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Office Number:
Education 3236
Phone Number:
(805) 893-5111
E-mail:
education.ucsb.edu tine
Tine Sloan
Lecturer w/ Potential Security of Employment, Ph.D. (University of California, Los Angeles)
Emphasis:
Research Interests:
Teacher knowledge and practice in a context of reform; Assessment and evaluation of teaching practice; Integrating assessment of students’ developing cognitions with instructional practice; Socio-cultural influences of cognitive development; Social and cognitive developmental variables influencing children’s understandings in mathematics
Biography:
Dr. Tine Sloan is the Director of the Teacher Education Program in the Gevirtz Graduate School of Education. She has taught courses in the Early Childhood and Adolescent Developmental program, in the Teacher Education Program, and in the Teacher Education and Professional Development specialization of the Teaching and Learning emphasis. Her courses focus on issues in human development, educational psychology, teacher education, and assessment.
Her primary research interests revolve around teacher education, particularly with respect to teacher and teacher educator learning, as well as to the role that policy and context play in this learning and in program development. Related to this is her interest in understanding, developing, and using valid and reliable assessments of teacher and student learning. All of her work is framed by her primary interest in understanding and advocating for the well being of children in educational contexts.
Prior to coming to UCSB, she spent 3 years in Singapore as a member of the faculty at the National Institute of Education in Nanyang Technological University. She taught graduate seminars and teacher education courses in the Psychological Studies Division, supervised student teachers, and directed two research projects focused on children’s mathematical problem solving.
Dr. Sloan completed her teacher certification at California Polytechnic State University, San Luis Obispo in 1988, and her master’s and doctoral work at the University of California, Los Angeles in 1996.
Recent Publications:
Peck, C.A., Galluci, C., Sloan, T., Lippincott, A. Organizational Learning and Program Renewal in Teacher Education: A Socio-cultural Theory of Learning, Innovation and Change. Educational Research Review, 4(1), 16-25. 2009. [Refereed Journal Article]
Sloan, T., Stansbury, K., Merino, N. Implementation Manual for the Performance Assessment for California Teachers. PACT Consortium, www.pacttpa.org. 2007. [Manual]
Gearhart, M., Saxe, G.B., Fall, R., Schlackman, J., Nasir, N., Ching, C.C., Bennett, T.,R., Rhine, S., & Sloan, T. Opportunities to learn fractions in elementary mathematics classrooms. Journal for Research in Mathematics Education, 30, 286-315. 1999. [Refereed Journal Article]
Peck, C.A., Galluci, C., Sloan, T . Negotiating Implementation of High-stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry. Journal of Teacher Education. . [Refereed Journal Article]
Sloan, T., Copeland, W. . Levers for change: Evidence-based reform in teacher education. . . [Book Chapter]
Affiliations:
American Association of Teacher Education
American Educational Research Association
Association for Supervision and Curriculum Development
California Council on Teacher Education
