Meghan Shaughnessy

Dr. Meghan Shaughnessy is an assistant professor of mathematics education at Boston University Wheelock College of Education & Human Development. Her research focuses on the study and improvement of equitable mathematics instruction, specifically practice-intensive approaches to supporting the professional learning of teachers, from initial training to advanced practices. Three connected strands comprise her research. The first strand, the learning of practice, focuses on the learning of teaching practice by teacher candidates and practicing teachers. The second strand focuses on tools for assessing and measuring teaching practice, both formatively to support ongoing learning and to understand changes in practice over time. The third strand focuses on structures and supports for the learning of teaching practice.

Dr. Shaughnessy’s research is deeply rooted in her work as a teacher educator, and she has collaborated nationally and internationally with university-based teacher preparation programs. Before joining the faculty at Boston University, Dr. Shaughnessy worked as a senior researcher and elementary teacher educator at the University of Michigan for over a decade. She was also involved in the University of Michigan School of Education’s project to redesign its elementary teacher education program to be practice-based, serving as associate chair of the elementary teacher education program for program design and innovation from 2012–2014. She is the co-chair of AERA’s Special Interest Group for Research in Mathematics Education. She has served as the associate vice president for research for the Association of Mathematics Teacher Educators and as a board member for the Michigan Association of Mathematics Teacher Educators.

Pronouns: she/her

Research

• Collaborative Research: Advancing Mentor Teachers’ Practices through Collaborative Pedagogical Reasoning

  PI: Meghan Shaughnessy National Science Foundation Award # 2300666 There is growing momentum to support teachers to engage in responsive mathematics teaching, which is critical to realizing... [ More ]

• Preparing mentors to support novices in eliciting student thinking during mathematics discussions: Developing and testing a simulation-based PD program

  PI: Julie Cohen Co-PI: Matthew Ronfeldt, Meghan Shaughnessy, Nicole Garcia National Science Foundation Award # 2200915 Nearly 200,000 candidates graduate from teacher preparation programs each year, and mentor... [ More ]

• Facilitating Formative Feedback – Using Simulations to Impact the Capability of Novice Mathematics Teachers

  PI: Meghan Shaughnessy Co-PI: Daniel Heck, Tim Boerst, Evelyn Gordon, Nicole Garcia National Science Foundation Award # 2101343 During their initial teacher preparation experiences, preservice teachers need meaningful... [ More ]

• Teachers as learners of equitable discussion practices

  PI: Deborah Ball Co-PI: Leslie Herrenkohl, Meghan Shaughnessy, Nicole Garcia National Science Foundation Award # 2000189 Growing evidence about the powerful effects of skillful teaching on students? learning... [ More ]