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Jacqueline Leonard

Jacqueline Leonard,  
Associate Professor of Mathematics Education
Curriculum, Instruction and Technology in Education

Ritter Hall 438
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091

phone: (215) 204-8042
jacqueline.leonard@temple.edu

Education

1997, Ph.D., University of Maryland at College Park, Mathematics Education
1994, M.T.S., Southern Methodist University, Theology
1991, M.A.T., University of Texas at Dallas, Mathematical Sciences
1981, B.A., Saint Louis University, Elementary Education

Areas of Professional Interest

  • Mathematics Education
  • Integration of Mathematics and Science
  • Computer-Based Instruction
  • Teacher Education

My general interests lie in contextualizing mathematics by anchoring it to multicultural children’s literature, science and technology. Building on the culturally relevant framework developed by Dr. Gloria Ladson-Billings, I am particularly interested in learning how culturally specific forms of multimedia can be used to enhance the teaching and learning of mathematics in urban classrooms.

Recent Scholarship

Leonard, J., & Hill, M. L. (in press). Using multimedia to engage African-American children in classroom discourse. Journal of Black Studies.

Leonard, J., & Oakley, J. E. (In press). We have lift off! Journal of Geoscience Education.

Leonard, J., Davis, J. E., & Sidler, J. L. (2005). Cultural relevance and computer-assisted instruction. Journal of Research on Technology in Education, 37(3), 263-284.

Leonard, J. & Dantley S. (2005). Breaking through the ice: Dealing with issues of diversity in mathematics and science education courses. In A.J. Rodriguez and R. Kitchen (eds.), Preparing prospective mathematics and science education teachers to teach for diversity: Promising strategies for transformative action, (pp. 87-117). Mahweh, NJ: Lawrence Erlbaum.

Leonard, J., Lovelace Taylor, K., Sanford-DeShields, J., & Spearman, P. (2004). Professional development schools revisited: Authentic partnerships and shared responsibility. Urban Education, 39(5), 561-583.

Leonard, J. (2004). A tale of two cities: Integrating language arts, mathematics, and social studies. Middle School Journal, 35(3), 35-40.

Leonard, J., & Campbell, L.L. (2004). Using the stock market for relevance in teaching number sense. Mathematics Teaching in the Middle School, 9(6), 294-299.

Leonard, J. (2002). The case of a first-year charter school. Urban Education, 37(2), 217-238.

Leonard, J. & Dantley, S.J. (2002). Why Malik "can" do math: Race and statues in integrated classrooms. Trotter Review, 14(1), 61-78.

Leonard, J. & Guha, S. (2002). Creating cultural relevance in teaching and learning mathematics. Teaching Children Mathematics, 9(3), 114-118.

Leonard J. (2001). How group composition influenced the achievment of sixth-grade mathematics students. Mathematics Thinking and Learning. An International Journal, 3(2 &3), 175-199.

RECENT PRESENTATIONS

Leonard, J. (2004, September). Still Not Saved: The Power of Mathematics to Liberate the Oppressed. Paper presented at The Frederick D. Patterson Institute Conference Still Not Equal, Washington, D.C.

Leonard, J. (2004, April). Interactive journeys in mathematics and science. Presentation at the annual conference of the National Council of Teachers of Mathematics, Philadelphia, PA.

Leonard, J., Davis, J.E., & Whitelaw, L. (2004, April) Addressing high quality education for African American students through the use of cluturally relevant multimedia: A response to Brown vs. Board of Education. Paper presentation at the annual meeting the American Educational Research Association, San Diego, CA.

Williams, Y.M., & Leonard, J. (2004, April). Charter school reform as rational choice: Analysis of African American parents' preceptions of charter schools located in residentially segregated inner-city communities. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Leonard, J., & Dantley, S.J. (2004, March). Interactive journeys in mathematics and science. Presentation at the annual meeting of Teaching Teachers with Technology, New Orleans, LA.

RECENT FUNDING

National Science Foundation, Geosciences Division. Title: Earth Links: Using Scientific Inquiry to Teach Geoscience and Mathematics. Principal Investigator, J. Leonard. Co-PI: Carol Crannell. Funding Period: 2003-2005. Amount funded: $150,434.

Space Telescope Science Institute (IDEAS Grant). Title: Space Links: Integrating Space Science and Mathematics. Principal Investigator, J. Leonard. Co-PIs: Carol Crannell, Penny Hammrich, Robert Gabrys, & James Earl Davis. Funding Period: 2002-2004. Amount funded: $34,768.

Temple University, Title: The Benjamin Banneker Project. Principal Investigator: J. Leonard. Co-PI: James Earl Davis. Funding Period: 2002-2004. Amound funded: Grant-in-Aid $1,500; Temple University Junior Faculty Grant Program $49,800, Temple University Bridge Program $13,800.