1 Felicia Darling
Felicia Darling
P.O. Box 19027
Stanford, CA 94309
707-483-5113
[email protected]
www.feliciadarling.com
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EDUCATION
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Doctoral Candidate in Curriculum Teaching and Education (Math Education) Stanford
Graduate School of Education, (GPA 3.90), 2014.
Individually Designed Distributed Ph.D. Minor: Spanish Language with an International
Emphasis, 2014.
CLAD/CTEL California Certification to teach English Language Learners, 2007.
California Secondary Math Certification, since 2004.
M. Ed., Curriculum and Instruction, Lyndon State College, (GPA 3.83), 1996.
B.A., Mathematics, Johnson State College, (GPA 4.0), 1992.
RELEVANT COURSEWORK
Graduate level coursework in Spanish language and Latin American Studies
• Spanish Language and Cultural Immersion, México, Summer 2013.
• Advanced Oral Spanish Conversation, intended for Fall 2014
• Second-Year Spanish: International Relations Emphasis, Winter 2013-2014
• Intermediate Oral Spanish Conversation, Fall 2013-2014
• Second-Year Spanish: International Relations Emphasis, Fall 2013-2014
• First Year Spanish, Spring 2012-2013
Graduate level coursework in Qualitative and Quantitative Research
• The Conduct of Qualitative Inquiry, Spring 2013-2014
• Introduction to Statistical Methods in Education, Fall 2011-2012
• Research on Mathematics Education, Fall 2011-2012
• Research on Teaching, Winter 2011-2012
• Analysis of Social Interaction, Winter 2011-2012
• Academic Achievement of Language Minority Students, Winter 2012-2013
• Designing Surveys II, Spring 2012-2013
• Inquiry and Measurement in Education, Fall 2011-2012
• Statistical Analysis in Education: Regression, Winter 2011-201
• Qualitative Analysis in Education, Spring 2011-2012
RESEARCH
Tiles in the mosaic portrait: Culturally responsive algebra instruction for Mexican immigrant
students. Conducted case study of successful algebra teachers of Mexican immigrant students in a
California middle school. My study explored the connections between the teacher beliefs and
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practices of successful algebra teachers of first- and second- generation Mexican immigrant
students. My findings suggested that specific collections of sociocultural beliefs and particular
connections between beliefs and practices are particularly important for the education of these
students, 2013-2014.
Secondary Math Intervention: Research assistant on National Science Foundation grant with Dr.
Jo Boaler to explore if a hybrid model of an intervention (MOOC/in-the-classroom) improves the
math achievement of 3000 students in two California districts with high proportions of ethnic/racial
minority students and English learners. Support MOOC operation, professional development for
teachers, and data collection and analysis, pending funding award.
Secondary Math Mindset Intervention: Research assistant for project with Dr. Jo Boaler to
explore if an intervention improved the mathematics attitudes and achievement of ethnic/racial and
linguistic minorities students in an urban secondary school, 2013-2014.
TEACHING EXPERIENCE
Teaching Assistant. Stanford University. Mastering Language for the Common Core State
Standards: Focus on Mathematics in Elementary and Secondary. Dr. Jeff Zwiers and Dr. Kenji
Hakuta, Fall 2014. Provided consulting, managed forums, involved in intervention for a MOOC for
math teachers of English learners in secondary schools.
Teaching Assistant. Stanford University. How to Learn Mathematics: The Joys and Pitfalls of
Math Learning in the United States. Stanford University. Dr. Jo Boaler, Summer 2014.
Teaching Assistant. Stanford University. Workshop in Oral Communication for International
Students, Dr. Dominic Wang, Summer 2013. Provided in class support as well as oral language
development support and orientations skills for international students learning English.
Teaching Assistant. Stanford University. Supporting Students with Learning Disabilities, Dr.
Ericka Fur, Spring 2013. Provided tech support and led student discussions and taught sessions on
teaching English learners for graduate course for pre-service teachers.
Teaching Assistant. Stanford University. Language, Identity, and Classroom Learning, Dr. Bryan
Brown, Fall 2011. Created rubric, graded papers, and graded final paper/project for graduate course
about linguistic and ethnic/racial equity issues, identity, and classroom culture.
Mathematics Instructor. Santa Rosa Junior College, Santa Rosa CA. Teach MATH770. Supported
a linguistically and ethnically/racially diverse population of college students in a math/computer lab
setting, 2005-2013.
Mathematics Instructor. Santa Rosa City Schools, Santa Rosa CA. Taught Algebra,
Trigonometry, and Honors Geometry at schools with over 90% first and second generation Mexican
immigrant students, 2004-2011.
Mathematics Instructor. Lyndon State College, VT. Taught math and dance to a diverse
population of students at a rural, four-year, broad-access college, 1991-2004.
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PROFESSIONAL EXPERIENCE
Haas Public Service Fellowship. Recipient of 2014-2015 Fellowship to create and implement a
small public service project in professional development for Spanish-speaking teachers of Mexican
immigrant students earning their General Education Diploma, 2014.
Education Consultant. Offer professional development training to teachers who teach math to
English learners. Provide written Spanish-English translation. Also, provide success coaching and
math tutoring to secondary and college students focusing on shifting mindsets, 2013-current.
Teacher training. Developed and delivered year long professional development program as part of
a study to build a campus culture around math mindset in an urban California high school with high
proportions of linguistic and ethnic racial minorities, 2013-current.
Volunteer. Taught math to first-generation adult Mexican immigrant students in Spanish to support
their attainment of a General Education Diploma, 2013-2014.
English as a Foreign Language Tutor. Language and Orientation Tutoring Program (LOT).
Provided. Provided English language instruction and support across the four modalities of reading,
writing, speaking, and listening to international students. Also, provided orientation support, 20112013.
Grant recipient/Grant coordinator. Awarded National Endowment for the Arts grant to
implement a cultural diversity project to bring urban hip hop culture to a northeastern rural area of
the U.S., 2009-2010.
SKILLS
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Fluent in English and Spanish
Proficient in conducting case study research
Proficient in analysis of social interactions
Qualitative software (Atlas TI, Dedoose)/Quantitative software (STATA, SPSS)
Extensive experience with professional development of math teachers
Extensive experience developing curriculum for teaching math to non-native English
speakers
PUBLICATIONS/ PRESENTATIONS
Darling, F. (2014). Tiles in the mosaic portrait: Culturally responsive algebra instruction for
Mexican immigrant students. International Journal for Multicultural Education, pending
manuscript revisions.
Darling, F. (2012) Review of Maths in the Kimberley: Reforming Mathematics in Remote
Indigenous Communities by R. Jorgensen, P. Sullivan, P. Grootenboer, R. Niesche, S. Lerman,
and J. Boaler.14(1) International Journal of Multicultural Education. Retrieved April 27, 2014
from http://ijme-journal.org/index.php/ijme/article/view/577
Felicia Darling
Darling, F. (2005). El personaje del mes. La Voz Bilingual Newspaper.
How algebra teachers of Latino/a (Mexican immigrant) students connect beliefs of Culturally
Responsive Pedagogy to their practices. Oral presentation at Symposium, Stanford University,
Stanford, California, 2014.
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