Megan L. Franke

Affiliations:

Education

University of California, Los Angeles, Los Angeles, CA

Area:

Educational Psychology Education, Art Education

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"Megan Franke"

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Parents

Children

Cynthia G. Gutierrez	grad student	2000	UCLA
Brock M. Klein	grad student	2000	UCLA
Laurie S. Wiebold	grad student	2000	UCLA
Joyce H. Burstein	grad student	2001	UCLA
Scott M. Heimlich	grad student	2001	UCLA
Ayele K. Nii-Aryee	grad student	2001	UCLA
Suzanne L. Seplow	grad student	2001	UCLA
Jerry B. Ternes	grad student	2001	UCLA
Jonathan E. Chapman	grad student	2002	UCLA
Celeste B. Campbell	grad student	2003	UCLA
Noelle S. Kim	grad student	2003	UCLA
Katherine A. Muir	grad student	2003	UCLA
Collyn J. Nielsen	grad student	2003	UCLA
Daniel S. Battey	grad student	2004	UCLA
Joanna Goode	grad student	2004	UCLA
Teresa E. Masear	grad student	2004	UCLA
Philip J. Tompkins	grad student	2004	UCLA
Ivan Cheng	grad student	2005	UCLA
Victoria M. Deneroff	grad student	2005	UCLA
Joi A. Spencer	grad student	2006	UCLA
Rachel J. Estrella	grad student	2007	UCLA
Susan M. Olson	grad student	2007	UCLA
Jaime Park	grad student	2008	UCLA
Filiberto Barajas-Lopez	grad student	2009	UCLA
Kyndall A. Brown	grad student	2009	UCLA
Kristine M. Ho	grad student	2009	UCLA
Carolee A. Koehn	grad student	2009	UCLA
Paichi P. Shein	grad student	2009	UCLA
Clarence L. Terry	grad student	2009	UCLA
Jonathan A. Carroll	grad student	2011	UCLA
Tessa C. De Roy	grad student	2011	UCLA
Jacob A. Preus	grad student	2011	UCLA
Mollie H. Appelgate	grad student	2012	UCLA
Clare L. Clarke	grad student	2012	UCLA
Suzie M. Abajian	grad student	2013	UCLA
Lynn Cevallos	grad student	2013	UCLA
Marco A. Diaz	grad student	2013	UCLA
Jeanne Sesky	grad student	2014	UCLA

Collaborators

BETA: Related publications

Publications

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Franco J, Orellana MF, Franke ML. (2019) ‘Castillo blueprint’: How young children in multilingual contexts demonstrate and extend literacy and numeracy practices in play: Journal of Early Childhood Literacy. 146879841984143
Johnson NC, Turrou AC, McMillan BG, et al. (2019) “Can you help me count these pennies?”: Surfacing preschoolers’ understandings of counting Mathematical Thinking and Learning. 21: 237-264
Grossman P, Kazemi E, Kavanagh SS, et al. (2019) Learning to facilitate discussions: Collaborations in practice-based teacher education Teaching and Teacher Education. 81: 97-99
Shaughnessy M, Ghousseini H, Kazemi E, et al. (2019) An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions Teaching and Teacher Education. 80: 167-179
Webb NM, Franke ML, Ing M, et al. (2019) Teacher practices that promote productive dialogue and learning in mathematics classrooms International Journal of Educational Research. 97: 176-186
Carpenter TP, Franke ML, Johnson NC, et al. (2017) Book Review: Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education: Journal of Education. 197: 53-54
Kazemi E, Gibbons LK, Lomax K, et al. (2016) Listening to and Learning from Student Thinking. Teaching Children Mathematics. 23: 182-190
Battey D, Franke M. (2015) Integrating Professional Development on Mathematics and Equity Countering Deficit Views of Students of Color Education and Urban Society. 47: 433-462
Franke ML, Turrou AC, Webb NM, et al. (2015) Student engagement with others’ mathematical ideas: The role of teacher invitation and support moves Elementary School Journal. 116: 126-148
Ing M, Webb NM, Franke ML, et al. (2015) Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement? Educational Studies in Mathematics