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Education
Ph.D. Curriculum & Instruction, (Mathematics)
University of North Texas, in progress, expected May 2015
M. Ed. Secondary Education, (Math Education)
Texas A&M University – Commerce, 2011.
B. S. Interdisciplinary Studies (4-8 Mathematics),
Texas A&M University – Commerce, 2007.
Teaching Experience
2014-current, Assistant Professor, Texas A&M University-Commerce
2011-2014, Graduate Teaching Assistant, University of North Texas, Teach North Texas
2008-2011, Princeton ISD, 6th Grade Mathematics Teacher
Refereed Publications
2017
Fields, M., Williams, J.J., & Isbell, L. (2017). Changes in preservice teacher beliefs: Indication of Learning. The Texas Forum of Teacher Education, 7, 21-27. http://www.txate.org/assets/pdf- files/forum/2017/forum-2017-fields-williams-and-isbell.pdf
Fields, M., Regian, S., Sinclair, B., & Naizer, G. (2017). Perspectives change on STEM integration: Or do they?. Paper presented School Science and Mathematics Association: 2017 Annual Convention, Lexington, KY. SSMA.
In Press
Fields, M., & Isbell, L. (in press, 2018). A culturally candid response: Tale of two professors’ reflection. Curriculum Teaching and Dialogue.
Fields, M., & Isbell, L. (in press, 2019). Remember your ‘why’ to teaching! 4 strategies to motivate and encourage beginning teachers. New Teacher Advocate.
Isbell, L., Cranmore, J., & Fields, M. (in press, 2018). High school students’ perceptions of teacher preparation programs. Teacher Education and Practice.
Submitted
Watson, C., Van Tassell, F., & Fields, M. Beliefs of mathematics pre-service teachers about project-based learning. Action in Teacher Education.
