 7341:  Diagnosis and Remediation in Mathematics

                        Summer, 1991

            CUIN 7348:  Problem Solving with Calculators

                        Fall, 1991

            CUIN 7382:  Adaptive Instruction in Early Childhood Education

                        Fall, 2000; Fall, 1993

            CUIN 7383:  Early Childhood Curriculum

                        Fall, 2002, Spring, 2001; Spring, 1994

            CUIN 7384:  Trends and Issues in Early Childhood

                        Spring, 1999; Fall, 1994;  Fall, 1992

            CUIN 8245:  Doctoral Seminar

                        Summer, 1992

            CUIN 8301:  Early Childhood:  Teaching Processes

                        Fall, 2000; Fall, 1997; Spring, 1996; Spring, 1994

            CUIN 8302:  Assessment of the Young Child

                        Fall, 2001, Fall, 1998; Fall, 1995

            CUIN 8340:  Survey of Research in Early Childhood

                        Fall, 2002, Fall, 1996; Spring, 1995; Spring, 1993

            ELED 4123:  Elementary Mathematics Methods

                        3 sections, Spring, 1992; 1 section, Summer, 1991;

                        4 sections, Spring, 1991

Course Evaluations

The tables below summarize course evaluation on the University of Houston, College of Education Course Evaluation Systems (UHCECES).  The UHCECES was administered in every course taught on campus with the exception of independent and dissertation study courses.  The minimum (and most positive score) on the UHCECES is 3.0.  The maximum (and most negative score) is 15.0.  The ratings represent five areas:  1) instructor's evaluation of student performance in the course, 2) course's contribution to student knowledge, 3) instructor's preparation and explanation to students, 4) instructor's responsiveness to students, and 5) organization demonstrated by the instructor.   The sixth score listed is the one rating students give on the overall effectiveness of the instructor.  The seventh score listed is the one rating students give on the overall effectiveness of the class.  A 1 is the most positive score and a 5 is the most negative score.

          Fall, 2000

                        CUIN 8301  Early Childhood Education:  Teaching Practices

                        (9 students) 3.4, 3.3, 3.0, 3.0, 3.0, 1.0, 1.0

                        CUIN 7382  Adaptive Instruction in ECE

                        (23 students) 3.1, 3.9, 3.2, 3.3, 3.2, 1.1, 1.2

Spring, 2001

CUIN 7383  Early Childhood Curriculum

(18 students)  3.3, 3.4, 3.1, 3.0, 3.0, 1.5, 1.6

CUIN 6382:  Curriculum Studies in Early Childhood

(15 students)   3.7, 3.8, 3.5, 3.6, 3.8, 1.5, 1.6

Fall, 2001

                        CUIN 8302  Assessment of the Young Child

                        (12 students)3.0, 3.3, 3.1, 3.0, 3.2, 1.0, 1.1

                        CUIN 7300  Function of Play in Early Childhood

                        (23 students) 3.1, 3.3, 3.1, 3.5, 3.3, 1.0, 1.0 

            Spring, 2000

                        CUIN 6397  Problem Solving for the Young Child

                        (21 students) 3.2, 3.3, 3.2, 3.2, 3.1, 1.0, 1.1

                        CUIN 7300  The Function of Play in Early Childhood Education

                        (34 students)  3.0, 3.2, 3.0, 3.1, 3.1, 1.0, 1.0

            Summer, 2000

                        CUIN 6382  Curriculum Studies in Early Childhood Education

                        (23 students) 3.0, 3.1, 3.0, 3.1, 3.1, 1.0, 1.0

                        CUIN 4315  Assessment of the Young Child

                        (18 students)  4.4, 4.3, 3.7, 4.2, 3.9, 1.2, 1.4

            Fall, 1999

                        CUIN 8340  Survey of Research in Early Childhood

                        (6 students) 3.0, 3.0, 3.0, 3.0, 3.0, 1.0, 1.0)

                        CUIN 6380  Teaching Young Children

                        (22 students) 3.2, 3.5, 3.1, 3.4, 3.4, 1.1, 1.1)

