Ron has served as a PI on a collaborative, preliminary research project with Dr. Brendan Depue (CU Boulder), using fMRI to study how the brain processes whole numbers and fraction
Ron currently serves as a Principal Investigator on the 4-year, $3,000,000 NSF-funded project, “Student-Adaptive Pedagogy for Elementary Teachers: Promoting Multiplicative and Fractional Reasoning to Improve Students’ Preparedness for Middle School Mathematics.” This project implements and studies a professional development (PD) intervention designed to shift upper elementary teachers’ mathematics teaching toward a constructivist approach, called student-adaptive pedagogy (AdPed), which adapts teaching goals and activities based on students’ conceptions and experiences – and measure the impact of that shift on students’ learning and outcomes.
Tracey has taught Kindergarten through University and is the former Director of the Institute for Teaching and Learning (IDEA) and Director of Online Learning at the Universidad San Francisco de Quito, and founding Dean of Education at the American University in Quito. Her office seeks to improve the quality of education through research, teacher training and student support. Tracey’s vision is to better the social, democratic and economic structures of countries through a better educated population. Tracey also works with schools around the world in 40 different countries.
Her research areas include improved indicators to measure educational quality; learning in the digital age; the expansion of the field of Mind, Brain and Education; paradigm changes using appropriate technologies; bilingualism and multilingualism; and the general improvement of teacher training practices in which she has written eight academic books, several chapters in books, and dozens of indexed articles. Tracey's vision is to improve the social, democratic and economic structures of countries through a better educated population. She believes that the quality of education is improved through research, teacher education, and student support.
Currently a third-year doctoral candidate in Early Childhood Education at Teachers College, Cindy is investigating teacher warmth and stress in relation to children’s ability to regulate emotion in the early childhood classroom.
In the future, she hopes to continue to more closely link neuroscience and practices of curriculum and teaching in efforts to further enrich children’s early experiences and promote developmental outcomes.