# Robert C. Schoen, Ph.D.

*Associate Director, Florida Center for Research in Science, Technology, Engineering and Mathematics*

Robert C. Schoen, Ph.D., is the Associate Director of LSI’s Florida Center for Research in STEM (FCR–STEM). His research experience extends from the development of educational and psychological measurement instruments and in-depth study of student mathematical thinking to the mathematical education of teachers and rigorous evaluation of the effectiveness of educational interventions.

Currently, Dr. Schoen is principal investigator for two large-scale professional development initiatives in diverse school settings. The IES-funded *Replicating the CGI Experiment in Diverse Environments *is an efficacy study of a Cognitively Guided Instruction (CGI) professional development program. CGI focuses on increasing teachers’ knowledge of mathematics and research-based frameworks for making sense of curriculum and student thinking and using those frameworks. Teachers in the program are encouraged to attend to the details in student thinking and use their understanding of children’s cognitive processes to inform instructional decisions. *FCR-STEM Learn: Foundations for Success in STEM*, a sustained, content-focused professional development program for more than 500 Florida teachers, involves a multi-site cluster randomized-controlled trial to assess the effect of a full year of teacher professional development with and without weekly, job-embedded support.

Dr. Schoen also currently serves as co-principal investigator for an efficacy study involving lesson study with a fractions resource toolkit. Another randomized-controlled trial, the *Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit* project is a collaboration with Mills College to investigate the effect of lesson study and resource materials to guide teachers’ learning and study related to teaching and learning fractions.

As co-principal investigator for Florida’s* Mathematics Formative Assessment System* *(MFAS),* Dr. Schoen created protocols for grade-level teacher teams using student thinking to guide instruction and for pilot testing the Common Core-aligned MFAS in a series of randomized field trials.

With funding from the Helios Education Foundation, Dr. Schoen led a multi-disciplinary team of mathematicians and scientists to design and implement an intensive, two-year professional development program focused on the integration of science, mathematics, and computing to study issues related to water resource management.

For the *Leadership in Mathematics Instruction* project, Dr. Schoen led mathematics content development and implementation for an intensive, year-long professional development program designed to support principals and teacher leaders to lead implementation of Florida’s curriculum standards in K–5 mathematics. He was a co-principal investigator and research project director on a randomized field trial assessing impacts of this program on principals, teachers and students in 57 of Florida’s 67 school districts.

Through these projects, Dr. Schoen has developed and sustained collaborative professional relationships with principals, teachers and district staff and has gained valuable insights into program development, implementation, educational measurement, and evaluation of educational interventions in varying local contexts.

## Education

Ph.D., Mathematics Education, Florida State University, 2010

M.S., Mathematics Education, Florida State University, 2006

B.S., Atmospheric Science, Mathematics, University of North Carolina—Asheville, 2003

## Projects

- Replicating the CGI Experiment in Diverse Environments, U. S. Department of Education, $3.43 million, Principal Investigator https://ies.ed.gov/funding/grantsearch/details.asp?ID=1295
- FCR-STEM Learn: Foundations for Success in STEM, Florida Department of Education — MSP, $4.5 million, Principal Investigator
- Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit, Institute of Education Sciences, U. S. Department of Education, $3.5 million, Co-principal Investigator (Lewis, Principal Investigator), https://ies.ed.gov/funding/grantsearch/details.asp?ID=1708

## Publications

Ganley, C. M.,

**Schoen, R. C.**, LaVenia, M., Tazaz, A., & Razzouk, R. (2016, April).*Exploring relations between teacher math anxiety and**other teacher characteristics.*Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.Champagne, Z.,

**Schoen, R. C.**, & Riddell, C. (2014). Variations in Both Addends Unknown problems.*Teaching Children Mathematics, 21 (2),*114–121*.*Lang, L. B.,

**Schoen, R. C.**, LaVenia, M., & Oberlin, M. (2014, March).*Mathematics Formative Assessment System–Common Core State Standards: A randomized field trial in Kindergarten and First Grade.*Paper presented at the annual Spring conference of the Society for Research in Educational Effectiveness, Washington, DC.Lang, L. B.,

**Schoen, R. C.**, LaVenia, M., Oberlin, M., & Robinson, M. (2013, April).*K–3 mathematics formative assessment: Effects on teaching, learning, and the gender gap.*Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.Lang, L. H., Hawthorne, H., Sakon, F., Reta, A., &

**Schoen, R. C**. (2011). Examining the effects of a K–3 mathematics formative assessment system. In J. Novotna & H. Moraova (Eds.),*International Symposium Elementary Maths Teaching: The Mathematical Knowledge Needed for Teaching in Elementary Schools (pp. 214–221).*Haciomeroglu, E.S., Bu, L., Schoen, R.C., & Hohenwarter, M. (2011). Prospective teachers’ experiences in developing lessons with dynamic mathematics software.

*International Journal for Technology in Mathematics Education, 18 (2), 71–82.*Bu, L., &

**Schoen, R.C.**(Eds.) (2011).*Model-centered learning: Pathways to mathematical understanding using GeoGebra.*Rotterdam: Sense Publishers.**Schoen, R.C.**, Erbilgin, E., & Haciomeroglu, E.S. (2011). Analyzing the Next Generation Sunshine State Standards for mathematics: Is the state curriculum still a mile wide and an inch deep?*Dimensions in Mathematics, 31 (1), 30–39*.**Schoen, R.C.**(2010).*Professional vision: Elementary school principals’ perceptions of mathematics instruction*. Unpublished doctoral dissertation, Florida State University.Haciomeroglu, E.S., &

**Schoen, R.C.**(2009). What does it mean to teach mathematics “in depth”?*Dimensions in Mathematics, 29 (2),*20–24.Haciomeroglu, E.S., Bu, L.,

**Schoen, R.C.**, & Hohenwarter, M. (2009). Learning to develop mathematics lessons with GeoGebra.*MSOR Connections, 9 (2)*, 26–28.Haciomeroglu, E.S. &

**Schoen, R.C.**(2008). Mathematical continuity: Identifying, exposing, and closing the gaps of understanding.*Dimensions in Mathematics, 28 (1),*9–12.Fernández, M.L.,

**Schoen, R.C.**(2008). Teaching and learning mathematics through hurricane tracking.*Mathematics Teaching in the Middle School, 13(9),*500–512.**Schoen, R.C.**& Clark, J.T. (2007). Florida’s answer to “A Mile Wide and an Inch Deep:” Mathematics content standards that allow time for in-depth teaching and learning.*Dimensions in Mathematics, 27(2),*6–12.