| Title: |
Professor
Full Professor |
| Dept: | Teacher Education |
| Office: | JH 325 |
| Phone: | 216-687-2072 |
| Fax: | 216-875-9875 |
| Email: | R.POURDAVOOD@csuohio.edu |
| Address: | 2121 Euclid Ave. JH 325, Cleveland, OH 44115 |
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| Education: | ||||||||
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Ph.D., Instructional Leadership and Academic Curriculum - Mathematics Education, The University of Oklahoma, 1996
M.S., Applied Mathematics, University of Central Oklahoma, 1993 B.S., Mathematics, University of Science and Arts of Oklahoma, 1990 | ||||||||
| Brief Bio: | ||
| Professor Roland G. Pourdavood is a teacher educator whose content area is mathematics education. However, he chooses a wider readership than the mathematics education community. He conducts psychosocial research, which has broader implications than the traditional content area of mathematics education. His interest in social constructivist epistemology influences his research in the areas of teachers dialogue and critical reflections to facilitate teacher change and school reform. Social constructivist theory claims that an interactively open system must be understood through the process of the systems interaction with the environment. An interactively open system cannot be studied in isolation. Social constructivist theory recognizes the importance of individual identity, individual autonomy, and the notion of context. According to this theory, learning and knowing are built by individuals within the social and cultural milieu. The notion of experience and social interaction plays a pivotal role in constructivist theory (Cobb, 1994). His early descriptive research, which focused on teachers dialogic community and self-reflection to facilitate teacher change, has evolved. His more recent research has concentrated on the implication and application of his theoretical perspectives. For example, his publications in the journal Focus on Learning Problems in Mathematics shows the evolution of his research. One of the major goals of his research has been to raise mathematics achievement of African-American students using social constructivist theory. | ||
| Honors and Awards: | ||
| 2020, Earned Merit Recognition Award for research and scholarly
Achievements; 2018, Earned Merit Recognition Award for research and scholarly Achievements; 2011, Earned Merit Recognition Award for research and scholarly Achievements; 2011-2012, Earned Professional Leave award 2012, Earned Merit Recognition Award for research and scholarly achievements; 2011, Earned Merit Recognition Award for research and scholarly achievements; 2007-2008, Earned promotion to the rank of Full professor; 2007-2008, Earned Cambridge Who¿s Who recognition; 2007, Earned Merit Recognition Award for research and scholarly achievements; 2007, Hosting the Thirty-Fourth Annual Meeting of Research Council on Mathematics Learning (RCML); 2007, Earned Certificate of Appreciation from president of Research Council of Mathematics Learning (RCML) for Chairing the Thirty-Fourth Annual Meeting of RCML; 2007, Earned Certificate of Appreciation from president of Research Council of Mathematics Learning (RCML) for contribution and service as membership Coordinator from 2002 to 2009; 2007, Honored at the Annual Leadership Appreciation Luncheon by the Executive Council of College of Education and Human services, April, 2007; 2006, Earned Certificate of Appreciation from president of Research Council of Mathematics Learning (RCML) for contribution and service as membership Coordinator from 2002 to 2009; 2005, Earned Merit Recognition Award for research and scholarly achievements; 2005, Earned Fulbright Certificate award from The J. William Fulbright Foreign Scholarship Board and U.S. Department of State; 2004, Earned Fulbright Research/lecture award to South Africa for six months; 2003-2004, Earned Merit Recognition Award for teaching, research and service; 2003-2004, Earned Certificate of Appreciation from the Board of Trustees of Cleveland State University for bringing national and international recognition to the University; 2003-2004, Earned Professional Leave award; 2001-2002, Earned promotion to the rank of associate professor with tenure; 2001-2002, Graduate Faculty Professional Travel Award from Graduate Studies and Research ($210.00) for scholarly activities; 1999-2000, Merit Bonus Awards ($2,780.00) for scholarship/creative activities; 1999, Scholarly and Creative Achievement of Cleveland State University Faculty, Friends of University Library; 1999, Certification of Appreciation for participation in the Transforming Learning Community project and personal commitment to improve Ohio¿s schools, from the Governor of the State and the Superintendent of Public Instruction 1998, Outstanding Young Men of America Award; 1998, Scholarly and Creative Achievement of Cleveland State University Faculty, Friends of University Library; 1997-1998, Merit Bonus Program Award ($2,700.00) for scholarship/creative activities; 1997, Outstanding Young Alumni Award, fro | ||
