Dr. Julie James is the Assistant Director of Professional Learning for the Center for Mathematics and Science Education at the University of Mississippi. She is recognized nationally as a leader in mathematics teacher professional learning.
Research Interests
- Mathematics teaching & learning: Instructional strategies to support K-12 students' development of conceptual understanding of mathematics.
- Mathematics content progressions: within and across grade level connections between mathematics concepts and skills.
- Teacher's understanding and use of mathematical concept progressions when planning for effective instruction.
Biography
Dr. Julie James is the Assistant Director of Professional Learning at the Center for Mathematics and Science Education. She first joined the CMSE in 2007 as a member of the inaugural cohort of graduate research fellows. In 2011, she became the Professional Development Coordinator and was later promoted to Assistant Director of Professional Learning in 2018.
In her current role, Dr. James provides leadership for all CMSE learning opportunities for adults, including professional development, graduate research fellowships, CMSE-led courses, and undergraduate assistant programs.
Dr. James earned a Bachelor of Science degree in Secondary Mathematics Education from Mississippi University for Women in 2000. While teaching high school mathematics, she completed a Master of Arts in Teaching degree from Grand Canyon University in 2006 and later earned a Ph.D. in Curriculum and Instruction (with an emphasis in Secondary Mathematics Education) from the University of Mississippi.
Her research interests focus on how exploring mathematical progressions may impact teacher content knowledge.
Publications
James, J. LaValley, B., Watson, S., & Steimle. A. (2022). A tale of two teachers: Early career teaching experiences During the COVID-19 Pandemic. [Manuscript submitted for publication].
Watson, S.A., Whitworth, B.A. Steimle, A. & James, J. (2022, Summer). “I can see the bright side of science!” Building the content knowledge of elementary teachers of science. ICRSME Newsletter.
LaValley, B., James. J., Steimle, A., & Bellman, A. (2021). “I didn’t know this is what I was supposed to be teaching”: A reflective approach to developing statistical learning experiences for math teachers [Manuscript submitted for publication]. Center for Mathematics and Science Education, University of Mississippi.
Priest, S. E., Steimle, A. J., & James, J. (2020). Outside factors that contribute to math anxiety in elementary students: A review of literature. [Unpublished manuscript]. Center for Mathematics and Science Education, University of Mississippi.
Whitworth, B. A., Simpson, L. A., Jackson, W., James, J. & Steimle, A. (Submitted). Utilizing physical science Educative Curriculum Materials to impact Preservice Elementary Teachers.
Steimle, A. J. & James, J. S. (2018). Impact of mathematics progressions on teacher content knowledge. In Venenciano, L. and Redmond-Sanogo, A. (Eds.). Proceedings of the 45th Annual Meeting of the Research Council on Mathematics Learning. Baton Rouge, LA.
James, J. (2015). Problem solvers solutions: Jesse’s train. Teaching children mathematics, 21(6), 331.
James, J. & Steimle, A. (2014). Problem solvers: Jesse’s train. Teaching children mathematics, 20(6), 346.
James, J. S. (2011). A comparison on online and face-to-face discussions in an elementary mathematics methods course. (Doctoral Dissertation). University of Mississippi: Oxford, MS.
Dougherty, B. J. & James, J. (2008). Association of Mathematics Teacher Educators review of the National Council of Teachers of Mathematics draft of Focus in High School Mathematics: Reasoning and Sense Making. Report prepared for the AMTE board of directors.
James, J. & Wells, E. (Producers). (2008, August). Problem solving strategies: From coconuts to kissing cousins. Project DELTA2.
Education
M.A. Education, Grand Canyon University (2004)
B.S. Math Education, Mississippi University for Women (2000)
Ph.D. Education, University of Mississippi (2011)