Ritter Hall 438

1301 Cecil B. Moore Ave.

Philadelphia, PA 19122

phone/fax: (215) 204-6135/(215) 204-1414

kjnewton@temple.edu

- Ph.D. Human Development, University of Maryland at College Park
- M.S. Human Development, University of North Texas
- B.S. Mathematics, University of Texas at Dallas

- Teacher and student knowledge of mathematics in the middle grades
- Links between motivation, learning, and instruction in mathematics
- Characteristics of high-quality mathematics instruction

__Books__

Valli, L., Graeber, A. O., & **Newton**, K. J. (2011). *Upper elementary math lessons: Case studies of real teaching*. Lanham, MD: Rowman & Littlefield.

__Journal Articles__

**Newton**, K. J., & Star, J. R. (in press). Exploring the nature and impact of model teaching with worked example pairs. *Mathematics Teacher Educator.*

Lange, K. E., Booth, J. L., & **Newton**, K. J. (in press). Learning algebra from worked examples.* Mathematics Teacher.*

Booth, J. L., Lange, K. E., Koedinger, K. R., & **Newton**, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. *Learning and Instruction*, 25, 24-34.

Booth, J. L., & **Newton**, K. J. (2012). Fractions: Could they really be the gatekeeper's doorman? *Contemporary Educational Psychology, 37*, 247-253.

**Newton**, K. J., Leonard, J., Evans, B. R., & Eastburn, J. A. (2012). Preservice elementary teachers' mathematics content knowledge and teacher efficacy.* School Science and Mathematics,112*(5), 289-299.

Graeber, A., **Newton**, K. J., & Chambliss, M. (2012). Crossing the borders again: Challenges in comparing quality instruction in mathematics and reading. *Teachers College Record*, *114*(4), 040304, 30 pages.

**Newton**, K. J., & Sands, J. (2012).** **Why don't we just divide across?*Mathematics Teaching in the Middle School, 17*(6), 340-345.

**Newton**, K., Star, J. R., & Lynch, K. (2010). Understanding the development of flexibility in struggling algebra students. *Mathematical Thinking and Learning*,* 12*(4), 282-305.

**Newton**, K. J. (2010). Sweetest chocolate milk. *Mathematics Teaching in the Middle School*, *16*(3), 148-153.

Star, J. R., & **Newton**, K. J. (2009). The nature and development of experts' strategy flexibility for solving equations. *ZDM - The International Journal on Mathematics Education*, *41*, 557-567.

**Newton**, K. J. (2009). Instructional practices related to prospective elementary school teachers’ motivation for fractions*. Journal of Mathematics Teacher Education, 12*(2), 89-109.

**Newton**, K. J. (2008). An extensive analysis of preservice elementary teachers’ knowledge of fractions. *American Educational Research Journal, 45*(4), 1080-1110.

**Jones**, K. K., & Byrnes, J. P. (2006). Characteristics of students who benefit from high-quality mathematics instruction. *Contemporary Educational Psychology, 31,* 328-343.

**Funded** **Projects**

Co-Principal Investigator with Kenneth R. Koedinger, *Improving students' skill at solving equations through better encoding of algebraic concepts. *Grant funded by the Department of Education, 2010-2013. Principal Investigator: Julie Booth ($1,048,204).

Co-Principal Investigator with Bethany Rittle-Johnson, *Helping teachers to use and students to learn from contrasting examples: A scale-up study in Algebra I.* Grant funded by the National Science Foundation, 2008 -2013. Principal Investigator: Jon R. Star ($2,006,604).

Co-Principal Investigator with Diane Jass Ketelhut, e*=mc2: Educating middle-grade teachers for challenging contexts.* Program funded by the Department of Education, 2007-2012. Principal Investigator: Kent McGuire ($3,014,360).