Ellice Forman
Faculty

Biographical Sketch: Ellice A. Forman

a. Professional Preparation. Oberlin College Mathematics A.B., 1969 Harvard University Human Development Ed.M., 1975 Harvard University Human Development Ed.D., 1981 Northwestern University Psychology 1980-82 (Postdoctoral work) b. Appointments. 2003-present Professor, Department of Instruction and Learning, University of Pittsburgh. 2001-2003 Professor, Department of Psychology in Education, University of Pittsburgh. 1992-2001 Associate Professor, Department of Psychology in Education, University of Pittsburgh. 1989-1992 Assistant Professor, Department of Psychology in Education, University of Pittsburgh. 1982-1989 Assistant Professor, Learning Disabilities Program, Department of Communication Sciences and Disorders, Northwestern University. c. Publications.

Forman, E.A., Ramirez-Deltoro, V., Brown, L., & Passmore, C. (2016). Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction. http://dx.doi.org/10.1016/j.learninstruc.2016.08.005

Ford, M.J., & Forman, E.A. (2015). Uncertainty and scientific progress in classroom dialogue. In L.B. Resnick , & C.S.C. Asterhan (Eds.). Socializing intelligence through academic talk and dialogue (pp.143-155). Washington, DC: AERA.

Forman, E.A., & Ford, M.J. (2014). Authority and accountability in light of disciplinary practices in science. International Journal of Educational Research, 64, 198-209.

Forman, E.A., Venturini, P., & Ford, M.J. (2014). (Guest editors). Challenging the Principles for Fostering Productive Disciplinary Engagement in Science. International Journal of Educational Research, 64.

Yamakawa, Y., Forman, E. A., & Ansell, E. (2009). The role of positioning in constructing an identity in a third-grade mathematics classroom. In K. Kumpulainen, C. E. Hmelo-Silver & M. Cesar (Eds.), Investigating classroom interaction: Methodologies in action (pp. 179-202). Rotterdam: Sense Publishers.

Ford, M. J., & Forman, E. A. (2006). Redefining disciplinary learning in classroom contexts. In J. Green & A. Luke (Eds.), Review of research in education, 30, 1-32.

Forman, E.A. (2003). A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice. In J. Kilpatrick, G. Martin, & D. Schifter (Eds.) A research companion to the NCTM Standards (pp. 333-352). Reston, VA: National Council of Teachers of Mathematics.

Forman, E., & Ansell, E. (2002). Orchestrating the multiple voices and inscriptions of a mathematics classroom. The Journal of the Learning Sciences 11, (2&3), 251-274.

Forman, E.A., & Ansell, E. (2001). The multiple voices of a mathematics classroom community. Educational Studies in Mathematics, 46(1-3), 115-142.

Strom, D., Kemeny, V., Lehrer, R., & Forman, E. (2001). Visualizing the emergent structure of children's mathematical argument. Cognitive Science, 25, (pp. 733-773)

d. Synergistic Activities (1) Co-editor with Patrice Venturini, Michael Ford, and Randi Engle of a special issue of the International Journal of Educational Research devoted to recent developments of the Productive Disciplinary Engagement framework. (2) Co-author with Cynthia Passmore and two graduate students of a publication for a special issue of Learning and Instruction devoted to the contributions of classroom discourse analysis for understanding learning. (3) Co-author with Michael Ford of a publication for a co-edited volume devoted to socializing intelligence through academic talk and dialogue.

School Affiliations


Recent Publications

Forman, E.A., & Shekell, C. (2019). Promoting dialogic discussion in mathematics and science classrooms. In R. Gillies (Ed.) Promoting academic talk in schools (pp. 82-97). NY: Taylor & Francis.
Forman, E.A., Ramirez-Deltoro, V., Brown, L., & Passmore, C. (2017). Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction. 48, 32-39. http://dx.doi.org/10.1016/j.learninstruc.2016.08.005
Forman, E.A. (2018). Communities of practice in mathematics education. In S. Lerman (Ed.) Encyclopedia of mathematics education (2nd edition). Springer. Online publication.
Forman, E.A. (2018). Revoicing and semiotic challenge revisited. Commentary on "Multimodal revoicing as an interactional mechanism for connecting scientific and everyday concepts." Human Development. DOI: 10.1159/000490159
Forman, E.A. (2018). The practice turn in learning theory and in science education. In D. Kritt (Ed.). Constructivist education in an age of accountability (pp. 97-111). NY: Palgrave Macmillan.
Forman, E.A. (2015). Science or mathematics? For the Learning of Mathematics.
Ellice Forman

Contact

University of Pittsburgh
5515 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
412-648-7022
ellice@pitt.edu