| Creative and Activities: | ||
| 2007/2008 The Cambridge Whos Who recognition
2007 Certificate of Appreciation for chairing the Research Council on Mathematics Learning (RCML) conference in Cleveland 2005 Earned Merit Recognition Award for research and scholarly achievements 2005 Earned Fulbright Certificate award from The J. William Fulbright Foreign Scholarship Board and U.S. Department of State 2003-2004 Earned Fulbright Research/lecture award to South Africa for six months 2003-2004 Earned Merit Recognition Award for teaching, research and service 2003-2004 Earned Certification of Appreciation from the Board of Trustees of Cleveland State University for bringing national and international recognition to the University 2003-2004 Earned Professional Leave award 2001-2002 Earned promotion to the rank of associate professor with tenure 2001-2002 Graduate Faculty Professional Travel Award from Graduate Studies and Research ($ 210.00) for scholarly activities 1999-2000 Merit Bonus Awards ($ 2,780.00) for scholarship/creative activities 1999 Scholarly and Creative Achievement of Cleveland State University Faculty, Friends of University Library 1999 Certification of Appreciation for participation in the Transforming Learning Community project and personal commitment to improve Ohios schools, from the Governor of the State and the Superintendent of Public Instruction 1998 Outstanding Young Men of America Award 1997 Outstanding Young Alumni Award, from University of Science and Arts of Oklahoma 1997 1998 Scholarly and Creative Achievement of Cleveland State University Faculty, Friends of University Library 1997-1998 Merit Bonus Program Award ($ 2,700) for scholarship/creative activities 1997 & 1999 Certification of Participation, Praxis III, Pathwise Level I Training 1996 Received Phi Delta Kappa Certification of participation Awards for Outstanding Doctoral Dissertation | ||
| Research Interests: | ||
| I am a teacher educator whose content area happens to be mathematics education.
However, I choose a wider readership than the mathematics education community. What I do is psycho-social research, which has broader implications than the traditional content area of mathematics education. My research in the areas of teachers¿ dialogue and critical reflections to facilitate teacher change and school reform are influenced by my interest in social constructivist epistemology. Social constructivist theory claims that an interactively open learner must be understood through the process of the learner¿s interaction with the environment. An interactively open learner cannot be studied in isolation. Social constructivist theory recognizes the importance of individual identity, individual autonomy, and the notion of context. According to this theory, learning and knowing are built by individuals within the social and cultural milieu. The notion of experience and social interaction plays a pivotal role in constructivist theory. Although my earlier descriptive research focused on teachers¿ dialogic community and self-reflection to facilitate teacher change, it has evolved. My later research has concentrated on the implication and application of my theoretical perspectives. For example, my later publications in the International Journal of Learning, Teaching and Educational research, Athens Journal of Education, the Cultural Encounters, Conflicts, and Resolutions, Global Journal of Mathematics, and Global Journal of Science Frontier Research show the evolution of my research. The focus of my on-going research was/is to connect my theory and practice more intimately. This is a dialectic process, which provides information for my emerging perspectives and practices. | ||
| Teaching Areas: | ||
| Teaching, in a general sense, means touching people¿s lives in progress. During the past
