deandrea murrey

DEANDREA NELSON

Formerly Murrey


California State, University Dominguez Hills
College of Education # 1455
1000 East Victoria Street
Carson, CA 90747
310.243.2489
dnelson@csudh.edu


EDUCATION

Ed.D. University of Southern California - Los Angeles 2001 Educational Leadership
M.Ed. California State University - Long Beach 1997 Secondary Education
Credential National University – Irvine 1992 K-8 Multi-Subject with English and Mathematics Supplements
B.A. California State University – Northridge 1976 Liberal Studies
University of California - Los Angeles 1974 Mathematics Major

PROFESSIONAL EXPERIENCE

2002- California State University - Dominguez Hills: Professor & Dept. Chair
Present This position includes teaching elementary and secondary mathematics methods classes, mainstreaming classes, co-directing the math project, coordinating a Professional Development School, and supervising student teachers.

2010- CaCCSS Task Force- California Mathematics Project: Invited Member
Present The role of the task force was to collect, design and organize high
quality resources that address the new Common Core State Standards.

2006 California State University – Dominguez Hills: University Coordinator, Single Subject Credential Program

2004 California Mathematics Project, Lesson Study Through a Mathematics
Lens: Trained Facilitator

2004 English Language Development Institutes in Mathematics Content: Trained Facilitator

2004 State of California Professional Development Committee for Mathematics: Member
Invited to participate by the Executive Vice Chancellor of the California State Universities on a committee to assist in the design of professional development activities for high school mathematics teachers who will then work with high school students to develop college readiness.

2004 University of Southern California – Los Angeles: Adjunct Professor
This position included teaching elementary mathematics methods.

2001-2002 California State University - Dominguez Hills: Lecturer
This position included teaching methods classes, serving as a liaison between the university and local public high schools to improve mathematics instruction and supervising student teachers.

1999-2001 University of Southern California – Los Angeles: Student Teacher
Coordinator
Placement and observation of student teachers in Orange County.

1998-2000 University of California – Irvine: University Associate
Master teacher for mathematics student teachers.

1994-2001 Venado Middle School – Irvine: Mathematics Teacher
This position included teaching general mathematics, algebra and honors geometry. In addition, I developed curriculum that was aligned with state standards.
Chair of Mathematics Department
Middle School Mathematics Representative - Irvine Unified School District
Peer Assistance and Review Committee - Irvine Unified School District

1999 Irvine High School – Irvine: Mathematics Teacher
Mathematics teacher of summer school algebra II prep classes.

1994 University of California – Irvine; Adjunct Professor
Teacher in the Young Mathematicians program, which included development of integrated math and science units for gifted students.

1992-1994 Edgewood Private School – Tustin: Mathematics & Language Arts Teacher
This position included teaching general mathematics, pre-algebra, algebra, geometry and literature. As chair of the mathematics department, I developed curriculum, selected textbooks and provided inservice training.

1991-1992 Ocean View School District - Huntington Beach: Substitute Teacher
Substituted for grades K-8.

PROGRAM LEADERSHIP

2002-2009 California State University – Dominguez Hills: Co-Director
Co-director of the California Mathematics Project, Dominguez Hills, a summer institute for teachers with the goal of improving instruction in mathematics for students of low socio-economic backgrounds, by working with local schools. The focus was on grades 3-8.

2005 California State University- Dominguez Hills: Director of Secondary Student Teachers
Coordinated supervisors and taught a secondary student teacher seminar class.

2003 California State University - Dominguez Hills: Co-Coordinator, Professional Development School Cohort: District J
Coordinated, supervised and taught in a PDS that was a one-year credential program.

2002-2003 California State University - Dominguez Hills: Co-Coordinator, Professional
Development School Cohort: District K
Coordinated, supervised and taught in a PDS that was a one-year credential program.

SCHOLARLY ACTIVITIES

2014 Encounter with Student Success: Member
2014 Center for Teacher Quality: Item Review Committee, California
Reviewed and rewrote question for the chancellor’s exit survey.

Presentations:

2013 National Council of Teachers of Mathematics- National Conference, Kentucky
Invited speaker of differentiated instruction in mathematics for English language learners.

