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College of Education

Faculty and Staff

Christie Martin, Ph.D.

Title: Associate Professor
Department: Instruction and Teacher Education
College of Education
Email: martinc1@mailbox.sc.edu
Phone: 803-777-6231
Christie Martin, Ph.D.

Education

Ph.D. in Urban Education and Literacy, University of North Carolina at Charlotte, 2013

M.Ed. in Elementary Education,  Hunter College NY, 2005

B.S. in Accounting, Albany State University, 2000

Biography

Christie Martin teaches undergraduate and graduate course in elementary education and research. Her personal experiences frame the three inter-related areas of her research agenda: content area literacy, program evaluation, and technology in the classroom.

Research

Christie Martin’s research agenda focuses on the areas of content area literacy, program evaluation, and the use of technology in education. Her recent efforts to broaden her research internationally have included attending international conferences and editing a book that studied education in China. These themes overlap in most of her publications. Her role on two evaluation teams and future work as a consultant for evaluating grants has afforded her the opportunity to examine the impact of programs and professional development on teachers and students.

Teaching

Christie Martin teaches EDTE 713 Action Research Capstone; EDTE 591 Seminar on Teaching; and EDTE 201 Trends in Teaching and Learning.

Selected Publications

Books

Martin C. & Polly. D.  (Eds.) (2016). Handbook for Research on Teacher Education and Professional Development. Hershey, PA: IGI Global

Wang, C. Wen, M. & Martin C. (Eds.) (2015). Chinese Education from the Perspectives of American Educators. Charlotte, NC: IAP Publishing Inc.

 

Articles

Martin, C.S. & Kissel, B., & Polly (2018) Writers’ Workshop in Mathematics: How to implement writing in mathematics for elementary and middle school students. Talking Points.

Martin, C.S., Polly, D., Mraz, M.& Algozzine, R. (2018) Examining focus, duration, and classroom impact of literacy and mathematics professional development. Teacher Development.

Martin, C.S., Polly, D., Mraz, M.& Algozzine, R. (2018). Teacher perspectives on literacy and mathematics professional development.  Issues in Teacher Education, 27(1),94-105.

Polly, D., Wang, C., Martin, C. L., Lambert, R. G., & Pugalee, D. K. (2017). The influence of internet-based formative assessment in primary grades on students’ number sense achievement. School Science and Mathematics Journal. 117(3/4), 127-136. doi:10.1111/ssm.12214.

Polly, D., Wang, C., Martin, C., Lambert, R. , Pugalee, D., & Middleton, K. (2017). The influence of mathematics professional development, school-level, and teacher-level variables on primary students' mathematics achievement. Early Childhood Education Journal, 1-15.

Martin, C.S., Lambert, R.G., Polly, D., Wang, C. (2016). The measurement properties of the assessing math concepts’ assessments of primary students’ number sense skills. Journal of Applied Measurement, 17 (3), 354-364.

Martin, C.S, Polly, D. & Kissel, B. (2016). Exploring the impact of written reflections on learning in the elementary mathematics classroom. The Journal of Educational Research 1-16 DOI 10.1080/00220671.2016.1149793.

Martin C.S. & Polly, D. (2016). Examining the impact of writing and literacy connections on mathematics learning. Investigations in Mathematics 8(3), 59-74.

Martin, C. S., Polly, D., Wang, C., & Lambert, R. G., & Pugalee D. (2016). Perspectives and practices of elementary teachers using an internet-based formative assessment tool: The case of Assessing Mathematics Concepts. International Journal of Technology in Mathematics Education, 23 (1) 3-11.

Polly, D., Wang, C., Mcgee, J., Lambert, R., Martin, C.S., Pugalee, D. (2016). Designing curriculum-based mathematics professional development for kindergarten teachers: Framework, findings, and implications. Early Childhood Education Journal, 45(5) 659-669. 10.1007/s10643-016-0810-1

Miller, B. and Martin, C. (2016). Digital science notebooks in the early childhood classroom: Supporting science and engineering design practices through digital literacy. Science
and Children 4-9.

Martin, C. L. (2015). Writing as a tool to demonstrate mathematical understanding. School Science and Mathematics, 115(6), 302-313.

Martin, C., Polly, D., McGee, J., Wang, C., Lambert, R., & Pugalee, D. (2015). Exploring the relationship between questioning, enacted mathematical tasks, and mathematical discourse in elementary school mathematics. The Mathematics Educator, 24 (2), 3-27.

Polly, D., Mraz, M., Martin, C.S., Algozzine, B. (2015). Perceptions of the roles and responsibilities of elementary school mathematics coaches. International Journal of Mentoring and Coaching in Education. 4 (2), 126-141.

Polly, McGee, Wang, Martin, Lambert, & Pugalee (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26-37.

Polly, D., Martin, C. Wang, C. Lambert, R. & Pugalee, D. (2015). Primary grades teachers' instructional decisions during online mathematics professional development activities. Early Childhood Education Journal, 1-13.

Hathaway, J., Martin, C.S., Mraz, M. (2015). Roles of literacy coaches: Does reality match research? Reading Psychology. 37, (2), 230-256.

Polly, D., Wang, C., McGee, J.R., Lambert, R.G., Martin, C.S., Pugalee, D.K. (2014). Examining the influence of a curriculum-based elementary mathematics professional development program. Journal of Research in Childhood Education, 28, (3), 327-343.

Wang, C., Polly, D., Lehew, A., Pugalee, D., Lambert, R., & Martin, C. S. (2013). Supporting teachers’ enactment of elementary school student-centered mathematics pedagogies: The evaluation of a curriculum-focused professional development program. New Waves-Educational Research & Development, 16, 76-91.

Polly, D., Wang, C., Lambert, R., Martin, C., McGee, J. R., Pugalee, D., & Lehew, A. (2013). Supporting kindergarten teachers’ mathematics instruction and student achievement through a curriculum-based professional development program. Early Childhood Education Journal, 1-11.

 

Chapters

Martin, C. & Myers, M. (2019) Examining culturally relevant pedagogy through intentional internship placements within partnership and PDS schools. In Global Issues and Urban Schools: Strategies to Effectively Teach Students in Urban Environments around the World. Charlotte, NC: IAP Publishing Inc.

Polly, D., Martin, C.S., Wang, C., Lambert, R., Pugalee, D.,&  Middleton, K.(2016).  The influence of formative assessment professional development on primary grades teachers’ TPACK. In M., Neiss, S. Driskell, & Hollebrands, K., The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age Hershey, PA: IGI Global.

Martin, C.S., Polly, D., Wang, C., Lambert, R., & Pugalee, D. (2015). Primary grades teacher’ fidelity of teaching practices during mathematics professional development. In J. Keengwe Innovative Professional Development Methods and Strategies for Stem Education. Hershey, PA: IGI Global.

Martin, C.S. & Polly, D. (2015). Using the AMC Anywhere web-based assessment system to examine primary students’ understanding of number sense. In D. Polly (Ed.), Cases on Technology Integration in Mathematics Education (pp. 366-377). Hershey: PA: IGI Global.

Martin, C. S. & Polly, D. (2013). Supporting the Common Core State Standards in mathematics through mathematics journals. In D. Polly (Ed.), Common Core Mathematics Standards and Implementing Digital Technologies. Hershey, PA: IGI Global

Martin, C. S. & Polly, D. (2013). Employing digital tools to support writing in mathematics and the implementation of the common core standards. In B. Anderson & C. Mims (Ed.), Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience. Hershey, PA: IGI Global.


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