25 years at Cleveland State University, teaching mathematics content and methods classes to undergraduate elementary and secondary education majors has been a rewarding challenge. One way to observe my students¿ satisfaction of the courses that I teach is through their evaluations (i.e. consistent above average scores on standardized evaluations for each semester). This is an indication of achieving sustained excellence in teaching. I have seen many students come to understand and enjoy mathematics for the first time in their lives. My ongoing research in methods classes has contributed to my personal praxis and has provided topics for several publications. The courses I teach address inquiry and contextualism, the two important components of the college of education model for preparing teachers (i.e., professionalism, inquiry, contextualism, and partnership). At the graduate and undergraduate level, I continue to focus on self-reflection and self-evaluation of my teaching. I also concentrate on the latest research and reform documents on mathematics education to enhance my teaching in all courses. For example, I conduct an action research in my mathematics methods classes ECE 415/515 titled Confrontation and Reconstruction of Beliefs and Attitudes towards Mathematics. This research paper is published in the International Journal of Learning, Teaching and Educational Research in 2019. In addition, while teaching a course that I developed for secondary mathematics and science interns titled, The Perspectives on Science and Mathematics, EUT 210, I conducted an action research. By developing, preparing, and teaching mathematics and science lessons at the elementary, intermediate and secondary school settings in historical contexts, the interns may have a better appreciation of teaching profession. Furthermore, these courses recognize and celebrate contributions of women and non-European cultures to mathematics and science. As one of the interns put it: ¿Without the critical reflections, I may have never noticed the issues of my teaching approach and find solutions to problems that I will most likely face in the future. In other words, these reflections have helped me plan ahead for my career and have been invaluable¿. Another intern stated: ¿When I first had the idea of teaching mathematics, I was set on teaching the basics, formulas, and everything else that math has to offer. I was very narrow-minded in that regard because that is how I was taught throughout my academic career. But after taking this class my mind has broadened¿. During the past several years it has been a transforming experience for my preservice and in-service teachers in terms of their caring attitudes for teaching and learning mathematics and science contents embedded in historical and cultural contexts. | ||
| Professional Affiliations: | ||
| Because of his strong commitment to teacher education as well as mathematics education, Professor Pourdavood is involve in a variety of organizations in mathematics education and teacher education. He is active in each of these organizations either reviewing conference proposals and/or manuscripts for publication, and/or attending conferences.
International 2003 Present International Learning Conference 2004 Present Southern African Mathematics, Science, & Technology Education National 2004 Present Member of Fulbright Association 1992 - Present National Council of Teachers of Mathematics (NCTM) 1995 - Present Psychology in Mathematics Education-National (PME-NA) 1997 - Present Research Council on Mathematics Learning (RCML) 1997 - Present American Educational Research Association (AERA) 1995 - Present Phi Delta Kappa (PDK) 1998 - Present Mid-Western Educational Research Association (MWERA) State and Local 1997 - Present Ohio Council of Teachers of Mathematics (OCTM) 1997 - Present Greater Cleveland Council of Teachers of Mathematics (GCCTM) | ||
| Professional Experience: | ||
| My commitment to teacher preparation and development is evident by my involvement in international, national, regional, and state mathematics and professional teacher organizations. A close association with public schools such as Shaker Heights High School, Lomond Elementary School, and Onaway Elementary School has given me opportunities for personal growth and influenced changes in mathematics education. For example, I have published a monograph, in collaboration with the Lomond and Onaway elementary school principals and a secondary mathematics teacher, titled ¿A paradoxical path to reform: Story of change at Lomond Elementary School.¿ Over 4,000 copies are being distributed throughout Ohio, to every elementary school, all state libraries (250+), all colleges of education, every school district office, and selected legislators and educational groups. It is one of the three schools whose cases are featured in video and print form on the Ohio Department of Education Web site. I developed a p-6 Mathematics Specialist Endorsement program. It is an innovative program supported by ODE. I serve as external reviewer of Dossier, reviewer for several journals, and for NCTM grant proposals. In addition, my international services include working with four K-7 schools teachers in the context of Eastern Cape of South Africa for conducting numerous workshops, teaching at Nelson Mandela Metropolitan University (NMMU), engaging colleagues in research at NMMU, and co-writing the Imbewu Numeracy Booklet for Early Childhood teachers (523 schools), and serving children in disadvantage communities.