2012 Mathematics Teacher Retention Symposium, California: Research Presentation
Participants gained an understanding of how teachers who participated in professional development were retained at a higher rate in an urban district of LAUSD.

2011 National Association for Middle Level Education- National Conference
Participants learned strategies for differentiating instruction in
mathematics for English language learners.

2009 Curtis Conference for Math and Teaching- UCLA, California: Research Presentation
Participants gained an understanding of how teachers that participated in professional development that included the development of unit plans had an increased ability to implement the lessons in their own classrooms. A focus on the issues of English Language Learners was emphasized.

2008 The California Association for Bilingual Education- California
Participants learned strategies for differentiating instruction in
mathematics for English language learners.

2007 Association of Mathematics Teacher Educators - National Conference,
California: Research Presentation
Participants will gain an understanding of how teachers that participated in professional development that included the development of unit plans have an increased ability to implement the lessons in their own classrooms. A focus on the issues of English Language Learners will be emphasized.

2005 Association of Mathematics Teacher Educators - National Conference,
Texas: Research Presentation
Participants gained an understanding of how mathematics classroom case study can be used in both pre-service and in-service teacher preparation. A focus on the issues of English Language Learners was emphasized.

2003 National Council of Teachers of Mathematics - National Conference San Antonio, Texas: Presentation
Constructing Understanding: Investigating Perimeter and Area Formulas

2003 National Council of Teachers of Mathematics - Regional Conference Salt Lake City, Utah: Presentation
Constructing Understanding: Investigating Perimeter and Area Formulas

Publications:
• Murrey, D. L. (2009). Mentoring through cognitive coaching. Empowering the Mentor of
the Experienced Mathematics Teacher. Reston, VA: NCTM. 32-33.
• Murrey, D. L. (2009). Mentoring through cognitive coaching. Empowering the Mentor of
the Beginning Mathematics Teacher. Reston, VA: NCTM. 32-33.
• Manos, M. & Murrey, D. (2008). Supporting vocabulary development in the secondary
mathematics classroom. Noticias de Todos. Tempe, AZ: TODOS. 4(2) 2-3..
• Murrey, D. (2008). Differentiated instruction in mathematics for the English language
learner. Mathematics Teaching in the Middle School. Reston, VA: NCTM. 14(3).
146-153.
• Murrey, D. & Sapp, J. (2008). Making numbers count. Teaching Tolerance. Spring 2008.
51-55.
• Murrey, D. & Newton J. (2008) Mathematics plus social justice: Lessons on air
quality. Teaching Tolerance. Spring 2008
• Murrey, D. (2007). Understand the concept in mathematics and then learn new
vocabulary. Noticias de Todos. Tempe, AZ: TODOS. 3(2) Fall 2007.
• Murrey, D. & Newton J. (2007). Constructing understanding to motivate
underachievers: Investigating perimeter and area formulas. Virginia Mathematics Teacher. 34(1) 36-37.
• Murrey, D. & Newton J. (2007). Constructing understanding to motivate
underachievers: Investigating perimeter and area formulas. ComMuniCator. CA: California Mathematics Council. 31(3) 36-38.
• Moscovici, H. & Newton, D. (2005). Math and Science: A Natural Connection?
Mathematics Teaching in the Middle School. Reston, VA: NCTM. 11(8) 356-358.
• Newton, D. L. (2002) Equity in Mathematics Education: a Right Not a Privilege.
ComMuniCator. CA: California Mathematics Council. 26(3) 32-34.

Dissertation:
• Newton, Deandrea L. (2001). The impact of social promotion and
retention policies and strategies on an urban high school. University of Southern California – Los Angeles.

 
FUNDED GRANTS: California State University – Dominguez Hills

Title: GOOGLE Research Award: The Math of Khan
Source: GOOGLE
Dates: 2011-2012
Summary: The grant provided faculty at five California state universities the opportunity to investigate the math of Khan.
Position: Co-Author and Director
Award: $20,000.

