College of Education and Human Development - George Mason University
Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.

Sub-navigation:

School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

Contact Information

Send email to Dr. Baker

Phone: (703) 993-5081
Fax: (703) 993-2013
Email: cbaker (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 2400A
4400 University Dr.
MS 1E8
Fairfax, VA 22030

Profile

Dr. Courtney Baker is an assistant professor in the Mathematics Education Leadership program at George Mason University. She holds a PhD in education with specializations in mathematics education leadership and teaching and teacher education. She also has a Master’s degree in Education Leadership and a Mathematics Specialist endorsement. Prior to working in higher education, Baker worked as a teacher, mathematics specialist and professional development facilitator for Fairfax County Public Schools. Currently, Dr. Baker teachers Masters and Doctoral classes that center on incorporating problem solving and productive discourse effectively into classroom instruction. Dr. Baker’s research agenda is centered in mathematics education and teacher development. She is interested in advancing the role of mathematics specialists to develop effective mathematics teacher leaders that both impact student achievement and increase interest in mathematics. To help increase the intentionality of coaching interactions by simultaneously considering mathematics content, coaching and teaching practices, and professional relationship building, she co-developed the Decision-Making Protocol for Mathematics Coaching: a four-phase protocol that provides guidance to coaches as they support the skillful implementation of the eight research-based Mathematics Teaching Practices from Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014). Additionally, she works with in-service teachers and mathematics coaches to examine how they might integrate STEM into K-12 classrooms using model-eliciting activities. 

The Decision-Making Protocol for Mathematics Coaching Website 

 

Research Interests

Dr. Baker’s research agenda is centered in mathematics education and teacher development. Her specific research interests are:

  • Mathematics specialists, coaches, and teacher leaders
  • Model-eliciting activities
  • STEM integration
  • Problem-based learning

 

Recent Publications

* Indicates graduate student; # indicates K-12 school partner

Baker, C. & Knapp, M. (In press). The decision-making protocol for mathematics coaching: Addressing the complexity of coaching with intentionality and reflection. Mathematics Teacher Educator.

Baker, C. & Hjalmarson, M. (2019). Designing purposeful interactions to advance synchronous learning experiences. International Journal of Web-based Learning, 14(1), 1-16.

Baker, C. K., Galanti, T. M.*, Graham, J.#, Hayden, K*#. & Bailey, P. (2018). From book club to professional learning community: Empowering a network of mathematics specialists. School University Partnerships, 11(4), 48-63.

Baker, C., Knapp, M., & Galanti, T. M.* (2018). Principles to actions: Coaches engage. Teaching Children Mathematics, 25(1), 36-45.

Baker, C. K. & Galanti, T. M.* (2017). Integrating STEM in K-8 classrooms using model-eliciting activities: Responsive professional development for mathematics teacher leaders. International Journal of STEM Education, 4(10). doi:10.1186/s40594-017-0066-3 

Baker, C. K., Bitto, L., Wills, T., Galanti, T. M.*, & Eatmon, C.* (2018). Developing teacher leaders through self-study: A mathematics education field experience. In Hodges, T. E., & Baum, A. (Eds.). Handbook of Research on Teacher Education (pp. 635-658). Hershey, PA: IGI Global.

Gallagher, M. A., Parsons, S. A., Parker, A. K., Groth, L., Brown, E. L., Baker, C., & Suh, J. M. (2018). The importance of collaboration: Embedding courses in clinical practice. In K. Zenkov & K. Pytash (Eds.), Clinical experiences in teacher preparation: Critical, project-based interventions in diverse classrooms. New York, NY: Routledge.

Baker, C., Bailey, P., Larsen, S., & Galanti, T.(2017). A critical analysis of emerging high-leverage practices for mathematics specialists. In M. McGatha and N. Riegleman (Eds.). Elementary Mathematics Specialists (183-192). Charlotte, NC: Association of Mathematics Teacher Educators.

Baker, C., Knapp, M., Hjalmarson, M., Rigelman, N., Bailey, P., & Mcgatha, M. (2017, October). Developing a research agenda of mathematics teacher leaders and their preparation and professional development experiences. In Galindo, E. B., Newton, J., Stump, S., & Kastberg, S. (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pages TBD). Indianapolis, IN: Purdue University.

Baker, C., Galanti, T.*, & Birkhead, S.* (2017, October). STEM and model-eliciting activities: Responsive professional development for K-8 mathematics coaches. In Galindo, E. B., Newton, J., Stump, S., & Kastberg, S. (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pages TBD). Indianapolis, IN: Purdue University.

Baker, C., Knapp, M., & Galanti, T.* (2017, October). Decision-making protocol for mathematics coaching: Connecting research to practice. In Galindo, E. B., Newton, J., Stump, S., & Kastberg, S. (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pages TBD). Indianapolis, IN: Purdue University.

Suh, J. M., Birkhead, S.* Baker, C., Frank, T., & Seshaiyer, P. (2017). Leveraging Coach-Facilitated Professional Development to Create Teacher Networks for Enhancing Professional Practice. In L. West & M. Boston (Eds.), Annual Perspectives in Mathematics Education: Reflective and Collaborative Processes to Improve Mathematics Teaching (89-100). Reston, VA: National Council of Teachers of Mathematics.

Groth, L.A., Parker, A., Parsons, S.A., Sprague, D., Brown, E. L., Baker, C. & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School-University Partnerships: The Journal of the National Association for Professional Development Schools, 10(1), 3-5.

Baker, C. K., Bailey, P., Hjalmarson, M. A, & King, L.* (2017). Mentoring mathematics teacher leaders: Guiding the transition from classroom teacher to agent of change. In Kent, A.M., & Green, A.M. (Eds.). Across the Domains: Examining Best Practices in Mentoring Public School Educators (pp.189-202). Charlotte, NC: Information Age Publishing.

Baker, C. (April, 2017). When teacher candidates “do the math” with Exemplars. [blog post]  Retreived from: https://www.exemplars.com/blog/education/2607?utm_source=Master+Subscription+List&utm_campaign=ccb72d611b-20170427-anchorpaper-blog-A-B-PSCC&utm_medium=email&utm_term=0_bef865cbab-ccb72d611b-96728469

Baker, C., Galanti, T.*, Suh, J. M., Seshaiyer, P. & Frank, T. (2016, November). Identifying barriers to teacher growth in implementing problem solving by reflecting on lesson study. In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 355-358). Tucson, AZ: The University of Arizona.

Suh, J. M., Birkhead, S.*, Seshaiyer, P., Frank, T., & Baker, C. (2016, November). The use of coach facilitated professional development to deepen algebraic thinking across the transition grades. In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 442). Tucson, AZ: The University of Arizona.

Suh, J. M., Sprague, D. R., & Baker, C. K. (2016). Transforming mathematics teacher knowledge in the digital age through iterative design of course-based projects. In Niess, M., Driskell, S., & Hollebrands, K. (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (190-214). Hershey, PA: IGI Global. 

Baker, C. & Wills, T. (2012). Technology from the Classroom: Have you used a glog yet? Teaching Children Mathematics, 19(5), 324-327