            Fall 1998

                        CUIN 3316  Prekindergarten Programs

                        (35 students) 3.3, 3.5, 3.1, 3.6, 3.2,     1.2, 1.2

                        CUIN 6380  Teaching Young Children

                        (24 students) 3.6, 4.4, 3.9, 4.5, 4.4,     1.3, 1.4

                        CUIN 8302  Assessment of the Young Child               

                        (9 student) 3.0, 3.0, 3.0, 3.4, 3.1,1.0, 1.0

            Summer 1998

                        CUIN 3317 Kindergarten/Elementary Programs

                        (23 students) 3.5, 3.4, 3.1, 3.6, 3.4, 1.1, 1.1

                        CUIN 4315 Assessment of the Young Child

                        (19 students) 3.2, 3.2, 3.1, 3.2, 3.3, 1.1, 1.1

                        CUIN 6382 Curriculum Studies in Early Childhood

                        (9 students) 5.3, 5.7, 4.3, 5.0, 5.4, 1.7, 1.7

            Spring 1998

                        CUIN 4315  Assessment of the Young Child

                        (21 students) 3.1, 3.2, 3.3, 3.6, 3.1, 1.2, 1.1

                        CUIN 6382  Curriculum Studies in Early Childhood

                        (12 students) 3.3, 3.6, 3.2, 3.0, 3.2,     1.0, 1.1

                        CUIN 6397  Problem Solving for the Young Child

                        (25 students) 3.8, 4.0, 3.4, 3.6, 3.4,     1.1, 1.1                                               

            Fall 1997

                        CUIN 3315:  Introduction to Early Childhood

                        (32 students) 3.4, 3.6, 3.2, 3.3, 3.4, 1.1, 1.2

                        CUIN 4315: Assessment of the Young Child               

                        (31 students) 4.2, 4.2, 4.0, 4.2, 4.2, 1.3, 1.5

                        CUIN 8301:  Teaching Processes in Early Childhood

                        (10 students)    3.0, 3.1, 3.0, 3.0, 3.0, 1.0, 1.0

            Summer 1997

                        CUIN 4315:  Assessment of the Young Child

                        (12 students) 3.3, 3.0, 3.0, 3.2, 3.0, 1.0, 1.0

                        CUIN 3317:  Curriculum in Kindergarten

                        (23 students)  3.8, 3.4, 3.4, 3.8, 3.4, 1.2, 1.2

                        CUIN 6382:  Curriculum Studies in Early Childhood

                        (15 students)  3.6, 3.3, 3.3, 3.9, 3.3, 1.1, 1.1

            Spring 1997

                        CUIN 6382:  Curriculum Studies in Early Childhood

                        (17 students) 3.4, 3.2, 3.1, 3.5, 3.4, 1.1, 1.1

                        CUIN 7300:  Function of Play in Early Childhood

                        (10 students)  4.0, 3.4, 3.4, 3.6, 3.7, 1.1, 1.2

            Spring 1996

                        CUIN 6382:  Curriculum Studies in Early Childhood

                        (35 students) 3.3, 3.3, 3.2, 3.3, 3.3

                        CUIN 8301:  Early Childhood: Teaching Processes

                        (9 students) 3.1, 3.0, 3.3, 3.5, 3.4                                           

            Fall 1995

                        CUIN 7300:  The Function of Play in Early Childhood Education

                        (30 students) 3.8, 4.5, 3.7, 3.6, 3.7

                        CUIN 4315:  Assessment of the Young Child

                        (40 students) 3.3, 3.3, 3.3, 3.6, 3.6

            Spring 1995

                        CUIN 6382:  Curriculum Studies in Early Childhood

                        (25 students) 3.2, 4.0, 3.5, 3.7, 3.4

                        CUIN 8340:  Survey of Research in Early Childhood                                                    (9 students) 3.0, 3.8, 3.2, 3.2, 3.4

            Fall 1994

                        CUIN 6397:  Problem Solving for the Young Child

                        (17 students) 3.2, 3.4, 3.1, 3.4, 3.1

                        CUIN 4315:  Assessment of the Young Child

                        (33 students)  3.3, 3.3, 3.1, 3.3, 3.1

            Spring 1994

                        CUIN 7383:  Early Childhood Curriculum

                        (12 students) 3.22, 4.11, 3.33, 3.44, 3.78

                        CUIN 8301:  Early Childhood:  Teaching Processes

                        (6 students) 3.00, 3.67, 3.00, 3.33, 3.17

                        CUIN 4315:  Assessment of the Young Child

                        (35 students) 3.19, 3.07, 3.00, 3.44, 3.19

            Fall 1993

                        CUIN 7300:  The Function of Play in Early Childhood Education

                        (7 students)  3.33, 3.17, 3.33, 3.00, 3.17.

