## Faculty Page

Broadly speaking, my research focuses on teaching and learning. Specifically, I’m interested in how students learn math and how teachers can best help them do so. I’ve studied populations of students from preschool through college. Through the Psychology Department I teach courses in Psychology and Education (133F) and Developmental Research Methods (131). I also teach two courses on John Wooden, an example of an extraordinary educator. One is offered through the Fiat Lux program and the other through the Honors Collegium.

Karen Givvin is an Adjunct Professor of Psychology at UCLA. She received her B.A. in Psychology from UCLA in 1988, her M.A. in Educational Psychology from Cal State University, Northridge in 1991, and her Ph.D. in Education from UCLA in 1997. After graduation and before returning to UCLA, she worked at LessonLab, a research institute in Santa Monica, where she was involved in the TIMSS 1999 Video Study and various intervention studies that made use of TIMSS findings. Upon returning to UCLA, she began working with the Carnegie Foundation for the Advancement of Teaching, revising and testing the impact of new curricula for community college developmental mathematics classes. She is currently working with a team to develop a new R&D model for continuous improvement of postsecondary teaching and learning.

Stigler, J.W., Hiebert, J., & Givvin, K.B. (2018). Does VAM + MET = Improved Teaching? In R.P. Ferretti & J. Hiebert (Eds.), *Teachers, Teaching, and Reform* (pp. 56-74). New York: Routledge.

Stigler, J. W., & Givvin, K. B. (2017). Online Learning as a Wind Tunnel for Improving Teaching. *New Directions for Evaluation*, *2017*(153), 79-91.

Givvin, K. B., Moskowitz, A. L., Christie, C. A., & Stigler, J. W. (January 2016). *ABCmouse App: Head Start implementation evaluation*. Glendale, CA: Age of Learning.

Stigler, J.W., Geller, E.H., & Givvin, K.B. (2015). Zaption: A platform to support teaching, and learning about teaching, with video. *Journal of e-Learning and Knowledge Society, 11*(2), 13-25.

Kersting, N., Givvin, K.B., Thompson, B., Santagata, R., & Stigler, J.W. (2012). Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. *American Educational Research **Journal, 49*(3), 568-589. http://dx.doi.org/10.3102/0002831212437853.

Givvin, K.B., Stigler, J.W., & Thompson, B.J. (2011). What community college developmental mathematics students understand about mathematics, Part II: The interviews, *MathAMATYC Educator*, 2(3), 4-18.

Santagata, R., Kersting, N., Givvin, K.B., & Stigler, J. (2011). Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. *Journal of Research on Educational Effectiveness, 4, *1-14.

Givvin, K. B., & Santagata, R. (2011). Toward a common language for discussing the features of effective professional development: The case of a US mathematics program. *Professional development in education*, *37*(3), 439-451. DOI: 10.1080/19415257.2010.527711

Stigler, J.W., Givvin, K.B., & Thompson, B.J. (2010). What community college developmental mathematics students understand about mathematics. *MathAMATYC Educator, 1*(3), 4-16.

Kersting, N.B., Givvin, K.B., Sotelo, F.L. & Stigler, J.W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. *Journal of Teacher Education, 61*(1-2), 172-181.

Givvin, K.B., Jacobs, J., Hollingsworth, H., & Hiebert, J. (2009). What is effective math teaching? International educators’ judgments of mathematics lessons from the TIMSS 1999 Video Study. In J. Cai, G. Kaiser, R. Perry, & N-Y. Wong (Eds.) *Effective mathematics teaching from teachers’ perspectives: National and cross-national studies*, 37-69. Rotterdam: Sense Publishers.

Roth, K.J. & Givvin, K.B. (May 2008). Implications for math and science instruction from the TIMSS 1999 Video Study, *Principal Leadership*, 22-27.

Givvin, K.B., Santagata, R., & Gallimore, R. (2007). The roles of pedagogical skill and teacher content knowledge in the American vision of teaching effectiveness. In S. Mathison & E.W. Ross (Eds.) *Battleground: Schools, Vol. 2*, 616-622, Westport, CN: Greenwood Publishing.

Jacobs, J., Hollingsworth, H., & Givvin, K.B. (2007). Video-based research made ‘easy’: Methodological lessons learned from the TIMSS Video Studies, *Field Methods, 19*(3), 284-299.

Givvin, K.B., Jacobs, J.K., Hollingsworth, H. (2006). What does teaching look like around the world? *ON-Math, 4*(1), Available at http://www.nctm.org/eresources/view_article.asp?article_id=7396

Jacobs, J., Hiebert, J., Givvin, K., Hollingsworth, H., Garnier, H., Wearne, D., (2006). Does eighth-grade mathematics teaching in the United States align with the NCTM Standards? Results from the TIMSS 1995 and 1999 Video Studies, *Journal for Research in Mathematics Education 37*(1), 5-32.

Givvin, K.B., Hiebert, J., Jacobs, J.K., Hollingsworth, H., Gallimore, R. (2005). Are there national patterns of teaching? Evidence from the TIMSS 1999 Video Study. *Comparative Education Review, 49*(3*)*, 311-343.

Hiebert, J., Stigler, J. W., Jacobs, J. K., Givvin, K. B., Garnier, H., Smith, M., Hollingsworth, H., Manaster, A., Wearne, D., & Gallimore, R. (2005). Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS 1999 Video Study. *Educational Evaluation and Policy Analysis, 27, *111-132.

Givvin, K.B. (2004). Video surveys: How the TIMSS Studies drew on the marriage of two research traditions and how their findings are being used to change teaching practice. In M.J. Høines & A.B. Fuglestad (Eds.), *Proceedings of the 28 ^{th} Conference of the International Group for the Psychology of Mathematics Education*, Bergen, Norway: Bergen University College.

Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M.-Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. W. (2003). Understanding and improving mathematics teaching: Highlights from the TIMSS 1999 Video Study. *Phi Delta Kappan, 84 *(10), 768-775.

Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. (2003). *Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study, *NCES (2003-013), U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Givvin, K. B. (2001). Goal orientations of adolescents, coaches, and parents: Is there a convergence of beliefs? *Journal of Early Adolescence, 21*(2), 227-247.

Givvin, K. B., & Stipek, D. J. (2001). In the eyes of the beholder: Students’ and teachers’ judgments of students’ motivation. *Teaching and Teacher Education, 17*(3), 321-331.

Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. *Teaching and Teacher Education, 17*(1) 213-226.

Stipek, D., Salmon, J. M., Givvin, K. B., Kazemi, E., Saxe, G., & MacGyvers, V. L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. *Journal for Research in Mathematics Education, 29*(4), 465-488.

Stipek, D., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (1998). Can a teacher intervention improve classroom practices and student motivation in mathematics? *Journal of Experi**mental Education, 66*(4), 319-337.