International Reviewer for International Journal of learning, Teaching, and Educational Research (IJLTER) 2017 ¿ present; Reviewer for South Africa Journal of Education; 2014-present; Reviewer for International Journal of Learning 2005; Associate Editor of the International Journal of Learning, Vol. 12, 2005; Writing Imbewu Numeracy Booklet for Early Childhood teachers in poor communities in Eastern Cape, South Africa; Conducting workshops for K-7 teachers in Port Elizabeth, South Africa; Engaging university faculty in collaborative research at NMMU. National: External Review of Dossier; Review for Fulbright Grant Proposals for South Africa Reviewer for Professional Journals Reviewer for National Conference Paper Presentations Service in National Organizations: Chairing and hosting Thirty-Fourth Annual Meeting of Research Council on Mathematics Learning (RCML, 2007) in Cleveland, Ohio; Research Council on Mathematics Learning (RCML), Executive Committee Member, Membership Coordinator, (2002- 2009); Research Council on Mathematics Learning (RCML), Conference Committee Member (2001-2004). | ||
| University Service: | ||
| Department Level
Chair Faculty search committee Mathematics Education Search Committee, SIP, 1997-1998 Member Faculty search committee Interviewing Early Childhood Candidate for Term Position, TE,2004 Early Childhood Search Committee, TE, 2002-2003 Department Chair Search Committee, SIP, 1999-2000 Social Studies Search Committee, SIP, 1999-2000 Mathematics Education Search Committee, SIP, 1996-1997 Mathematics Education Search Committee, SIP, 1998-1999 Department Secretary Search Committee, SIP, 2001 Other committee work Specialized Instructional Programs (SIP) petitions committee (1996-1999) Mentoring part time faculty for Early Childhood Mathematics Methods course ECE 415/515 Chairing Mathematics Education committee for Developing Conceptual Framework and Course Material for Early Childhood and Middle Childhood (2004- present) College Level Serving at the PRC committee (2006-present) Member of Doctoral Studies Committee (1999-2001) Chair doctoral dissertations (2 completed) Doctoral dissertation Methodologist (1 completed) Doctoral dissertation, Member 5 (3 completed) College of Education petitions committee (1997-2001) Appointed to doctoral faculty to serve as student advisor (1997-present) Appointed as a qualitative research methodologist in mathematics and dialogic communities in education (1996-present) Participated in Praxis III and Pathwise as a CSU Mentor, a partnership with Euclid Public Schools, 1997-1998 & 1998-1999 Member of the Masters of Urban Secondary Teaching Preparation Program Ad hoc Committee (1997-1999) Participation in the NCATE accreditation visit, 1997-1999 & 2003-2004 Instructing and advising Comprehensive Exams for Masters in Elementary and Secondary Mathematics, 1996-present Interviewed Ph.D. Candidates in Urban Education (April 1999-present) Monitoring and supervising Comprehensive Examination for Master Program (1997, 1998, 2000, and 2007) University Level College of Education representative on the CSU-AAUP Collective Bargaining Council (2003-2005) Collaboration between Arts and Science Faculty and College of Education Faculty for Developing Curriculum for Middle Childhood Mathematics Courses (2002-2003) Member of Graduate Council, 1999-2001 (SIP Representative) Member of subcommittee for reviewing and restructuring graduate faculty status membership, 2000-2001 Cooperation with Advanced Manufacturing Center at CSU for conducting workshops for k-12 Mathematics and Science teachers, Summers 1998-2001 Serving in the Graduation, Convocation, and Assembly Committee 2006-present Chairing the Graduation, Convocation, and Assembly Committee 2007-present Serving as a marshal for the 1997-2001,2005-2007 Commencement Ceremonies | ||
| Professional Service: | ||
| International