                        CUIN 7382:  Adaptive Instruction in Early Childhood Education

                        (6 students)  3.00, 3.00, 3.20, 3.60, 3.40.

                        CUIN 3315:  Introduction to Early Childhood Education

                        (45 students)  3.72, 3.97, 3.22, 3.42, 3.75

            Summer 1993

                        CUIN 6382:  Curriculum Studies in Early Childhood Education

                        (23 students) 3.25, 4.00, 3.50, 3.25, 3.62

                                                    3.93, 4.80, 3.80, 4.00, 4.13

                        CUIN 4317:  Innovative Programs in Early Childhood Education

                        (17 students) 3.40, 3.60, 3.40, 3.20, 4.00

            Spring 1993

                        CUIN 8340:  Survey of Research in Early Childhood Education

                        (6 students) 3.00, 3.00, 3.00, 3.00, 3.00

                        CUIN 6381:  Early Childhood Education:  The                                                              Prekindergarten            

                        (21 students) 3.07, 3.53, 3.00, 3.47, 3.27

                        CUIN 4317:  Innovative Programs in Early Childhood Education

                        (32 students)  3.36, 3.48, 3.16, 3.48, 3.36

          Fall 1992

                        CUIN 3316:  The Prekindergarten Child

                        (32 students) 3.12, 3.42, 3.12, 3.23, 3.04

                        CUIN 7384:  Trends and Issues in Early Childhood Education

                        (20 students) 3.00, 3.25, 3.19, 3.00, 3.19

            Summer 1992

                        CUIN 6380:  Introduction to Early Childhood

                        (28 students) 5.39, 4.78, 3.57, 4.04, 5.17

            Spring 1992

                        ELED 4123 Elementary Mathematics Methods

                        3 sections

                        (35 students) 3.57, 3.31, 3.03, 3.40, 3.31

                        (24 students) 3.29, 3.25, 3.00, 3.46, 3.21

                        (22 students) 3.55, 3.64, 3.00, 3.50, 3.27

            Fall 1991

                        CUIN 7348:  Problem Solving with Calculators

                        (13 students) 3.00, 3.92, 3.15, 3.31, 3.69

            Summer 1991

                        ELED 4315:  Elementary Mathematics Methods

                        (8 students), 3.25, 3.00, 3.00, 3.75, 2.87

                        CUIN 7341:  Diagnosis and Remediation in Mathematics

                        (14 students), 3.29, 3.79, 3.50, 3.50, 3.64

            Spring 1991

                        ELED 4123:  Elementary Mathematics Methods

                        (20 students), 3.70, 3.30, 3.20, 4.05, 3.45

                        (31 students), 3.55, 3.97, 3.16, 3.97, 3.61

                        (17 students), 4.18, 3.76, 3.47, 3.76, 3.59

                        (32 students), 3.14, 3.42, 3.48, 3.89, 3.24

Instructional Development

Research Collaborative Coaching Project  -

            To support the professional development of practicing early childhood teachers as well as beginning early childhood teachers, a collaborative coaching community    project has been implemented for the past three years.  Three public elementary schools close to the university were adopted.  Every Tuesday and Thursday, over 60 beginning teachers (teacher candidates who have not yet begun the field-based methods courses or student teaching) spend all day at the school in three collaborative coaching sessions, two teaching modeling sessions, and one debriefing session.  Working in teams of three, the beginning teachers teach a previously planned mathematics or science    lesson to kindergarten or prekindergarten students enrolled at the school.  As required, the beginning teachers use peer coaching techniques with each other as they observe children and their peers' teaching.

