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This profile was last updated on 11/19/15  and contains information from public web pages and contributions from the ZoomInfo community.

Prof. Sarah Theule Lubienski

Wrong Prof. Sarah Theule Lubienski?

Professor of Mathematics Educatio...

Phone: (217) ***-****  
Local Address:  Champaign , Illinois , United States
University of Illinois at Urbana-Champaign

Employment History

Board Memberships and Affiliations


  • Ph.D.
    Michigan State University
77 Total References
Web References
Sarah Lubienski, (217) ..., 19 Nov 2015 [cached]
Sarah Lubienski, (217) 333-1564,
The report, The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for their Curriculum Buck?, was reviewed by Sarah Lubienski for the Think Twice think tank review project with funding from the Great Lakes Center for Education Research and Practice. Lubienski is a professor of mathematics education at the University of Illinois at Urbana-Champaign.
Lubienski concludes, "The report will hopefully increase attention to the potential of curriculum as a lever of instructional improvement and prompt careful consideration of ways to improve the development, research, and selection of curricula that the nation's students use each day."
Mathematics Education Winter Chat by the ...
EDUCATION.MONASH.EDU.AU, 15 June 2011 [cached]
Mathematics Education Winter Chat by the Heater 2011 - 15 Jun 2011 - 4.00-5.00pm Prof Sarah Lubienski
Prof Sarah Lubienski
The 'Inclusive Mathematics Education' Faculty Research Group is proud to present its inaugural 'Winter Chat by the Heater' session, an annual event in which research students are welcomed to meet and interact with an invited researcher in mathematics education research. This year, we are
excited to have Sarah Lubienski, who is a visiting scholar to the Faculty. All research students are invited to come meet her, share ideas and experiences, and network with her and amongst yourselves!
Sarah Theule Lubienski is a professor in the Department of Curriculum and Instruction at the University of Illinois, Urbana-Champaign, USA. She received her Ph.D. from Michigan State University in 1996. Her research focuses on inequities in students' mathematics outcomes, and in the policies and practices that shape those outcomes. She has examined social class, race/ethnicity, and gender in large scale studies using national datasets, as well as in smaller, classroom-based studies. Prof. Lubienski's research has been funded by the U.S. Institute of Education Sciences, the National Center of Education Statistics, and other sources, and she has published widely in the areas of mathematics education and policy. She has served as Chairperson of AERA's NAEP Research Special Interest Group and was the chair of the Editorial Panel of the Journal for Research in Mathematics Education. She is currently a member of the AERA Grants Governing Board and recently completed a Fulbright-funded study of mathematics education reform in Ireland.
"TIMSS should be taken with a ..., 2 Sept 2010 [cached]
"TIMSS should be taken with a huge grain of salt because there are a lot of ways to spin the data, positively and negatively," declared Sarah Lubienski, a professor of curriculum and instruction at the University of Illinois' College of Education . In most other industrialized countries, students are tracked into college and non-college high schools.
The Problem with Real-World Problems [cached]
by Sarah Theule Lubienski
Others would argue that this "dessert" approach misses an essential point of current reforms (Lubienski 1999). But when the integrated approach becomes the staple of mathematics instruction and is implemented so that a single mathematical idea or strand, for example, measurement or probability, is rarely given sustained focus, then students have difficulty building deep mathematical understandings.
A second scenario places the mathematics more centrally. The major mathematical ideas to be taught are first identified and then embedded in problem situations designed to teach those ideas. For many children, this approach often works well. But after studying students' experiences with learning mathematics in this way, I became concerned that some students-especially those from lower socioeconomic backgrounds-tended to solve the problems in ways that caused them to miss the intended mathematical point (Lubienski 2000).
Lubienski, Sarah Theule.
Sarah Theule Lubienski teaches mathematics education courses in the department of curriculum and instruction at Iowa State University. Her research interests include Standards-based instruction and equity issues in mathematics education.
Newswise, 5 Mar 2004 [cached]
Sarah Lubienski, an ISU assistant professor of curriculum and instruction, speaks from experience.Raised in a lower socio-economic family, she understands the challenges of families facing physical abuse, child neglect and other social issues that impact learning, either subtly or directly.
Yet Lubienski, an assistant professor of curriculum and instruction, contends that much of current educational research prefers to ignore how the social struggles of some students may directly affect their classroom performances.
"Researchers since the 1970s have moved away from viewing disadvantaged families as ‘deficient' and instead have emphasized strictly positive aspects of cultural diversity," she said.
"Talking in-depth about class-related disparities involves acknowledging problems, such as malnutrition, parental substance abuse, domestic violence and childhood trauma," Lubienski said.
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