Kasi Allen Fuller

Assistant Professor of Education

department: Education
program: Teacher Education
office:415 Rogers Hall
phone: 503-768-6114
e-mail: kasi@lclark.edu

Professional Biography

Kasi Allen Fuller began her education career as a high school mathematics teacher in San Francisco in the mid-1980s. Over the past 20 years, she has participated in a variety of professional activities as a secondary mathematics educator -- teaching in California and Oregon, facilitating teacher workshops, mentoring new teachers, encouraging the use of graphing calculators and other classroom-based technology, promoting educational equity, and supporting the vision of K-12 mathematics embodied in the NCTM (National Council of Teachers of Mathematics) Standards.

In 1992, as a doctoral student at Stanford University, Kasi collaborated on her first project with Inverness Research Associates, a small educational research and consulting group dedicated to supporting educational improvement in grades K-16, particularly in math and science. Since that time, she has worked with her Inverness colleagues evaluating dozens of initiatives – from district-based curriculum implementation and teacher enhancement efforts to regional math and science partnerships involving many districts and institutions of higher education.

As a faculty member of Lewis & Clark's Graduate School, Kasi is dedicated to providing rich, rewarding, relevant, and rigorous experiences for pre-service secondary mathematics teachers.

Mathematics Education at Lewis & Clark

Current Research

Most of Kasi's research involves studying efforts to improve secondary mathematics education -- from addressing issues of equity to implementing standards-based materials. She has a particular interest in professional learning communities for teachers and the extent to which such opportunuties arise when schools and districts adoptive innovative curricular materials.

Publications

Allen Fuller, Kasi, Schmuck, P., Brody, C., Poplin-Gosetti, P., Moscato, S., Nagel, N. & Pace, G. (2000). Gender Consciousness and Privilege: A Study of Single-Sex Education and Coeducation in Catholic Schools. Falmer Press: London.

Allen Fuller, Kasi, Strober, M. & Cook, A. (1997). Making and Correcting Errors: An Examination of Video Tapes. Journal of Economics Education.

Academic Credentials

Ph.D. 1997, B.A. 1986 Stanford University

KAF photo for webpage

Inverness Research Associates

"In the American cultural tradition, mathematics is associated with a certain elite mystique. People fear mathematics because it is often a source of challenge and failure. People revere mathematics because they connect it with some sort of innate ability or exceptional intellect. Math is perceived as abstract and elusive, disconnected from the human experience, and accessible to only a select few. However, such notions fly in the face of what 30 years of reseach in mathematics education have documented – namely that each of us has the capacity to reason mathematically and to have fun in the process! The task for math teachers at all levels of the system is to make a challenging and meaningful mathematics education available to ALL students."

KAFteachingUHS

"No matter how simple the problem, there are always multiple paths to its solution."