            During the time the beginning teachers are teaching, the regular classroom teachers meet with the university             professor and discuss mathematics and science lessons that they have taught during the week, experience some mathematics and science lessons as learners, discuss methods that could be used to involve families in mathematics and science experiences,  and reflect on the use of the professional teaching standards in their classroom.  After each seventy minute session, the beginning teachers return to the university professor and debrief on their teaching experiences. Three more of these    sessions occur during the day with other early childhood classes.  In the remaining time, the beginning teachers and practicing teachers observe the university professor as she model teaches a mathematics or science lesson in selected classrooms or as she coaches the practicing teachers.

            Over the past three years, more than 125 beginning early childhood teachers and over 50 practicing teachers have been involved.  Both groups of teachers have reported highly positive attitudes toward their experiences gained in the collaborative as well as a significant increase in their understanding of teaching mathematics.  An additional site will be added for the fall semester of 1999.    . 

Problem Solving for the Young Child, Houston Independent School District,

            Houston Independent School District has used Eisenhower funds to pay for graduate students to take CUIN 6397, Problem Solving for the Young Child.  In the spring of 1999, 32 students were enrolled.  HISD paid their full tuition along with books and supplies.  In the spring of 1998, 25 graduate students were enrolled. As part of the course requirements, students in the class presented a workshop in the KIVA for early childhood undergraduate students.  Also, as part of the course requirements, students presented a workshop for HISD East side with over 75 attendees.  I gave the keynote address and students presented 15 different workshops for attendees.  In addition, for their final exam, students watched me teach a lesson in their classroom;  my lesson was then evaluated according to criteria I had taught in class.  

            Because of this class, 1 doctoral student and 8 masters students have enrolled at the university.  Houston Independent School District has requested that the class be repeated again in the spring of 2000.  Teachers involved in the spring of 1999 are presenting at two major conferences in fall of 1999.  

1999-1993 

As Program Coordinator of Early Childhood Education, developed undergraduate and graduate programs to fit the new needs of the department.  Over 15 different adjunct faculty and/or graduate assistants have taught early childhood classes.  All of these assistants have received a notebook with the required teaching         components along with instructional and assessment suggestions.

1997-1998

Coordinated the TEMA testing in Spring Branch for Sang Lim Kim's dissertation.  As part of course requirements, students in this class were trained with this standardized test and administered both pre and post tests to prekindergarten students in Spring Branch ISD.

1993-1996                  

Developed and implemented a customized early childhood program for master's students from Indonesia.  Two students from Indonesia received their master's degree from this program.  In addition, two doctoral students students from Indonesia are my adivisees.

1995

Planned and implemented an early childhood conference, Centers of Learning."   Graduate students in CUIN 7300 planned and presented eight unique conference sessions in December of 1995.   Over 190 undergraduates and graduates attended. 

1995               

Trained 10 graduate students to present workshops in mathematics and science for young children.  As a result, the ten graduate students have presented over 25 workshop for teachers of young children in Dallas and           Houston.

1994               

Planned and implemented an early childhood conference, "Problem Solving for the Young Child for undergraduate students.  Graduate students in CUIN 6397 planned and presented ten unique conference sessions in December of 1994.  Over 170 undergraduates and graduates attended.

1993               

Wrote and submitted the NCATE report to the National Association for the Education of Young Children.

1992               

As Program Chair of Early Childhood Education, evaluated and developed undergraduate and graduate programs to fit the new needs of the department.  Over 35 former and current graduate and undergraduate students have been interviewed to gain information about the past program.  As a result, courses have been redefined so that there is less repetition of concepts, more research requirements have been enforced in graduate classes, and a new cycle for graduate classes has been written.

Dissertation Work

            *          Aguero, Terrie

            *          Ananda, Nandang - completed

                        Barrington, Kyle          

            *          Basile, Carole - completed

                        (won "Outstanding Doctoral Student, College of Education")

