Department of Secondary Education
Michael D. Eisner College of Education
(818) 677-6155
julie.gainsburg@csun.edu
PROFESSIONAL PREPARATION
Dissertation:
ÒThe Mathematical Behavior of Structural EngineersÓ (advisor: Dr. James Greeno).
University of Massachusetts, Amherst, MA. 1984-1988.
M.Ed. in Secondary School Guidance Counseling.
Brown University, Providence, RI. 1978-1982.
A.B. in Mathematics.
Employment
Associate Professor, Secondary Education,
California State University, Northridge. 2003-present (Associate since 2009). Teach credential and
masters-level mathematics education courses, supervise student teachers, coordinate
Performance Assessment for California Teachers (PACT), chair dissertations for Ed.D. Program in Educational Leadership.
Curriculum Coordinator, the Big Picture
Company, Providence, RI. 1995-1998.
Helped create new model high school and its mathematics curriculum, supported
and developed teachers, taught students, coordinated mathematics assessment,
developed program of learning through real work, produced documentary video.
Also served on coordinating team for statewide secondary-reform effort.
Producer, the
educators' guild and e.g.
math/science, the Annenberg Institute for School Reform, Brown University, Providence, RI. 1994-1995. Co-created and produced monthly
television workshops on school change.
Producer, MathWatch, Thayer High School,
Winchester, NH. 1993-1994.
Created video programs featuring exemplary mathematics teachers nationally.
Teacher, Thayer High School,
Winchester, NH. 1988-1994. Taught
mathematics and computers, grades 9-12, helped design Thayer's block
scheduling, team-teaching, and standards-based assessment programs.
Teacher,
Northfield Mount Hermon School, Northfield, MA.
1982-1986. Taught mathematics and computers, grades 9-12; lived, supervised,
and advised in a boysÕ dormitory.
Honors
Best Paper Proceedings, Academy of Management Meeting, New
Orleans, 2004, for paper (coauthored by Dr. Diane Bailey): ÒA Profile of
Knowledge Use in Technical Work.Ó
LaBoskey Award for outstanding contribution to the Stanford Teacher
Education Program, 2003.
Stanford Graduate Fellowship, a three-year fellowship for
outstanding doctoral students.
TEACHING AT CSU
NORTHRIDGE
SED 525MA Methods for Teaching Secondary Math
SED 535 Contemporary
Mathematics Teaching
SED 555/555I Supervised Practicum and Seminar
SED 595JG Lesson
Design Study: Developing Best Practices
SED 610 Issues in Multiethnic Secondary Schools
SED 625MA Theory and Research in
Teaching Secondary School Mathematics
SED 695D Seminar in
Mathematics with a Focus on Instructional Leadership
Dissertation
committee chair for five CSUN Ed.D. candidates, Fall 2009-present.
Dissertation
committee member for California Lutheran University Ed.D. candidate, Spring 2008-Spring
2010.
CONTRIBUTIONS TO THE FIELD OF STUDY
Scholarly Writing
Gainsburg, J. (2012). Why new mathematics teachers do or
donÕt use practices emphasized in their credential program. The Journal of Mathematics Teacher Education, 10.1007/s10857-012-9208-1.
Gainsburg, J. (2011). Book
Review: Hoyles, C., Noss,
R., Kent, P., & Bakker. A. (2010). Improving mathematics at work: The need
for techno-mathematical literacies. Educational
Studies in Mathematics,
76(1), 117-122.
Gainsburg, J., Rodriguez-Lluesma, C., & Bailey, D. (2010). A Òknowledge
profileÓ of an engineering occupation: Temporal patterns in the use of
engineering knowledge. Engineering
Studies, 2(3), 197-219.
Gainsburg, J., Scheld,
S., von Mayrhauser, C., Rothstein-Fisch,
C., & Spagna, M. (2010). One credential program looks in the mirror. Association of Mathematics Teacher Educators
Monograph VI: Scholarly Practices and Inquiry into the Mathematics Preparation
of Teachers.
Gainsburg, J. (2009). How and why secondary mathematics
teachers make (or donÕt make) real-world connections in teaching. In L. Verschaffel,
B. Greer, W. Van Dooren, & S. Mukhopadhyay
(Eds.), Words and Worlds: Modelling
Verbal Descriptions of Situations (pp.
