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.