                        Beeler, Terri - completed

                        Bond, Janet - completed

                        Caperton-Brown, Elizabeth Hope - completed

            **        Carlan, Veronica- completed

*          Cunningham, Beverly – completed

*          Delahousseye, Vanese

                        DeLeon, Carolyn - completed

            *          DeLosSantos, Estella - completed

                        Ellis, Patrick Jackson - completed

            *          Gober, Sue - completed 

                        Gross, Gail - completed

                        Hardwick, John Jr. - completed

                        Herrmann, Sharon Poquette - completed

            *          Hewitt, Ameila- completed

                        Ivannoe, Rose - completed

            *          Jenkins, Katherine- completed

            *          Johar, Riada - completed

                        Kamin, Carol  - completed

                        Kolailet, Betty - completed

            *          Lim, Sang Kim - completed

                        Mouton, Suzanne - completed

                                    (won "Outstanding Dissertation - Kappa Delta Phi")

            *          Nabors, Diana- completed 

                        O'Dell, Diane - completed

            *          Oto, Motoko

                        Palmer, Laura - completed

            *          Parkinson, Virginia

                        Patton, Barba - completed

            *          Pena, Patricia

            *          Petri, Denise – completed

            **        Plemons, Marie - completed

                        Quintannia, Suzie - completed

                        Robbins, Rowland - completed

            *          Shannon, Patricia

            *          Wang, Mei-Chi- completed

            *          Weiss, Ann - completed

                        Wilkins, Michelle - completed

            *          Williams, Mozelle - completed

            **        Williams, Susan E. - completed

                                    (won "Outstanding Dissertation, Kappa Delta Phi")

*Chair  **Co-chair

Directed Studies/Internships/Advisees

            Directed Studies or Internships - Doctorate Level

                        26 students   

            Directed Studies or Internships - Masters' Level

                        25 students

            Doctoral Advisees

                        25 students

            Masters Advisees                    

                        More than 125 students

SERVICE ACTIVITIES

Leadership, Membership, and Assignments in Professional Associations:

            National Council Teachers of Mathematics:

                        Authored/Edited  three books published by the Council

                        Program Chair, National Conference, November, 2007

                        Professional Development Institute Creator and Presenter, 2002

            National Association for the Education of Young Children:

                        Authored/Edited three books published by the Association

                        Reviewer for Young Children

                        Served on Assessment Team to develop criteria for Accreditation

Administrative Responsibilities:

            Chair, Curriculum and Instruction Department, 2005 – present

            Director of Teacher Education, 2006 – present

            Coordinator of Early Childhood Program Area, 1993 – 2005

            Chairperson of Task Force EC-4, 2002-2005

International:

            Chair, Lower Primary Committee, Lower Primary Program, Primary School Teacher    Development in Indonesian, January - December, University of Houston (1994-2000).

            Tour Guide and Workshop Presenter, American School Foundation of                          Monterrey, Mexico, January 21-23, 1993, University of                                            Houston.

National:

            Program Coordinator, National Council Teachers of Mathematics Annual Conference in            Houston, TX.  November, 2007.

            Proposed Expert Panel Member for American Institute for Research,                            Palo Alto CA.

            Program Chair, Classroom Observation SIG, American Education                                Research Association (1992-1995)

            Member, Early Education/Child Development SIG, American Education Research         Association (1994 - present)

            Speaker, Author for Houghton Mifflin Company, Boston, MA, Math Central

                        Atlanta, GA           Southeast Directors of Mathematics, Product School

                                Brighton, MA       Massachusetts Users of HMCO Mathematics

                                Pittsburg, PA        Mount Lebanon Teachers of Mathematics

                                Columbus, OH      VIP Meeting for Mathematics Teachers in Ohio

                                Lafayette, LA        Mathematics Inservice for District

                                Chicago, IL            VIP Meeting for Midwest Users of HMCO Mathematics

                                Detroit, MI            Michigan Users of HMCO Mathematics

                                Monterrey, CA     HMCO Director of Mathematics, Product School

                                Jefferson, LA        VIP Meeting for Mathematics Teachers

            Member, Mathematics Research SIG, American Education Research                            Association (1995 - present)

            Educational Consultant, The Foundation for the National Technology Medal (June, 1994)

            Member, National American Montessori Society Accreditation                                                 Visiting Team, Houston Montessori Center, Secondary Pilot                            Program, (July,1993)

Regional:

Member, Conference Planning Committee, CAMT, 2000, Conference for         the Advancement of Mathematics

            Member, State Prekindergarten Guideline Committee, Austin, TX

            Workshop Presenter, Mathematics K-6

                        Beaumont ISD

                        Irving ISD

                        District-wide, Amarillo ISD

                        Region VIII, Lufkin

                        University of Dallas, Dallas

                        Victoria, Region III, VII

                        Texas A&M, Galveston

            Member, Statewide Systemic Initiative in Mathematics, Science, and                             Technology's Professional Development Action Team, Austin,                               TX.