Title: CMP STIR
Source: California Department of Education
Dates: 2007-2010
Summary: Our vision is to increase student achievement in and understanding of the mathematics contained in the state standards in grades six through nine through implementation of this teacher professional development program. Along with the continuing goals of increasing teachers’ knowledge of both mathematics content and pedagogy will be a concentration on increasing the retention of teachers of mathematics, while working to establish a school culture that is collegial and supportive.
Position: Author and Co-Director
Award: $396,030.00

Title: Do the Math
Source: California Department of Education
Dates: 2003-2004
Summary: The project will support six teams of teachers in grades 4-5 to design and
participate in the professional learning necessary to build a quality mathematics program in low performing schools.
Position: Co-Authored with Margaret Olebe & University Coordinator
Award: $57,000

Title: The Impact of Teachers’ Beliefs on Mathematics Achievement
Source: Office of Research and Funded Projects- CSUDH
Dates: 2003-2004
Summary: The purpose of this study is to examine how teachers’ beliefs about their
mathematics content knowledge, about their mathematics teaching ability and about their students’ ability impact student achievement in mathematics.
Position: Author and Researcher
Award: $5,000

ADDITIONAL GRANT ACTIVITY- LEADERSHIP ROLES: California State University –
Dominguez Hills

Title: Quality Education Development (QED)
Source: NSF
Dates: 2004-2009
Summary: QED proposes to enhance organizational, classroom and clinical practices to
encourage pre-service math teachers to adopt a vision of teaching and learning commensurate with current research and LAUSD’s practices. QED research studies will use rigorous research methods to document the effects of practice in terms of pre-service teacher learning and eventually, the K-12 students that CSUDH-certified teachers teach.
Position: Lead Mathematics Education Faculty
Award: $5,000,000

Title: California Mathematics Project: Dominguez Hills
Source: California Subject Matter Project and Professional Development Institute
Dates: 2005-2006
Summary: The goals of the project included: to establish and develop a partnership with
LAUSD, to increase the mathematics content knowledge of 25 mathematics teachers in the area of algebraic thinking.
Position: Co-Director
Award: $38,850

Title: Middle School Mathematics Improvement Project
Source: NSF
Dates: 2004
Summary: As part of a project to create a stronger partnership between local Institute’s of
Higher Education and their school districts a contract was awarded for the fall semester of 2004 to improve mathematics achievement of the lowest achieving middle schools in LAUSD.
Position: Project Co-Director
Award: $6,000

Title: System-wide Change for All Learners and Educators (SCALE)
Source: NSF
Dates: 2003-2004
Summary: The projects vision is to create a community of students who are critical thinkers
capable of utilizing their full potential in math and science to further their education and expand career options. Goals are to create a local recruitment pipeline, enhance preservice and inservice curriculum, increase the capacity of parents and provide students with additional academic support.
Position: Lead Mathematics Education Faculty
Award: $10,602,985

Title: California Mathematics Project: Dominguez Hills
Source: LAUSD & California Department of Education NCLB
Dates: 2003-2004
Summary: The goals of the project include: significantly improve student achievement in
mathematics grade 6-12, determine what is “a highly qualified teacher” by developing a rigorous model to define this entity, improve teachers content knowledge, improve mathematics pedagogy, prepare units of instruction tied to selected curriculum, and add to the body of knowledge on effective professional development.
Position: Project Co-Director
Award: $86,800

Title: California Mathematics Project: Dominguez Hills
Source: California Subject Matter Project and Professional Development Institute
Dates: 2002-2003
Summary: The goals of the project included: to establish and develop a partnership with
District J of LAUSD, to increase the mathematics content knowledge of 25-35 teacher leaders in the area of algebraic thinking, to train teachers to work with 200 classroom teachers grade 3-7, to organize and conduct 8 inservice days with 200 teachers of grades 3 to 7 form our partnership district and to work with 200 teachers in each of the second and third years of the grant.
Position: Project Associate-Director
Award: $180,000

PROFESSIONAL & ACADEMIC ASSOCIATION MEMBERSHIPS (*meeting attended)

Association of Mathematics Teacher Educators *
Association of Supervision and Curriculum Development
California Mathematics Council*
National Council of Teachers of Mathematics*
Phi Delta Kappa, USC Chapter


COMMITTEE WORK: California State University – Dominguez Hills

University: Senate 2003-2012
Primary Investigator Grades Appeal 2012

School: Graduation Marshal 2002-2011

Department: Course Chair for Elementary Mathematics Methods Course 2002-2012
Exceptions Committee 2008-2009