Rate My Professor Karen Colum

Colum's research focuses on equity-mindedness, elementary mathematics education, and teacher preparation, with interests in phenomenology, educational equity and justice, culturally responsive teaching and learning, and culturally responsive pedagogy. Her publications include “5 Indicators of Decimal Understandings” in Teaching Children Mathematics (2015), “Fractions, Number Lines, and Third Graders” (2017), “Invoking Action, Disrupting Complicity: Teacher Educators' Journey to Reimagining Racist Grading Practices” (2020 AERA Annual Meeting proceedings), and “How do you measure that?: Confronting Ideological Barriers to Socially Just Teacher Education in Charlotte Danielson's Framework for Teaching” (2020). Other works encompass “edTPA Innovation at Minnesota State University, Mankato” co-authored with Lori Piowlski and Peggy Ballard (2013), “Making Justice Fundamental: Teacher Educators’ Journey to Reimagine Accountability” in Studying Teacher Education, and “Plunging Beneath the Surface: Uncovering Internal Dispositions.” Colum contributes to program innovations such as asynchronous post-baccalaureate pathways for elementary teacher licensure and graduate endorsements in reading. Her scholarship, cited 13 times on ResearchGate, supports equitable practices in teacher education.