Barbara Swartz

Barbara Swartz

Assistant Professor

Office: UNA 110
Phone: 610-436-3250
Fax: 610-738-0578
Email: 

bswartz@wcupa.edu  

Education

  • B.A. Political Science, Lehigh University
  • M.A. Secondary Education, Lehigh University
  • Ph.D. Mathematics Education, University of Virginia

Research Interests

  •  Effective teacher preparation
  • Teacher learning
  • Mathematics education

Professional Experience

  • Fall 2020 - present: Assistant Professor, West Chester University
  • 2019-2020: Associate Professor, McDaniel College
  • 2013-2019: Assistant Professor, McDaniel College
  • 2010-2013: Research Assistant for Teaching and Learning, University of Virginia, Charlottesville, VA
  • 2007-2010: Mathematics Teacher, Freedom High School, Bethlehem, PA

Selected Publications

  • Swartz, B. A., Billings, E., Knapp, M., Virmani, R., Sharpe, C., Lynch, S. D., Woods, D. & Pinter. H. H. (2018). Working to Understand Mediated Field Experiences and Study their Impact. In T.E. Hodges, G. J. Roy, & A. M. Tyminski, (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1487-1496). Greenville, SC: University of South Carolina & Clemson University.
  • Swartz, B. A., Lynch, J. M., & Lynch, S. D. (2018). Embedding elementary teacher education Coursework in local classrooms: Examples in mathematics and special education. In D. Polly, M. Putman, T. M. Petty, & A. J. Good (Eds.) Handbook of research on innovative practices in teacher preparation and graduate-level teacher education programs (pp. 262-292). Hershey, PA: IGI Global.
  • Wessman-Enzinger, N. M., Swartz, B. A., Lynch, S. D. (2018). Base-ten Block Challenge. Teaching Children Mathematics. 24(4), 218-222.
  • Fennell, F., Swartz, B. A., Kobett, B. M., & Wray, J. A. (2015). Classroom-based formative assessments: Guiding teaching and learning. Teaching Children Mathematics, 21(6), 324-327.
  • Garofalo, J., Trinter, C. P., & Swartz, B. A. (2015). Engaging with constructive and non-constructive proofs. The Mathematics Teacher, 108(6), 422-428.

 Selection Presentations

  •  Swartz, B. A. (2020, February). Tools to Support Teaching Mathematics Content and Pedagogy Online. (Presentation at the Annual Meeting of the Association of Mathematics Teacher Educators, Phoenix, AZ).
  • Billings, E. & Swartz, B. A. (2020, February). Cultivating Positive Mathematical Dispositions via Teaching: Building PSTs’ Mathematical Dispositions through Early Mediated Field Experiences. (Presentation at the Annual Meeting of the Association of Mathematics Teacher Educators, Phoenix, AZ).
  • Swartz, B. S., & Swartz, B. A. (2019, April). Building Understanding of Functions Using Blocks. (Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Diego, CA).
  • Swartz, B. A., & Lynch, S. D. (2017, November). How Groupworthy Tasks Break Down Barriers. (Presentation at the National Council of Teachers of Mathematics Innov8 Conference, Las Vegas, NV).
  • Swartz, B. A., Lynch, S., & Enzinger, N. W. (2017, April). Teaching is Tough, but What Makes it Complex? Implementing Complex Instruction. (Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX).
  • Swartz, B. A., & Lynch, S. (2017, April). Rethinking Groupwork: How Groupworthy Tasks Truly Promote Collaborative Learning. (Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX).



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