Reviewer for International Journal of Learning 2005 Associate Editor of the International Journal of Learning, Volume 12, 2005 Writing Imbewu Numeracy Booklet for Early Childhood teachers in poor communities in Eastern Cape, South Africa; Conducting workshops for k-7 teachers in Port Elizabeth, South Africa; Engaging university faculty in collaborative research at NMMU National Reviewer for professional journals Mathematics Teacher, (1995present) Teaching Education Journal, (1998-present) Focus on Learning Problems in Mathematics (2004-present) Reviewer for national conference paper presentations Psychology in Mathematics Education-National (PME-NA) (1998-present) Mid-Western Educational Research Association (MWERA) (1999) The American Educational Research Association (AERA) (2001& 2002) Research Council on Mathematics Learning (RCML, 2001-present) Service in national organizations Chairing and hosting Thirty- Fourth Annual Meeting of Research Council on Mathematics Learning (RCML, 2007) in Cleveland, Ohio Research Council on Mathematics Learning (RCML), Executive Committee Member, Membership Coordinator, (2002- present) Research Council on Mathematics Learning (RCML), Conference Committee Member (2001-2004) Regional Facilitator of National Council of Teachers of Mathematics Regional Conference, Cleveland, OH, November, 6-8, 1997. | ||
| Community Service: | ||
| Local and Global Community Interaction
Collaborative Research with Colleagues at Nelson Mandela Metropolitan University (NMMU), Department of Science, Mathematics, and Technology Education (SMATE), Port Elizabeth, South Africa. Collaborative Research with Colleagues at University of Quebec At Montreal (UQAM), Faculty of Education, Montreal, Canada Research engagement at Shaker Heights High School (two 12 grade classrooms) Supported by NEOCEx and ODE under title of Mass Access and Equity in Mathematics Education for two pre-calculus classrppms, from August 2006-present Research engagement at Lomond Elementary School (K- 4) and Onaway Elementary School (K-4) under title of Mass Access and Equity in Mathematics Education for integrating arithmetic to algebra, from June 2003-present Research engagement at Lomond Elementary School (K- 4) from June 1997-present Research engagement at Lomond Elementary School (K- 4) from June 2002-present, collaboration among Lomond Teacher, university of Quebec at Montreal (UQAM), and Cleveland State University, 2002-2005 Transforming Learning Community (TLC), a collaboration among 5 universities, 12 public schools, and Ohio Department of Education, 1997-1999 | ||
| Research Grants: | ||
| 1. 2006-present North East Ohio Center for Excellence, Co-Director/Co-PI ($88,000)
2. 2005,Canada, in collaboration with Dr. Nicole Carignan and Dr. Jacinthe Girouy at University of Quebec at Montreal ($77,237.00) 3. 2003-04 U.S. Fulbright Scholar grants to South Africa for six months of teaching and research ($ 26,000.00) 4. 2001 SMARTer Kids Grant for SMART Roomware, in collaboration with Dr., Goodell, external grant supported by SMARTer Kids Foundation ($ 9,550.00) 5. 2001 SMARTer Kids PREP Grant for SMART Roomware, in collaboration with Dr., Goodell, external grant supported by SMARTer Kids Foundation ($ 3,297.00) 6. 2001 SMARTer Kids Grant for NEC Visual Presentation Products, in collaboration with Dr., Goodell, external grant supported by SMARTer Kids Foundation ($ 2,090.00) 7. 2001 House Bill Funds for Technology, in Collaboration with Dr. Goodell, internal grant supported by COE ($ 30,000.00) 8. 2001 Instructional material for teaching mathematics for Middle Childhood and secondary grades, six computers and supporting materials, internal grant supported by COE ($ 20,000.00) 9. 2000 Instructional Software for Teaching Middle Childhood Technology Committee, COE ($ 648.55) 10. 1999 Creating a Research Academy Within an Elementary School: Teachers engage in action research on reading, writing and communication in mathematics. Dr. Lawrence V. Svec is the Principle Investigator/Project Director, from Martha Holden Jennings Foundation ($ 4,000.00) 11. 1999 Transforming Learning Community Grant Award from Ohio Department of Education ($4,000.00) 12. 1999 Computer for the Math Lab from the Dean, COE ($ 3,924.91) 13. 1999 College Technology Committee Awards Faculty Software ($ 2,168.00) 14. 1999 Ohio Sustain Initiatives, in collaboration with COE colleagues, Frank Johns, Ron Abate (($ 49,000.00) 15. 1997 Teaching Enhancement Awards for teaching mathematics methods k-8 ($ 1,992.00) 16. 1997 Teaching Enhancement Awards Program Graphing Calculators ($ 1,970.45) 17. 1997 Small Grants Program for teaching mathematics methods for K-8 ($ 1,965.00) 18. 1996 New faculty Research Challenge Award grand, from The University Office of Research and Economic Development ($ 9,000.00) | ||