            State Module Trainer

                        University Forum, Southwest Texas

                        San Antonio ISD, San Antonio, TX

            Consultant, Hayes ISD, Mathematics Task Force, Austin, TX.  1993.

            Member, UH School/University Research Collaborative, Steering                                  Committee 1993.

            Member, Conference Planning Committee, UH School/University                                  Research Collaborative 1993.

            Project director, IBM grant, 1991-1992.

Local:

            Facilitator and Consultant, Mathematics (1995-1999)

                        Pearland Math Council, monthly meeting

            Member, The Educators' Academy Advisory Board

Educational Consultant and Member, Building Committee for Houston Christian High School, 1998-1999.

            Writer and Developer of HISD Objective Clarification Project

            Workshop Presenter,  Mathematics

                        Early Childhood Leadership Group, Harris County Department of         Education

            Mentor, Internship Program (1993-1995)

                        Galena Park, Fourth Grade

                        Alief, Prekindergarten, Kindergarten

            Consultant

                        St. Francis Episcopal, Curriculum Revision

                        Pearland ISD

                        Alief ISD

            Workshop Presenter, Early Childhood

                        Bureau of Jewish Education

                        Pasadena ISD

                        Pearland ISD

                        Katy ISD

                        Stafford ISD

                        EC Trainers, Houston ISD

                        Alief ISD

            Member, Math Leadership Group, Region IV, Texas Education

                        Association

            Workshop Presenter, Mathematics and Science Integration

                        Alief ISD

                        Bureau of Jewish Education

            Interviewee, Houston Chronicle (August 17, 1994).  The big day.

            Workshop Presenter, Mathematics

                        North Area, Houston ISD

                        Houston ISD

                        Pasadena ISD

                        Elkart ISD

                        Fort Bend ISD

                        Pearland ISD

                        Alief ISD

                        Katy ISD

                        Royal ISD

                        Mark Twain, Houston ISD

                        West Area, Houston ISD

                        Schools of Excellence, Houston ISD

University:

            University-wide service

                        Chairperson of Subcommittee for LGIA (1996-1998)

                        Member, LGIA Committee (1994 - 1998)

                        Chairperson of Subcommittee, LGIA (1996-1998)

                        Evaluator, Writing Proficiency Exam (1995) 

            College-wide service

                        Secretary Elect, Faculty Executive Committee (2000-2001)

                        Member, Strategic Planning Committee (2000-2001)

                        Program Coordinator, Early Childhood Program (1992-present)

                        Member, Strategic Planning Committee (1998)

                        Member, Post-Tenure Planning Committee (1998)

                        Member, Graduate Committee (1997-1999)

                        Secretary, Faculty Executive Committee (1996-1997)

                        Secretary Elect, Faculty Executive Committee (1995-1996)

                        Member, COE Graduate Committee (1993-1995)

                        Member, Search Committee for Curriculum and Instruction

                                    (1993-1995)

                        Member of Computing Management Team (1991-1992)

            Department Service

                        Member, Graduate Committee (2000-2002)

                        Member, Post-Tenure Review (2001)

                        Member, Promotion and Tenure (2000-2001)

                        Member, Strategic Planning Committee (1998)

                        Member, Post-Tenure Planning Committee (1998)

                        Member, Graduate Committee (1997-1999)

                        Member, Promotion and Tenure Committee (1997)

                        Member, Nominations and Elections (1995-1997)

                        Program Coordinator, Early Childhood (1992 - present)

                        Chair, Graduate Studies Committee (1994-1995)

                        Member, Graduate Studies Committee (1992-1993)

                        Member, Search Committee in Mathematics Education

                                    (1992-1994)

                        Member, Search Committee in Early Childhood (1994-

                                    1995)

                        Member, Search Committee in Instructional Technology

                                    (1992 - 1993)

                        Secretary, Curriculum and Instruction Faculty (1991-1992)