265-282). Rotterdam, the Netherlands:
Sense Publishers.
Gainsburg, J. (2009). Creating effective video to promote
student-centered teaching. Teacher Education Quarterly, 36(2),
163-178.
Gainsburg, J. (2008). Real-world
connections in secondary math teaching, The
Journal of Mathematics Teacher Education, 11(3), 199-219.
Gainsburg, J. (2007). The mathematical
disposition of structural engineers. The Journal for Research in Mathematics
Education, 38(5), 477-506.
Gainsburg, J. (2007). Problem solving and
learning in everyday structural engineering work. In R. A. Lesh, E. Hamilton, & J. Kaput (Eds.), Foundations for the future in mathematics
education (pp. 37-56). Mahwah,
NJ: Lawrence Erlbaum Associates.
Gainsburg, J. (2006). The mathematical
modeling of structural engineers. Mathematical
Thinking and Learning, 8(1), 3-36.
Gainsburg, J. (2005). School mathematics in work and life:
What we know and how we can learn more. Technology in Society, 27(1), 1-22.
Gainsburg, J. (2004). What kinds of data analysis do
structural engineers do? The
California Mathematics Council ComMuniCator, 28(4),
26-28.
Refereed
Conference Papers
Gainsburg, J. (2012). Developing skeptical reverence for
mathematics. American
Society for Engineering Education Annual Conference, San Antonio, TX.
Gainsburg, J. (2011).
Developing EngineersÕ Adaptive Mathematical Expertise. American Educational Research Association
(AERA) Annual Meeting, Vancouver, BC, CA.
Gainsburg,
J. (2010). Why new teachers do or donÕt use practices emphasized in credential
programs. American Educational Research
Association (AERA) Annual Meeting, Denver, CO.
Gainsburg, J. (2008). How and why
secondary mathematics teachers make (or donÕt make) real-world connections in
teaching. American
Educational Research Association (AERA) Annual Meeting, New York.
Bailey, D., & Gainsburg, J. (2004). A
profile of knowledge use in technical work. Annual Meeting of the Academy of Management,
New Orleans.
Gainsburg, J. (2004). Mathematical modeling
in everyday engineering work. AERA Annual
Meeting, San Diego.
Bailey, D., Gainsburg, J., & Sept,
L. (2004). Masters and gurus: Roles
in modern workplace learning. Davis Conference on Qualitative Research, Davis, CA, and Industrial Relations Research Association
Meeting, San Diego.
Gainsburg, J. (2003). Abstraction and
concreteness in the everyday mathematics of structural engineers. AERA Annual Meeting,
Chicago.
Bailey, D., Gainsburg, J., & Sept,
L. (2002). On-the-job
learning in the engineering workplace. Institute for Operations Research and the Management Sciences, Annual
Meeting, San Jose, CA.
Grant Awards
CSU, Northridge, Sabbatical, Spring
2011. To complete the analysis and writing
of results for the study, ÒThe Mathematical Transformation of Engineers.Ó
CSU, Northridge, Research Fellowship. 2009-2010.
Study,
ÒThe Mathematical Transformation of Engineers.Ó
CSU, Northridge, ÒTeachers for a New EraÓ grant. 2008-2009.
Study,
ÒA Teaching-Credential ProgramÕs Impact on Recent Graduates.Ó
CSU, Northridge, University Research, Scholarship, and
Creative Activity Award. 2006.
Study,
ÒReal-World Connections in High-School Math Teaching.Ó
CSU, Northridge, College of Education Research Competition.
2005.
Study,
ÒMath TeachersÕ Capacity to Teach Through Real-World Problems.Ó
CSU, Northridge, Judge Julian Beck Learning-Centered-Project
Grant. 2005.
Produced
video of exemplary mathematics teaching for use in mathematics education
courses.
CSU, Northridge, College of Education summer study grant for
new faculty members. 2004.
Phi Kappa Phi,
initiated April, 2006.
Association of
Mathematics Teacher Educators (AMTE) since 2004.
California
Association of Mathematics Teacher Educators (CAMTE) since 2004.
California
Mathematics Council (CMC) since 2002.
American
Education Research Association (AERA) since 2001.
National
Council of Teachers of Mathematics (NCTM) since 1999.